PARTNERSHIP BETWEEN FAMILIES AND THE UPBRINGING-EDUCATIONAL INSTITUTION IN A FUNCTION OF AN OVERALL DEVELOPMENT OF EARLY AND PRESCHOOL AGED CHILDREN

Cilj je ovoga rada istaknuti važnost partnerstva obitelji i odgojno-obrazovne ustanove u funkciji cjelovitog razvoja djece rane i predškolske dobi. U ovom radu definiraju se i pojašnjavaju različite vrste i modaliteti partnerstva obitelji i odgojno-obrazovne ustanove. Naglasak je na podršci roditeljstvu kao važnom aspektu partnerstva. U radu je podrška roditeljstvu podijeljena na aktivno roditeljstvo, uključenost roditelja u sukonstrukciju kurikuluma ranog i predškolskog odgoja i obrazovanja i digitalne tehnologije u komunikaciji roditelja i odgojitelja. U kontekstu aktivnog roditeljstva se raspravlja o obiteljskom klubu kao netradicionalnom i inovativnom obliku socijalnog partnerstva. Uključivanjem u sukonstrukciju kurikuluma, roditelji sudjeluju u osmišljavanju kurikulumskih tema, dokumentiranja i provedbe kurikulumskih aktivnosti. Također sudjeluju u planiranju i evaluaciji odgojno-obrazovnog procesa. Digitalne tehnologije i društveni mediji su omogućili napretke u komunikaciji roditelja i odgojitelja. Tako se poboljšavaju i partnerski odnosi između roditelja i odgojitelja. Osnaživanje roditelja rezultira porastom roditeljskih ponašanja koja potiču dječji kognitivni, socio-emocionalni i grafomotorički razvoj. Cilj partnerstva obitelji i odgojno-obrazovne ustanove je dobrobit djeteta i izgrađivanje okruženja koje će omogućiti zadovoljenje svih djetetovih potreba. Partnerstvo između obitelji i predškolske ustanove je veoma značajno za dječji zdravi kognitivni razvoj i samopoimanje djeteta. Važno je i za unaprjeđivanje zdravog razvoja djeteta, socijalizacije i učenja kroz igru. Odgojitelji i roditelji imaju također važnu ulogu u razvoju dječjih kompetencija. Učestalost kontakata roditelja i odgojitelja utječe na dječja predškolska postignuća. Djelotvorna i pravodobna interakcija između obitelji i ustanove omogućava poticaje djeci. Dugotrajno partnerstvo između obitelji i odgojno-obrazovne ustanove je potrebno za cjeloviti razvoj djeteta. Može se zaključiti da je partnerstvo obitelji i odgojno-obrazovne ustanove u funkciji poticanja i podržavanja cjelovitog i kvalitetnog razvoja djece rane i predškolske dobi te podrške roditeljstvu.The aim of this final paper is to emphasize the importance of partnership between families and the educational institution in a fuction of an overall development of early and preschool aged children. Different types and modalities of partnership between families and the educational institution are defined and explained in this final paper. The emphasis is put on parenting support as an important aspect of partnership. In this paper parenting support is divided on active parenting, parental involvement in co-construction of the curriculum of early and preschool education as well as digital technologies used in parent-teacher communication. In the context of active parenting, this paper explores family club as a non-traditional and innovative type of social partnership. By involving in the construction of curriculum, parents engage in designing curricular topics, documentation and implementation of curricular activities. They also engage in planning and evaluation of educational processes. Digital technologies and social media have enabled advances in parent-teacher comunication and in that way, partnership relations between families and institution are improved. Parental empowerment results in an increase of parental behaviours which promote child's cognitive, social and emotional as well as graphomotor development. The aim of partnership between families and educational institution is child's wellbeing and the construction of an environment which will enable the fulfilment of all child's needs. Partnership between families and preschool institution is significant because of child's healthy cognitive development and child's self-concept. It is also important because of the improvement of child's healthy development as well as child's socialization and learning through play. Preschool teachers and parents also have an important role in the development of child's competences. Frequency of contacts between parents and preschool teachers affects child's preschool achievements. Effective and prompt interaction between families and the educational 39 institution enables stimuli to children. Long-term partnership between families and the educational institution is necessary when it comes to the whole child development. It can be concluded that partnership between families and the educational institution is in a function of promoting and supporting holistic and quality development of early and preschool aged children as well as parenting support