Parents and preschool teachers cooperation in an inclusive curriculum

Kako bi se ostvario cilj odgojno-obrazovne inkluzije, odnosno kako bi se smanjio osjećaj isključenosti djece te se razvio osjećaj pripadanja zajednici potrebno je stvoriti raznoliko okruženje u dječjem vrtiću te primjeren individualizirani kurikulum za svako dijete. Inkluzivni kurikulum podrazumijeva prilagodbu okruženja i sadržaja odgojno-obrazovnim potrebama svakog djeteta. U obzir uzima različite karakteristike djece te je prema tome i dizajniran. Kompetencije odgojno-obrazovnih stručnjaka, odnosno odgojitelja su od izuzetne važnosti za stvaranje kvalitetnog i primjerenog inkluzivnog kurikuluma. Odgojitelji bi, osim kompetencija za rad s djecom s posebnim odgojno-obrazovnim potrebama, trebali imati i kompetencije za suradnju s njihovim roditeljima. Kvalitetni suradnički odnosi roditelja i odgojitelja doprinose realizaciji kvalitetnijeg inkluzivnog kurikuluma te razvijanju i jačanju roditeljskih i profesionalnih kompetencija. Cilj ovog rada je opisati kvalitetu suradnje odgojitelja i roditelja djece u riziku socijalne isključenosti kao jedne od osnovnih komponenti inkluzivnog kurikuluma. Istraživanje je provedeno u sklopu projekta Hrvatske zaklade za znanost „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama RPOO“ (MORENEC) koji se provodi od 2020. do 2024. godine uz vođenje prof. dr. sc. Dejane Bouillet. Podaci su prikupljeni Upitnikom o etiološkim i fenomenološkim aspektima rizika socijalne isključenosti djece rane i predškolske dobi: verzija za odgojitelje koji je razvijen u sklopu projekta MORENEC. Upitnike su odgojitelji popunjavali samostalno za djecu iz njihovih odgojno-obrazovnih skupina, a u svrhu ovog istraživanja korišteno je pet varijabli koje se odnose na redovitost suradnje odgojitelja i roditelja djece u riziku socijalne isključenosti te na razinu njihove podrške odgojno-obrazovnom radu odgojitelja usmjerenoga prema njihovoj djeci. Potvrđena je hipoteza da s razinom rizika socijalne isključenosti djece opada učestalost suradnje roditelja i odgojitelja, a slabi i podrška roditelja odgojno-obrazovnom radu odgojitelja u odnosu na njihovo dijete.In order to achieve the goal of educational inclusion and to reduce children's sense of exclusion and develop a sense of belonging to the community, it is necessary to create a diverse environment in kindergarten and an appropriate individualized curriculum for each child. An inclusive curriculum means adapting the environment and content to the educational needs of each child. It takes into account the different characteristics of children and is designed accordingly. The competences of educational experts, generally preschool teachers, are extremely important for the creation of a high-quality and appropriate inclusive curriculum. Educators, in addition to competences for working with children with special educational needs, should also have competences for cooperation with their parents. High-quality collaborative relationships between parents and educators contribute to the realization of a higher quality inclusive curriculum and the development and strengthening of parental and professional competencies. The aim of this paper is to describe the quality of cooperation between educators and parents of children at risk of social exclusion as one of the basic components of an inclusive curriculum. The research was carried out as part of the Croatian Science Foundation's project "Models of response to the educational needs of children exposed to the risk of social exclusion in RPOO institutions" (MORENEC), which is being carried out from 2020 to 2024 under the guidance of prof. Ph.D. Dejane Bouillet. The data were collected by the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for educators, which was developed as part of the MORENEC project. The educators filled out the questionnaires independently for the children from their educational groups, and for the purpose of this research, five variables were used that refer to the regularity of the cooperation between the educators and the parents of children at risk of social exclusion and the level of their support for the educational work of the educators directed towards their children. The hypothesis was confirmed that with the level of risk of social exclusion of children, the frequency of cooperation between parents and educators decreases, and the support of parents to the educational work of educators in relation to their child also weakens