Developing a partnership between parents and educators

Odnos se definira kao socijalno susretanje s ljudima kroz određeno vrijeme s perspektivom da će trajati i u budućnosti. U posljednjih se tridesetak godina kroz literaturu provlači termin suradnja s roditeljima, no kako se mijenja vrijeme, time i generacije, tako se mijenjaju i termini. U literaturi nailazimo najčešće na termine poput uključivanja, angažiranosti, kolaboracije, interakcije, suradnje i partnerstva. Termin suradnja, prema Kanjić i Boneti (2012, str. 8) "podrazumijeva međusobno informiranje, savjetovanje, učenje, dogovaranje i druženje, a s ciljem dijeljenja odgovornosti za dječji razvoj." Partnerstvo u vrtiću predstavlja odnos roditelja i odgojitelja koji je usmjeren na postizanje zajedničkog cilja i podjelu odgovornosti (Ljubetić, 2014). U ovo suvremeno doba dijete veći dio dana provede u vrtiću, a roditeljski je angažman pritom sve manji. S vremenom dolazi do prepreka koje onemogućuju kvalitetnu suradnju. Odgojitelji dakle, moraju biti kompetentni i osposobljeni za izgrađivanje suradnje i partnerstva s roditeljima. Nužno je obostranim povjerenjem, poštovanjem i angažiranošću postići ravnopravan odnos koji bi s vremenom iz suradnje prerastao u partnerstvo. Partnerstvo je najprihvatljiviji oblik uspostavljanja kvalitetnih odnosa, jer je svakom sudioniku najbitniji krajnji cilj - dobrobit djeteta. Obzirom na brojne promjene s kojima se susrećemo u društvu, životnom stilu i načinu života, završni rad započinje suvremenim roditeljstvom kao uvodom u suradnju roditelja i odgojitelja. Pozornost se potom skreće na suradnju, njena obilježja i moguće prepreke. Naglasak rada vodi ka partnerstvu koje se razvija iz suradnje. Na kraju se spominju ukratko tradicionalni i suvremeni modaliteti koji su u konačnici i najpotrebniji za ostvarivanje partnerstva s roditeljima.A relation is defined as meeting people socially over time with the prospect that it will continue in the future. In the last thirty years, the term cooperation with parents has been passing through the literature, but as time goes on, so do generations, so do the terms. In the literature, we most often find terms such as involvement, engagement, collaboration, interaction, collaboration and partnership. The term cooperation, according to Kanjić and Boneta (2012, p. 8) "implies information, counseling, learning, collusion and socializing, with the aim of sharing responsibility for child development." The kindergarten partnership is a parent-educator relationship that is focused on achieving a common goal and sharing responsibility (Ljubetic, 2014). In this modern age, a child spends most of his day in kindergarten, and parental involvement is diminishing. Over time, there are obstacles that impede quality cooperation. Educators must therefore be competent and empowered to build co-operation and partnerships with parents. It is imperative that through mutual trust, respect, and commitment, an equal relationship is developed which, over time, will develop into a partnership. Partnership is the most acceptable form of establishing quality relationships, because every participant has the most important ultimate goal - the well-being of the child. Given the many changes we face in society, lifestyles and lifestyles, the final work begins with contemporary parenting as an introduction to the cooperation of parents and educators. Attention is then drawn to cooperation, its features and possible obstacles. The emphasis of the work leads to a partnership that develops from collaboration. Lastly, the traditional and contemporary modalities that are most needed to partner with parents are briefly mentioned