| Abstract | Tema ovog poslijediplomskog završnog specijalističkog rada je “Povezanost kvalitete suradničkih odnosa i ozračja u predškolskim ustanovama na primjeru DV „Cvrčak”. Započinje definiranjem osnovnih pojmova kao što su suradnički odnosi, ozračje, stilovi vođenja i timski rad. Odnos stila vođenja i kvalitete suradničkih odnosa u predškolskoj ustanovi povezano je s kvalitetom odgojno-obrazovnog rada u vrtiću. Ravnatelj vodi ustanovu u cjelini, stručni suradnik vodi odgojitelje, roditelje i djecu, odgojitelji vode skupine djece i njihove roditelje, a dijete u svojoj skupini također ima mogućnost vođenja druge djece. Način vođenja na taj je način izravno povezan s ozračjem vrtića. U nastavku rada nabrojani su i opisani svi oblici suradnje u odgojno-obrazovnom radu DV „Cvrčak”: Tim odgojitelja u skupini, Stručni tim, Odgojiteljsko vijeće, Timovi odgojitelja okupljeni oko određene teme (Tim za igru, Tim za senzibilizaciju za različitosti, Tim za senzomotoriku), Interesne skupine (Kazališna interesna skupina, Lutkarska interesna skupina, Glazbena interesna skupina, Zbor odgojitelja, Estetska interesna skupina), Prezentacija postignuća timova i interesnih skupina, Planiranja po dobnim skupinama djece, Stručni aktivi, radionice, radni dogovori i Tim voditelja objekata. Akcijskim istraživanjem u DV „Cvrčak” ispitalo se postoji li povezanost između kvalitete suradničkih odnosa i ozračja u DV „Cvrčak”.Instrument za istraživanje bio je upitnik od 50 čestica u formi Likertove skale i 6 čestica u formi otvorenih pitanja. Ispitanici uključeni u istraživanje su odgojitelji i stručni suradnici. Zaključilo se da je potrebno kontinuirano raditi na poboljšanju komunikacije na svim nivoima kao i na stručnom usavršavanju. Najučinkovitiji način stručnog usavršavanja je unutar ustanove. Refleksija i rasprava među stručnim suradnicima i odgojiteljima stvara veću povezanost među njima pa se time stvara bolje ozračje u vrtiću. U ispitivanju je 96% ispitanika odgovorilo da je potrebno u rad DV „Cvrčak” uvesti refleksije i rasprave kao redovnu praksu. Osim poboljšanja na stručnom nivou, zaposlenici smatraju da treba više druženja izvan vrtića i zajedničkih događanja kako bi se ljudi više povezali i upoznali. Zaključak je da postoji povezanost između kvalitete suradničkih odnosa i ozračja. Suradničke odnose pritom ne definira isključivo sadržaj nego i kvaliteta komunikacije među suradnicima. |
| Abstract (english) | The topic of this postgraduate specialist thesis is “The relationship between the quality of collaborative relationships and the atmosphere in preschools, as exemplified by the kindergarten „Cvrčak”. It begins by defining basic concepts such as co-parent relationships, atmosphere, leadership styles, and teamwork. The relationship between leadership style and quality of cooperative relationships in a preschool institution influences the quality of educational work in kindergarten. The principal runs the institution as a whole, the expert associate leads the educators, parents and children, the educators lead the groups of children and their parents, and the child in his group also has the opportunity to lead other children. The way it is guided thus directly affects the atmosphere of the nursery. The following sections list and describe all forms of collaborative relationships in the educational work of kindergarten „Cvrčak”: Teachers team in the group, Expert team, Teacher council, Teacher educator teams gathered around a specific topic (Play team, Sensitization team for diversity, Sensomotor team), Stakeholders (Theater Stakeholder Group, Puppet Stakeholder Group, Music Stakeholder Group, Educators Choir, Aesthetic Stakeholder Group), Presentation of Teams and Stakeholder Achievements, Planning by Age of Children, Professional Assets, Workshops, Work Arrangements and Team of Facility Managers. The research in kindergarten „Cvrčak” examined whether there was a relationship between the quality of collaborative relationships and the atmosphere in kindergarten „Cvrčak”. The survey instrument was a 50-item Likert scale questionnaire and 6 open-ended questions. The sample of respondents was educators and associates. It was concluded that there was a need to continuously work on improving communication at all levels and on professional development. The most effective way of professional development is within the institution. Reflection and discussion among professional associates and educators creates a greater connection between them and thus creates a better atmosphere in the kindergarten. In the survey, 96% of respondents said that it is necessary to introduce reflections and discussions into the work of kindergarten „Cvrčak” as a regular practice. In addition to professional-level improvements, employees feel they need more socializing outside of kindergarten and community events to get people to connect and get to know each other. The conclusion is that there is an association between the quality of collaborative relationships and the atmosphere. Collaborative relationships are not only defined by content, but also by the quality of communication between co-workers. |
