Preschool Teachers' Perception of providing Counseling Support to Parents

Obitelj i ustanova ranog i predškolskog odgoja i obrazovanja predstavljaju dva temeljna sustava u kojima se dijete razvija. Razvoj partnerskih odnosa između roditelja i ustanove ranog i predškolskog odgoja ključni je čimbenik uspješnog i cjelovitog razvoja djeteta. Savjetodavna podrška dio je rada odgajatelja s roditeljima u okviru kojega jačaju kompetencije u osnaživanju i zajednički potiču dobrobit djeteta. Sustavnim pregledom literature analizirano je 20 radova, 14 radova iz Repozitorija Učiteljskog fakulteta u Rijeci i 6 radova iz baze znanstvenih radova Hrčak. Dominiraju empirijski radovi s prevladavajućim uzorkom odgajatelja i kvantitativnim dizajnom. Prevladavaju ključne riječi odgajatelj i savjetodavna podrška, a mjerni instrument u većini je upitnik. Ciljevi ukazuju na potrebu ispitivanja učestalosti suradnje roditelja, odgajatelja i stručnih suradnika i obrazovanja odgajatelja za korištenje vještina savjetovanja u radu s roditeljima. Rezultati pokazuju potrebu za većom suradnjom odgajatelja i stručnih suradnika te iniciranje razgovora stručnih suradnika s roditeljima kako bi roditelji dobili veću podršku od istih. Rad sa samohranim roditeljima procjenjuju zahtjevnijim od rada s roditeljima i odgajatelje s višim obrazovnim stupnjem smatraju osposobljenijim za primjenu vještina savjetovanja.The family and the institution of early and preschool education are the two basic systems in which a child develops. The development of partnerships between parents and the institution of early and preschool education is a key factor in the successful and holistic development of the child. Counseling support is part of the educator's work with parents, in which they strengthen competencies in empowerment and jointly promote the well-being of the child. A systematic review of the literature analyzed 20 papers, 14 papers from the Repository of the Faculty of Teacher Education in Rijeka and 6 papers from the database of scientific papers Hrčak. Empirical works with a predominant sample of educators and quantitative design dominate. The keywords educator and counseling support predominate, and the measurement instrument is mostly a questionnaire. The objectives indicate the need to examine the frequency of cooperation between parents, educators and professional associates and the education of educators to use counseling skills in working with parents. The results show the need for greater cooperation between educators and professional associates and the initiation of conversations between professional associates and parents in order for parents to receive greater support from them. Working with single parents is considered more demanding than working with parents and educators with a higher level of education are considered more qualified to apply counseling skills