WORK ORGANIZATION AND COMMUNICATION RELATIONS IN A PRESCHOOL INSTITUTION

U ustanovi predškolskoga odgoja i obrazovanja Radost u Splitu provedeno je istraživanje o specifičnostima organizacije rada i ko- munikacijskih relacija opterećenim nedostatkom financija, opre- me, prostora i kadra. Kada je riječ o komunikacijskim odnosima, većina odgojiteljica navodi dobru komunikaciju s djecom, rodite- ljima i kolegicama kao i s ravnateljstvom, a manji broj odgojite- ljica ukazuje na preopterećenost poslom. Kada je riječ o odnosu s djecom (prema skali Megan Tschanen-Moran), najveći broj odgo- jiteljica savjesno i odgovorno obavlja svoj posao unatoč navedenim problemima. Više od dvije trećine odgojiteljica uspostavilo je dnev- nu rutinu u poslu, uspijevaju naučiti djecu slijediti vrtićka pravi- la, motiviraju ih, pružaju im alternativna objašnjenja, pomažu razviti njihovu kreativnost, uspijevaju razviti komunikaciju s prkosnom djecom, imaju strpljenja za svaki njihov upit i njeguju suradno-partnerski odnos s roditeljima. Približno polovina odgo- jiteljica uspijeva se približiti djeci s teškoćama, primiriti nekoliko nemirne djece koja ometaju nastavu, organizirati individualnu nastavu, osigurati alternativnu nastavu, a tek je četvrtina odgo- jiteljica uspjela osigurati programe za nadarenu djecu. Analiza ankete roditelj – dijete – odgojitelj ukazala je na to da je većina roditelja mlađe dobne skupine, oboje je zaposleno, samo je mali broj samohranih roditelja. Kada je riječ o odnosu roditelj – dijete – odgojitelj, najveći broj roditelja odgaja djecu nakon boravka u vrtiću bez pomoći svojih roditelja, manji broj ima pomoć istih, većina stanuje u blizini vrtića, a nešto više od trećine dovozi auto- mobilom dijete u vrtić. Većina je roditelja zadovoljna primanjima na poslu, najviše je nezadovoljnih roditelja iz dobne skupine od 41 do 51 godine. Većina roditelja smatra da su troškovi smještaja realni, većina roditelja svakodnevno obavlja odgojno-obrazovne aktivnosti s djetetom, dnevno više od četiri sata. Većina roditelja nikada tjelesno ne kažnjava dijete, probleme najčešće rješavaju razgovorom. Također većina smatra da odgojiteljica treba omogućiti posjet djetetu kada god žele, upoznati ih s djetetovim aktivnostima, upozoriti ih ako mu nešto ne ide dobro. Svi su roditelji suglasni da odgojiteljica treba upoznati roditelje s napretkom djeteta, ali i to da odgojiteljica čini sve za korist njihova djeteta, kao i to da je komunikacija s odgojiteljicom dobra. Četvrtina anke- tiranih roditelja nije u mogućnosti redovito komunicirati s odgojiteljicama zbog preopterećenosti na poslu. Samo jedna petina roditelja smatra da nije dobro da dijete s teškoćama u razvoju bude u skupini s njihovim djetetom. Samo mali broj roditelja, njih četvero (2,2 %), ima lošu komuni- kaciju s odgojiteljicom, a samo njih šest (3,2 %) smatra da je odgojiteljica nedovoljno angažirana oko djeteta. Analizirajući postavljene hipoteze i rezultate istraživanja, zaključno se može reći da, unatoč brojnim problemima (kadrovi, oprema, prostor, financije...), predškolska ustanova suboptimalno funkcionira glede radnoga procesa i komunikacijskih odnosa, ali da bi svako daljnje narušavanje standarda DPS-a (ukidanje i promjena DPS-a) moglo dovesti do nepovoljnih posljedica za funkcioniranje ustanove.In the institution of preschool education „Radost“ in Split a research has been conducted on the specifics of work organisation and communication relations. Regarding communication relati- onships, most educators pointed out good communication with children, parents, and colleagues as well as with the management, whereas a smaller number of educators indicated the damaged relationship, because of work overload. As regards the relations with children, (according to Me- gan Tschannen-Moran’s scale), the majority of educators conscientiously and responsibly carry out their work despite many problems. More than two-thirds of the educators have established a daily routine at work, manage to teach children to follow kindergarten rules, motivate them, provide alternative explanations, help develop creativity in children, manage to develop communication with defiant children, and they have patience for every request of children, nurture collaborative partner relationship with parents. Approximately half of the educators manage to get closer to children with disabilities, they appease several restless children who interfere with classes, organize individual classes, provide alternative classes, and only a quarter of educators manage to provide programs for gifted children. The analysis of the parent-child-educator survey showed that the parents of the younger age group, where both are employed, are in majority. There is only a small number of single parents. Regarding the parent-child-educator relationship, most parents raise their children after attending kindergarten without the help of their parents, a smaller number uses their help, most live near kindergartens, and slightly more than a third drive their children to kindergarten by car. Most parents are satisfied with their income at work, most dissatisfied parents are in the age group of 41-51. Most parents believe that the cost of accommodation is realistic, most parents perform educational activities with their child every day, for more than 4 hours a day. Most parents never physically punish the child, they usually solve problems by talking. Most parents believe that the educator should allow the parents to visit the child whenever they want, acquaint the parents with the child’s activities, and warn them if something is not going well. All parents agree that the educator should inform the parents about the child’s progress, and also believe that the educator should do everything for the benefit of their child, as well as that communication with the educator is good. A quarter of the surveyed parents are not able to communicate regularly with educators due to work overload. Only one-fifth of parents thinks that it is not good for a child with disabilities to be in a group with their child. Only a small number of parents, 4 (2.2%), have poor communication with the educator, and only 6 (3.2%) believe that the educator is insufficiently engaged around the child. Analyzing the set hypotheses and research results, it can be concluded that, despite many problems (staff, equipment, space, finances ...) preschool is suboptimal in terms of work process and communication relations, but, in the future, any further violation of DPS standards (abolition and change in the DPS) could lead to adverse consequences for the functioning of the institution