Some views of cooperation with parents in shorter kindergarten programs

Prispevek govori o nekaterih vidikih sodelovanja s starši v krajših programih vrtca. Zanimalo nas je, kako izvajalci/vrt krajših programov povabijo starše ali njihove otroke k vpisu, kako poteka sodelovanJe s starši otrok, ki so vključeni v krajši program, in kako starši ocenjujejo krajše programe. Na podlagi analize dobljenih podatkov ugotavljamo, da večina samostojnih vrtcev in vrtcev pri osnovnih šolah prisega na osebno vabilo, pri zasebnih vrtcih pa prevladujejo dnevi odprtih vrat. Ugotovili smo, da večina vrtcev staršem otrok, ki so vključeni v krajlie programe, omogoča izmenjave informacij in poglobljenih pogovorov. Da je postopno uvajanje otrok kot način sodelovanja identificirano pri samostojnih in zasebnih vrtcih in da je sodelovanje staršev pri načrtovanju vzgojnega dela in dejavni udeležbi pri vzgojnem delu najmanj prisotno. Da 80 prednosti krajših programov po mnenju staršev v tem, da so otroci manj časa v vrtcu in da preživijo več časa s starši, da so deležni "vsaj malo strokovnega" in da je v skupini manj otrok, to pa omogoča individualni pristop.The article deals with some views of cooperation with parents in shorter kindergarten programs. We were interested in how operators/shorter program kindergartens invite parents or their children to the enrolment, how kindergartens cooperate with the parents of children included into a shorter program and how parents assess shorter programs. On the basis of the results analysis, we assume that most independent kindergartens and kindergartens next to school are in favour of personal invitation, whereas private kindergartens mostly practise "open door days". Besides, most kindergartens provide the exchange of information and discussions for parents of children included into shorter programs. Children\u27s gradual introduction as a manner of cooperation is identified in independent kindergartens as well as in private kindergartens. However, parents\u27 cooperation is supposed to be the least represented in planning education work and\u27 active participation in education work. We also assume that, according to the parents\u27 opinion, the advantages of shorter programs are that children spend less time in kindergarten and consequently more time with their parents, that they receive "at least some professional work", and that there are fewer children in the group, which provides individual approach