Brojne promjene koje su se dogodile na širem društvenom planu utjecale su na današnju obitelj, njenu strukturu, životni stil, karakteristike. U radu se razmatraju neke temeljne značajke suvremene obitelji s posebnim naglaskom na ulogu roditelja u procesu odgoja djeteta. Roditeljski odgojni postupci ključni su za kvalitetan odnos roditelja i djeteta te izravno utječu na napredovanje djeteta i njegov daljnji životni put. Promijenjen je i pogled na dijete i djetinjstvo. Dijete se danas promatra kao aktivni subjekt vlastitog razvoja sa svim svojim pravima i potrebama koje odrasli trebaju prepoznavati. Kako se od roditelja očekuje kompetentno obnašanje njihove roditeljske zadaće i djelovanje u najboljem interesu djeteta potrebno im je osigurati programe pedagoškog obrazovanja roditelja koji bi ih osnažili i podigli razinu njihove osobne i roditeljske kompetencije. Prva spona u procesu roditeljskog rasta i razvoja jest predškolska ustanova. Upravo suradnjom s odgojiteljima svoje djece, uspješnom komunikacijom, razvijanjem partnerskih odnosa te uključivanjem u različite programe pedagoškog obrazovanja roditelji će moći odgovoriti izazovu suvremenog roditeljstva.
O umijeću, kao i o samoprocjeni stvaranja inkluzivnoga ozračja ovisi koliko će potencijali sudionika odgojno-obrazovnoga procesa biti iskorišteni. Obogaćivanje, nadogradnja i samoevaluacija kompetencija odgojitelja i učitelja, između ostaloga, odnosi se na planiranje, pripremanje, stručno usavršavanje te na strategije poučavanja unutar individualiziranih kurikula usmjerenih na dijete. Za potrebe istraživanja konstruiran je upitnik za odgojitelje i učitelje. Cilj je putem samoprocjene kompetentnosti za stvaranje inkluzivnoga ozračja, planiranje, načine rada s djecom s teškoćama te vrednovanje vlastitoga rada ispitati postoji li kod ispitanika povezanost između razine kompetentnosti i godina radnoga iskustva odgojitelja i učitelja u redovitim odgojno-obrazovnim ustanovama (N=502). Postavljena je hipoteza da postoji povezanost između odgojitelja i učitelja s obzirom na godine njihova radnog iskustva u samoprocjeni navedenih kompetentnosti. Rezultati su pokazali povezanost između odgojitelja i učitelja s većim radnim iskustvom u njihovoj višoj samoprocjeni koja se odnosi na dovoljnu zastupljenost organiziranih različitih oblika unaprjeđenja inkluzivne prakse i cjeloživotnoga obrazovanja u vlastitoj odgojno-obrazovnoj ustanovi, kao i to da se oni s više godina radnoga iskustva smatraju kompetentnijima za planiranje i izradu individualiziranih kurikula.
Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice.
Professional development of kindergarten teachers is a complex and continuous process that implies developing the competences of kindergarten teachers. It aims to improve work performance and foster the development and achievements of children. For this reason, the importance of a holistic approach in their professional development and lifelong learning is emphasized, as only a comprehensive model of different competences of kindergarten teachers can precede changes and improvements in educational practice. The professional competences of kindergarten teachers require a high level of various abilities and practical actions based on these abilities, which assume mutual synergy of all those involved in or responsible for the quality of the educational practice. The aim of this qualitative research is, therefore, to gain insight into the personal attitudes of kindergarten teachers, professional associates, and principals, and to question group meanings and norms on the possibilities of enhancing professional competences of kindergarten teachers while contemplating existing barriers that can be seen and exist in this area. For the purpose of this research, three focus groups were formed. Thirty-nine participants coming from twenty kindergartens in the area of Zagreb took part in the focus groups.
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