Introduction. Preschool children are a particularly sensitive group in need of special care concerning health, safety, food, and nutrition. Furthermore, habits formed at an early age tend to be ...retained even in adulthood. Therefore, parents as the first educators of their children are responsible for the development of healthy eating habits and the quality of nutrition of preschool children. Also, as children start to attend a preschool institution, the employees in that institution have an equally important role and responsibility in that regard. Aims. The aims of the research were as follows: to ascertain whether parents are satisfied with the quality of children's diet in preschool institutions; to identify the attitudes of preschool teachers and nurses-preschool teachers toward children's nutrition in preschool institutions, the balance between the quality of food in family homes and kindergartens, and to establish various forms of cooperation between families and preschool institutions regarding the development of healthy eating habits in preschool children. Material and Methods. The sample comprised 933 respondents, including 763 parents, 59 nurses, and 111 preschool teachers. The required data were collected by applying an assessment scale in the case of parents, and interviews in the case of nurses and preschool teachers. Results. The majority of respondents are satisfied with the quality of nutrition in kindergartens. Various forms of cooperation between preschool institutions and parents exist to inform parents about the proper nutrition and development of healthy eating habits in children. Conclusion. According to the perceptions of parents and kindergarten employees, the quality of children's nutrition in the system of institutional preschool education is at an enviable level, although there is certainly room for further improvement and work on the development of proper and healthy eating habits in children in kindergarten and at home.
Osnovni cilj ovog istraživanja je da se ispitaju percepcije roditelja o partnerstvu predškolske ustanove i lokalne zajednice. U radu se ukazuje na značaj upoznavanja dece sa neposrednim lokalnim ...okruženjem, kao i na različite oblike partnerstva poput poseta, zajedničkih akcija i manifestacija, koji su prisutni u praksi predškolskog vaspitanja. Pored postojećih oblika partnerstva, pažnja je posvećena potencijalima lokalne zajednice za učenje dece predškolskog uzrasta i stvaranja osnove za očuvanje kulture, tradicije i običaja zajednice u kojoj odrastaju. U istraživanju je korišćena deskriptivna metoda, a osnovni instrument istraživanja je skala procene Likertovog tipa. Uzorak istraživanja čine roditelji čija deca pohađaju državne predškolske ustanove. Podaci istraživanja su prikupljeni neposredno, u saradnji s vaspitačima i uz saglasnost direktora ustanova. Rezultati istraživanja su delimično potvrdili postavljene hipoteze da predškolska ustanova i lokalna zajednica ostvaruju partnerstva u raznovrsnim aktivnostima u cilju pružanja podrške kvalitetu vaspitno-obrazovnog rada, kao i da postoje statistički značajne razlike u stavovima roditelja u odnosu na karakteristike uzorka. Najvažnije implikacije nalaza našeg istraživanja odnose se na doprinos unapređenju postojeće vaspitno-obrazovne prakse, imajući u vidu da se tretirani problem sagledava iz perspektive roditelja koji su jedan od ključnih faktora uspešne saradnje na svim nivoima.
From the standpoint of a systemic approach, the paper considers the co-operation between families and pre-school institutions. It indicates the relevance and topicality of this issue in a time of ...reform which aims to build a quality pre-school education. The paper advocates the process supportive model of partnership between parents and pre-school teachers that places focus on the quality of their interrelations.The research aim was to examine parental satisfaction with the co-operation with pre-school teachers. Research results have shown a high degree of respondents’ agreement with the assertions relating to parental satisfaction with the co-operation with a pre-school institution. The research data obtained on a sample of parents with college and university degrees are indicative because they expressed the lowest level of satisfaction with such co-operation. However, respondents within this category have highly assessed the assertions relating to parental involvement in the work of a pre-school institution and pre-school teachers’ acknowledgment of parental recommendations, which is encouraging form the standpoint of developing a partnership between parents and pre-school teachers. Pedagogical implications of the research can be observed from a theoretical standpoint in terms of inspiring other researchers to further delve into relationships between family and the system of pre-school education and upbringing, especially from a standpoint of numerous determinants which shape those relations. Implications for the pedagogical practice are reflected in perceiving that the category of highly educated parents comprises a significant force that can initiate changes concerning the co-operation between parents and pre-school teachers in terms of establishing and developing partner relationships and other topical changes in the field of pre-school education and upbringing.
From the standpoint of a systemic approach, the paper considers the co-operation between families and pre-school institutions. It indicates the relevance and topicality of this issue in a time of ...reform which aims to build a quality pre-school education. The paper advocates the process supportive model of partnership between parents and pre-school teachers that places focus on the quality of their interrelations. The research aim was to examine parental satisfaction with the co-operation with pre-school teachers. Research results have shown a high degree of respondents’ agreement with the assertions relating to parental satisfaction with the co-operation with a pre-school institution. The research data obtained on a sample of parents with college and university degrees are indicative because they expressed the lowest level of satisfaction with such co-operation. However, respondents within this category have highly assessed the assertions relating to parental involvement in the work of a pre-school institution and pre-school teachers’ acknowledgment of parental recommendations, which is encouraging form the standpoint of developing a partnership between parents and pre-school teachers. Pedagogical implications of the research can be observed from a theoretical standpoint in terms of inspiring other researchers to further delve into relationships between family and the system of pre-school education and upbringing, especially from a standpoint of numerous determinants which shape those relations. Implications for the pedagogical practice are reflected in perceiving that the category of highly educated parents comprises a significant force that can initiate changes concerning the co-operation between parents and pre-school teachers in terms of establishing and developing partner relationships and other topical changes in the field of pre-school education and upbringing.
The realization of inclusive education at the preschool age is an important effort within the school system of a country. It has been established that inclusive education has a stimulating effect on ...children with disabilities, as well as on typically developing children. Because of this, it is necessary to start with its realization at the preschool age. The paper presents the results of empirical research conducted on a sample of 763 parents of children attending preschool institutions in the territory of eastern and southeastern Serbia, which were collected using an assessment scale specially constructed for this research. Bearing in mind the importance of the formation of positive attitudes of parents as key actors in the upbringing of typically developing children, who should represent to their children a model of adequate behavior towards persons with developmental disabilities, the research aims to examine the attitudes of parents about inclusion in the system of state preschool institutions. It was established that the majority of parents recognize the most significant advantages of inclusion and the prerequisite for achieving inclusion in the context of institutional preschool education. When it comes to obstacles to achieving inclusive education, it was found that parents recognize them to a lesser extent. Also, it was established that there are statistically significant differences in parents' responses to certain items concerning the variables of gender, age, and level of education. The findings of this research can represent a good starting point for improving existing institutional practice in the context of inclusive education.
The paper presents the results of a research regarding the implementation of educational software in the classroom conducted on a sample of 212 pupils in primary schools. After applying the ...experimental factor, i.e. educational software the purpose of which is to encourage individual teaching, the pupils expressed their opinions of innovative approaches to teaching by means of questionnaires designed especially for the purposes of the research (Cronbach α=0,816 and Fergusońs coefficient δ=0,912). The results of the research speak in favour of modern concepts. Almost two-thirds of surveyed pupils prefer learning through educational software and believe that it is the best way of learning at school. On the basis of the expressed pupilś opinions one can conclude that learning through educational sofware fits the needs of contemporary pupils and that schools should be advised to apply the resources of information technologies for educational purposes to a far greater extent.
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