The Implementation of Subjectivity in Cooperation with Parents in Montessori Public and Private Preschools – Research Report
Abstract
The subject of the study was the realization of the idea of subjective treatment of parents whose children attend public and private kindergartens based on the Montessori teaching concept. The aim was to diagnose the current situation concerning cooperation between kindergarten staff and parents in the dimension of instrumental and decision-making and information flow. The primary concern was the question: how do Montessori public and private kindergartens carry out a subjective approach in cooperation with parents? This has been particularized to the issue: evaluation forms and ways of communicating with parents by teachers, participatory decision-making and instrumental capabilities. In order to gather the views of parents we used a diagnostic technique survey questionnaire. The study involved the parents of children who attended preschool for at least one year in four purposely selected pre-school institutions, implementing the educational concept developed by Montessori. Among them were two private and two public institutions from the three cities of Cracow, Białystok and Tychy. The research was conducted in the school year 2014/15. The results showed that there are some criteria of parents’ participation in the work of tested institutions. Parents are informed about the philosophical, pedagogical and organizational concept of a kindergarten. The parents positively evaluated the flow of information on the development of children. The issue of co-operation is governed by kindergarten statute. In some cases, teachers should consult more with parents and educate them about their educational activities in order to develop a uniform impact on the child and to build trust.
References
Banasiak M., Współpraca rodziców ze szkołą w kontekście reformy edukacji w Polsce, Wyd. Nauk. UMK, Toruń 2013.
Bednarczuk B., Dziecko w klasie Montessori. Odniesienia teoretyczne i praktyczne, Wyd. UMCS, Lublin 2007.
Grzeszkiewicz B., Wychowanie przedszkolne w reformie edukacji, [w:] W służbie człowiekowi. Społeczna troska o dziecko w XX wieku, red. J. Wilk, t. 3, KUL, Lublin 2003.
Guz S., Edukacja przedszkolna w okresie przemian, WSP, Warszawa 1996.
Karbowniczek J., Kwaśniewska M., Surma B., Podstawy pedagogiki przedszkolnej z metodyką, Akademia Ignatianum, Wyd. WAM, Kraków 2013.
Karwowska-Struczyk M., Rodzice w przedszkolu – balast czy koło ratunkowe?, [w:] Środowiskowe i językowe konteksty edukacji dziecka w rodzinie, przedszkolu i szkole, red. E. Jaszczyszyn, J.Z. Górnikiewicz, OMEP, Warszawa 2013.
Konstytucja Rzeczpospolitej Polskiej z 2 kwietnia 1997, Dz.U. 1997 nr 78 poz. 483, art. 48, 1.
Łobocki M., Współdziałanie nauczycieli i rodziców w procesie wychowania, Nasza Księgarnia, Warszawa 1985.
Łukasik J.M., Jagielska K., Solecki R., Nauczyciel. Wychowawca. Pedagog, Jedność, Kielce 2013.
Okoń W., Nowy słownik pedagogiczny, „Żak”, Warszawa 2001.
Optymalizacja sytuacji szkolnej uczniów – różnorodne wymiary współpracy z rodzicami, red. A. Konieczna, Wyd. APS, Warszawa 2010.
Paprotna G., Problemy współpracy przedszkola z rodziną w świetle przemian edukacyjnych, „Nauczyciel i Szkoła” 9(2000)2.
Pawlak B., Jak współpracować z rodzicami uczniów klas początkowych, Wyd. Nauk. AP, Kraków 2003.
Sikorska I., Rozwój dziecka w przedszkolu. Stymulujące wartości wybranych systemów edukacyjnych, Wyd. UJ, Kraków 2010.
Słownik języka polskiego, red. M. Szymczak, t. 3, PWN, Warszawa 1978.
Surma B., Gotowość szkolna do uczenia się matematyki dzieci sześcioletnich w przedszkolu Montessori – raport z badań, „Edukacja Elementarna w Teorii i Praktyce” 28(2013)2.
Surma B., Pedagogika Montessori – podstawy teoretyczne i twórcze inspiracje w praktyce, Palatum, Łódź 2008.
Surma B., Poziom sprawności językowej dzieci w przedszkolu Montessori, [w:] Kompetencje kluczowe dzieci i młodzieży. Teoria i badania, red. J. Uszyńska-Jarmoc, M. Bilewicz, Wyd. Ak. „Żak”, Warszawa 2015.
Surma B., Praca z dzieckiem zdolnym, „Edukacja Elementarna w Teorii i Praktyce” 32(2014)2; DOI: 10.14632/eetp_32.1.
Surma B., Teoretyczne założenia kształtowania postawy twórczej dzieci w wieku przedszkolnym, „Edukacja Elementarna w Teorii i Praktyce” 26(2012)4.
Surma B., Uczestnicy (podmioty) procesu edukacyjnego w przedszkolu, [w:] J. Karbowniczek, M. Kwaśniewska, B. Surma, Podstawy pedagogiki przedszkolnej z metodyką, Akademia Ignatianum, Wyd. WAM, Kraków 2013.
Surma B., Wolność i indywidualizm w koncepcji pedagogicznej Marii Montessori a wychowanie do dialogu, „Kultura i Edukacja” 88(2012)2.
Ustawa o systemie oświaty z 7 września 1991 roku, Dz.U. 1991 nr 95 poz. 425.
Copyright (c) 2016 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search
