Family-Kindergarten Partnership 00-0F-FKP
The aim of the course is to acquaint students with the theoretical starting points for establishing partnership relations between kindergarten and families, and to help them acquire the knowledge and techniques necessary to establish successful interaction, communication and collaborative relationships with parents and other adults in educational institutions.
A special focus will be kindergarten and family cooperation modalities (parental meetings, individual discussions, educational workshops for parents, online cooperation with parents).
Expected learning outcomes
5. To define and explain the underlying concepts that appear in co-operation between families and kindergartens.
6. To compare and explain different paradigms of co-operation with parents that have emerged over the past decades.
7. To find out and determine the reasons why collaboration between kindergartens and families is necessary for the overall development of the child.
8. To find out and determine the reasons why the co-operation of the kindergarten is necessary to improve the work of the kindergarten and the educational institution.
9. To understand the possible reasons for disagreement between families and kindergartens, i.e. parents and educators.
|
W cyklu 2022Z:
The aim of the course is to acquaint students with the theoretical starting points for establishing partnership relations between kindergarten and families, and to help them acquire the knowledge and techniques necessary to establish successful interaction, communication and collaborative relationships with parents and other adults in educational institutions. Expected learning outcomes |
Rodzaj przedmiotu
Koordynatorzy przedmiotu
Literatura
Literature
Deslandes, R. (2001). A vision of home-school partnership: three complementary conceptual frameworks. In F. Smith, K. Van der Wolf & P. Sleegers (Eds.), A bridge to the future: Collaboration between parents, schools and communities (pp. 11-23). ITS
Dusi, P. (2012). The Family - School Relationship in Europe: A Research Review. C.E.P.S., 2(1), 13 - 33.
Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
Hornby, G. (2011). Parental Involvement in Childhood Education: Building Effective School Family Partnerships. Springer.
Višnjić Jevtić, A. (2021). Collaborative relationships between preschool teachers and parents as prerequisite for development of culture of communities of upbringing. U: A. Višnjić Jevtić, I. Visković (ur.), Challenges of Collaboration: Development of teachers' professional competences for collaboration and partnership with parents (str. 77 – 112). Alfa.
Višnjić Jevtić, A. & Visković, I. (2020). Insights from Research: Collaborative competences of kindergarten teachers. U: L. Hryniewicz, P. Luff (ur.), Partnership with Parents in Early Childhood Settings: Insights from Five European Countries (pp. 55 – 66). London: Routledge. doi:10.4324/9780429437113-9
Visković, I., & Višnjić Jevtić, A. (2017.). Development of professional teacher competences for cooperation with parents. Early Child Development and Care, 187(10), 1569-1582. DOI: 10.1080/03004430.2017.1299145
Wilson, T. (2016). Working with Parents, Carers and Families in the Early Years. Oxon, New York: Routledge
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: