Forms of cooperation between parents and educators in an educational institurion

Osnovna uloga ustanova ranog i predškolskog odgoja i obrazovanja jest da pridonosi cjelokupnom razvoju djeteta u svim njegovim aspektima razvoja, ali i kvaliteti života. Jedan od osnovnih ili ključnih čimbenika za djetetov cjelokupni razvoj je suradnja odgojno-obrazovne ustanove s roditeljima, odnosno obiteljskom zajednicom. Polaskom djeteta u odgojno-obrazovnu ustanovu roditelji, odgojitelji i stručni tim postaju suradnici koji imaju zajednički cilj, a to je dobrobit svakog djeteta ponaosob. Taj je cilj moguće dostići kroz pružanje zajedničke skrbi, njege, odgoja i obrazovanja. Kako bi se ostvarila međusobna suradnja između roditelja i odgojitelja potrebna je međusobna povezanost između obiteljskog doma, ali i zajednice koja uči, a ta je zajednica dječji vrtić. U samom fokusu, odnosno središtu ovog rada naglasak će biti na dostupnim oblicima suradnje između roditelja i odgojitelja u odgojno-obrazovnoj ustanovi. Prikazat će se i detaljno opisati tradicionalni i suvremeni oblici suradnje između roditelja i odgojitelja. Dječji vrtić i obitelj ovisni su jedno o drugome. Sa svakom obitelji i svakim roditeljem, potrebno je graditi jedinstven, kvalitetan, topao i prijateljski odnos koji će se s vremenom nadograđivati i jačati međusobnu i uzajamnu vezu koja će uvelike olakšati cjelokupni rast i razvoj pojedinog djeteta. Stoga će u ovom radu biti opisani razni oblici suradnje koji su se prakticirali prije nekoliko godina, ali i koji se još i danas prakticiraju. Isto tako rasprava će se voditi i o prednostima i nedostatcima pojedinih oblika suradnje te će se na samom kraju rada moći zaključiti koji su oblici suradnje, zapravo i oblici koji prikazuju našu današnjicu te koji od njih omogućuju kvalitetnu suradnju između roditelja i odgojitelja, ali i obogaćuju i stvaraju kvalitetniju odgojno-obrazovnu praksu vrtića i vode ka usavršavanju uspješnom kurikulumu vrtića.The basic role of institutions of early and preschool education is to contribute to the overall child development in all its aspects, but also to the quality of life. One of the basic or key factors for the child's overall development is the cooperation of the educational institution with the parents, in the family community. When a child goes to an educational institution, parents, educators and the professional team have a common goal, which is individual well-being of each child. This goal can be achieved through the provision of joint care, nursing, upbringing and education. In order to achieve mutual cooperation between parents and educators, it is necessary to have a mutual connection between the family home, but also the learning community, and that community is a kindergarten. In the very focus or center of this paper, the emphasis will be on the available forms of cooperation between parents and educators in the educational institutions. Traditional and modern forms of cooperation between parents and educators will be presented and described in detail. Kindergarten and family are dependent on each other. With each family and each parent, it is necessary to build a unique, quality, warm and friendly relationship that will be upgraded over time and strengthen the mutual bond that will greatly facilitate the overall growth and development of each child. Therefore, this paper will describe various forms of cooperation that were practiced several years ago, and are still practiced today. There will also be a discussion about the advantages and disadvantages of certain forms of cooperation and at the very end of the paper it will be possible to conclude which forms of cooperation are, in fact, forms that depict our present. As well as which of them enable quality cooperation between parents and educators, therefore create better educational practice for kindergartens and lead to the improvement of a successful kindergarten curriculum