Prethodno priopćenje
https://doi.org/10.47960/2831-0322.2022.1.26.117
WORK ORGANIZATION AND COMMUNICATION RELATIONS IN A PRESCHOOL INSTITUTION
Endica Radić Hozo
; Sveučilište u Splitu, Sveučilišni odjel zdravstvenih studija
Sažetak
In the institution of preschool education „Radost“ in Split a research has been conducted on the specifics of work organisation and communication relations. Regarding communication relati- onships, most educators pointed out good communication with children, parents, and colleagues as well as with the management, whereas a smaller number of educators indicated the damaged relationship, because of work overload. As regards the relations with children, (according to Me- gan Tschannen-Moran’s scale), the majority of educators conscientiously and responsibly carry out their work despite many problems. More than two-thirds of the educators have established a daily routine at work, manage to teach children to follow kindergarten rules, motivate them, provide alternative explanations, help develop creativity in children, manage to develop communication with defiant children, and they have patience for every request of children, nurture collaborative partner relationship with parents. Approximately half of the educators manage to get closer to children with disabilities, they appease several restless children who interfere with classes, organize individual classes, provide alternative classes, and only a quarter of educators manage to provide programs for gifted children. The analysis of the parent-child-educator survey showed that the parents of the younger age group, where both are employed, are in majority. There is only a small number of single parents. Regarding the parent-child-educator relationship, most parents raise their children after attending kindergarten without the help of their parents, a smaller number uses their help, most live near kindergartens, and slightly more than a third drive their children to kindergarten by car. Most parents are satisfied with their income at work, most dissatisfied parents are in the age group of 41-51. Most parents believe that the cost of accommodation is realistic, most parents perform educational activities with their child every day, for more than 4 hours a day. Most parents never physically punish the child, they usually solve problems by talking. Most parents believe that the educator should allow the parents to visit the child whenever they want, acquaint the parents with the child’s activities, and warn them if something is not going well. All parents agree that the educator should inform the parents about the child’s progress, and also believe that the educator should do everything for the benefit of their child, as well as that communication with the educator is good. A quarter of the surveyed parents are not able to communicate regularly with educators due to work overload. Only one-fifth of parents thinks that it is not good for a child with disabilities to be in a group with their child. Only a small number of parents, 4 (2.2%), have poor communication with the educator, and only 6 (3.2%) believe that the educator is insufficiently engaged around the child. Analyzing the set hypotheses and research results, it can be concluded that, despite many problems (staff, equipment, space, finances ...) preschool is suboptimal in terms of work process and communication relations, but, in the future, any further violation of DPS standards (abolition and change in the DPS) could lead to adverse consequences for the functioning of the institution.
Ključne riječi
communication; kindergarten; work organization
Hrčak ID:
284627
URI
Datum izdavanja:
21.10.2022.
Posjeta: 836 *