| Abstract | Djeca se razvijaju u obiteljskom okruženju, ali i u društvenoj zajednici koju čine različite strukture obitelji, kulture, nacionalnosti, vrijednosti i životnih uvjerenja, tradicije, jezici, religije i običaji. Partnerstvo s obiteljima od ključne je važnosti za stvaranje poticajnog okruženja u kojem dijete može razviti svoje potencijale. Zajednice koje potiču roditeljstvo i aktivno uključuju roditelje u rad predškolskih i školskih ustanova, imaju tendenciju rapidnog porasta kako u ekonomskom, tako i u socijalnom smislu te na taj način doprinose kvaliteti života svih stanovnika zajednice. Uključivanje roditelja i zajednice u rad ustanova za rani odgoj i obrazovanje, osvješćuje se jednakost i jača se kvaliteta rada i sam vrtićki kurikulum. Vrtić koji se usmjerava ka zajednici i koji jača interakcije, postaje vrtić, odnosno ustanova za rani odgoj i obrazovanje čije djelovanje nije marginalizirano. Koristeći usluge koje nudi zajednica, te izravno uključivanje obitelji u rad vrtića omogućujemo djeci kvalitetan život u kojem će imati prilike za smisleno i usmjereno učenje. Područje suradnje je uvjetovano dobrom komunikacijom i praksom, odgojiteljem koji je želi mijenjati. Kad odgojitelj sudjeluje u radu i životu zajednice i koristi razne mogućnosti koje mu ona nudi, jača se njegova spremnost za razvijanje partnerskih odnosa, s roditeljima i sugrađanima. Područje suradnje s užom i širom lokalnom zajednicom je usko povezano s ostalim područjima koja čine kvalitetu ustanove i važno je za njezin cjelokupan rad. Sve komponente čine ustanovu prepoznatljivom i spremnom za afirmaciju u zajednici kojoj živi pa i šire. Kao ishod pozitivne pedagogije odgojitelja i partnerskih odnosa razvijaju se dobrobit, zadovoljstvo i demokratski odnosi u društvu. |
| Abstract (english) | Children’s development does not only take place in family surroundings, but also within the community, which encompasses different family structures, cultures, nationalities, values and attitudes, traditions, languages, religions and customs. Developing a partnership with families plays a key role in establishing a stimulating environment where a child can fully realize his or her potential. Communities which provide support for parenthood, and actively involve parents in activities of pre-school and school organizations have been making significant progress in both economic and social terms, which in turn enables them to contribute to better quality of life of all its members. Including parents and the community in the work of early education organizations brings forth a sense of equality, in addition to improvements to overall work performance as well as the curriculum. A pre-school organization which is community-driven and invested in strengthening interactions becomes an early education institution whose work is not marginalized. By taking advantage of the services offered by the community, and by directly involving families in the pre-school activities programme, children are given an opportunity to learning which is purpose-driven and meaningful. The specific area of cooperation is dependent upon the quality of communication, existing practices, and a teacher ready to change them. When a pre-school educator is fully immersed in the activities and daily life that take place within a community, and takes advantages of all the opportunities it has to offer, his or her motivation to act in partnership with parents and other community members can only grow stronger. The area of cooperation with broader local community, as well as its inner circle, is closely connected to other areas that contribute to the quality of work of the institution, and are essential for its work in general. All the components add to the institution’s specific identity, making it recognizable and ready to be of service to its own community, as well as to the rest of the society. The primary outcome of implementing positive pedagogy, and actively engaging in partnerships is wellbeing, overall satisfaction and democratic atmosphere in the society. |
