Quality and successful cooperation with parents in preschool

V teoretičnem delu sem najprej opredelila sodelovanje vrtca s starši ter oblike in načela sodelovanja s starši. Osredotočila pa sem se na sodelovanje s starši po metodologiji Korak za korakom. Opisala sem značilnosti te metodologije, analizirala, kako gleda na družino in skupnost in komunikacijo med vrtcem in družino, ter opisala strategije sporazumevanja s starši. S pomočjo polstrukturiranega intervjuja sem raziskovala stališča in izkušnje strokovnih delavcev glede sodelovanja s starši s poudarkom na podobnostih in razlikah med običajnim vrtec in vrtcem, ki dela po pristopu Korak za korakom. Zanimalo me je, kakšno je vključevanje staršev v načrtovanje življenja in dela v vrtcu, ali se po mnenju strokovnih delavcev pojavljajo težave in dileme pri sodelovanju s starši in kakšne so ter ali so starši po mnenju strokovnih delavcev zadovoljni z oblikami sodelovanja z vrtcem. Rezultate sem kvalitativno obdelala. Ugotovila sem, da se med Vrtcem Idrija, ki dela po metodi Korak za korakom, in Vrtcem Cerkno pojavljajo razlike predvsem pri neformalnih oblikah sodelovanja, in sicer da Vrtec Idrija nudi več neformalnih oblik sodelovanja s starši kot Vrtec Cerkno. Ugotovila pa sem tudi, da se v obeh vrtcih starši najbolj udeležujejo pogovornih ur.In the theoretical part, I first defined the cooperation between the kindergarten and the parents, as well as the forms and principles of cooperation with parents. However, I focused on cooperation with parents using the Step by Step methodology. I described the characteristics of this methodology, how it looks at family and community and communication between kindergarten and family, and described the strategies for communicating with parents. Through a semi-structured interview, I explored the views and experiences of professionals regarding working with parents, focusing on the similarities and differences between a regular kindergarten and a kindergarten using the Step by Step approach. I was curious about the involvement of parents in the planning of life and work in kindergarten, whether in the opinion of professionals there are problems and dilemmas in cooperation with parents and what those are, and whether the parents in the opinion of professionals are satisfied with the forms of cooperation with kindergarten. I processed the results qualitatively. I have found out that there are differences between the Idrija Kindergarten, which works according to the Step by Step methodology, and the Cerkno Kindergarten, mainly in informal forms of cooperation, namely that the Idrija Kindergarten offers more informal forms of cooperation with parents than the Cerkno Kindergarten. I also found that in both kindergartens, parents are most likely to attend talk hours