The issue of management in education has traditionally been subordinated to the analysis of the issue of teaching and upbringing. The history of the teaching profession, in which the school administration has hardly been given importance for a long time, is the history of the school as an institution. To understand complex situations, unpredictable changes in social moments, cultural contexts, to be ready to face the challenges of numerous but often incomplete information, to bring business and the world of education closer is what is expected from management today. Management is like life - a matter of concessions, where the primary task of the manager is to harmonize the near and distant future, the idea at the highest level of abstraction and balancing the forces that are for change and those who are against it.
Contemporary trends in education have stimulated the existence of numerous competences and skills among preschool institutions. For years, those competences and skills were not implied nor required as special with the goal to improve learning and to motivate the education and upbringing of children. Such circumstances especially require the management in education. The purpose is to organize the work in the best manner so that human and material resources in the institutions are applied in the most appropriate manner. The manager in preschool institutions take care about the planning, setting goals, work organization, assignment delegation, motivation and engagement of the employees as well as administrative and financial plans of the organization. Persons with such skills are needed in the institutions for earliest upbringing and education of the youngest. That is especially noticeable in the countries which are in the development and transition process, like the Republic of Serbia. The paper represents the importance of management in education, its benefits and requirements for its development. This paper also signals that many employees of the preschool institutions require managerial competences. The paper represents certain hurdles which may appear, as well as the flaws in the system of preschool upbringing and education which can be overcome successfully with the work of a manager. The constant cooperation and communication at all levels is emphasized.
From birth to school is a period in which the child needs help and support in acquiring socio-emotional competencies in the relationships of all members of the community, because in that period the preconditions are created for the successful functioning of the child in the social and emotional context. Important support for the child in shaping and creating possible situations where socio-emotional relationships are established and these relationships are imposed as an unavoidable factor in the process of socialization and the establishment of emotional stability and security, are the family and the educational institutions. The paper will discuss the quality and the need for support from parents and preschool institutions, in a manner to encourage, realize and develop children's socio-emotional competencies as an integral part of the preschool curriculum, the challenges and perceptions of children's parents, communication between parents and kindergarten teachers, information to the parents about the work of the kindergarten, the participation of parents in parent meetings and the participation of parents in daily activities in the kindergarten.
The research problem presented in the paper is aimed at considering the impact of parents' attitudes on cooperation on the promotion of family participation in preschool institutions. The aim of the research was to determine the factors that significantly determine the attitudes of parents about cooperation and readiness to include the family in the life and work of the preschool institution. The research started from the general hypothesis: parents' satisfaction with work and cooperation with the preschool institution directly affects the promotion of family participation in the preschool institution. As indicators of the impact of the independent variable (attitudes on cooperation) on the dependent (family participation) were monitored: age of parents (age), education of father and mother, number of children in the family, number of children attending kindergarten and areas of progress of children in kindergarten (estimated by the parents). The survey included 46 parents (present in institutions on the day of the survey. The results of the survey indicate that a higher level of formal parental education directly affects greater overall satisfaction with work and cooperation with preschool, with all independent variables individual contribution to explaining parental satisfaction with work and cooperation with preschool institution has a variable: father's education (b: 0.331 (0.006 - 0.100), p <0.05).
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