Stavovi direktora i stručnih saradnika o indikatorima kvaliteta rada predškolske ustanove
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Istraživanje pruža uvid u to kako direktori i stručni saradnici vide svoju profesionalnu ulogu u procesu obezbjeđivanja kvaliteta rada predškolske ustanove. Cilj istraživanja bio je utvrditi stavove direktora i stručnih saradnika o mogućnostima unapređivanja predškolskog vaspitanja i obrazovanja, kakav je odnos između tih stavova i postoje li razlike među njima. Tom prilikom ispitano je 70 direktora i 32 stručnih saradnika iz 70 predškolskih ustanova iz Republike Srpske u BiH.
Rezultati kazuju da i direktori i stručni saradnici imaju slične stavove o unapređenju vaspitno-obrazovnog procesa u predškolskim ustanovama. Ipak postoje određene razlike u stavovima koji se odnose na stručno usavršavanje, partnerstvo roditelјa sa predškolskom ustanovom kao i na opremlјenost predškolske ustanove. Mjesto zaposlenja korespondira sa najviše varijabli o stavovima i mjerama za unapređenje, dok godine života zaposlenih nisu pokazale značajnost rezultata.
I direktori i stručni saradnici prepoznali su važnost partnerskog odnosa sa porodicom i lokalnom zajednicom, te razvoja programa za roditelјe. Kreatori obrazovnih politika prilikom kreiranja budžeta treba da uzmu u obzir preusmjeravanje viškova za finansiranje predškolskog vaspitanja i obrazovanja.
Nalazi signaliziraju pravce daljeg djelovanja kroz unapređenje sistema vrednovanja kvaliteta u predškolskim ustanovama u područjima rada kao što su upravljanje i rukovođenje, partnerstvo sa porodicom i zajednicom, kao i kreiranje stimulativnog okruženja.
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Brock, M. E. & Carter, E. W. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3), 131–144. https://doi.org/10.1177/074193251665347
Burchinal, M., Vandergrift, N., Pianta, R. & Mashburn, A. (2010). Threshold Analysis of Association between Child Care Quality and Child Outcomes for Low-Income Children in Pre-kindergarten Programs. Early Childhood Research Quarterly, 25(2), 166–176.
Burbank, M. D., Goldsmith, M. M., Eldredge, K. P. & Spikner, J. (2021). Partnerships, Action and Collaboration, Together (PACT): A Community-Based Partnership Where Innovation, Collaboration and Impact Reshape Stakeholders’ Vision. Journal of Community Engagement and Scholarship, 14(1). doi: 10.54656/PPYY7979.
Burušić, J., Babarović, T. & Šakić, M. (2009). Determinants of School Effectiveness in Primary Schools in the Republic of Croatia: Results of Empirical Investigation. Društvena istraživanja, 4-5, 605–624.
Cvijanović, N. (2017). Predškolski program i dječiji razvoj. Zavod za udžbenike i nastavna sredstva.
Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. Guilford Press.
Churchill, S. L. (2003). Goodness-of-Fit in Early Childhood Settings. Early Childhood Education Journal, 31(2), 113–118. https://doi.org/10.1023/B:ECEJ.0000005310.82353.bf
Cunha, F., Heckman, J.J., Lochner, L., & Masterov, D. V. (2005). Interpreting the Evidence on Life Cycle Skill Formation. National Bureau of Economic Research. Working paper series, 11331. National Bureau of Economic Research, Inc.
Dobrotić, I., Matković, T., i Menger, V. (2018). Analiza pristupačnosti, kvalitete, kapaciteta i finansiranja sustava ranoga i predškolskog odgoja i obrazovanja u Republici Hrvatskoj. Ministarstvo za demografiju, obitelj, mlade i socijalnu politiku.
Egert, F., Dederer, V., & Fukkink, R. G. (2020). The Impact of In-Service Professional Development on The Quality of Teacher-Child Interactions in Early Education And Care: A Meta-Analysis. Educational Research Review, 29, 100309. https://doi.org/10.1016/j.edurev.2019.100309
European Commission. (2014). Proposal for key principles of a Quality Framework for Early Childhood Education and Care. Report of the Working Group on Early Childhood Education and Care under the auspices of the European Commission.
Europska komisija (2019). Ključni podaci o ranom i predškolskom odgoju i obrazovanju u Europi. Izvješće Eurydicea. Ured za publikacije Europske unije. https://www.eurydice.hr/cms_files/publications/kc-ecec-report-2019-hr.pdf
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Gilleece, L. (2015). Parental Involvement and Pupil Reading Achievement in Ireland: Findings from PIRLS 2011. International Journal of Educational Research, 73, 23–36.
Hallinger, P., & Heck, R. H. (2002). What do you call people with vision? The role of vision, mission and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of research in educational leadership and administration (pp. 9–40). Kluwer.
Halttunen, L., & Waniganayake, M. (2021). Views from the Inside: Roles of Deputy Directors in Early Childhood Education in Finland. Education sciences, 11(11), 751. https://doi.org/10.3390/educsci11110751
Hickman Wehlburg, C., Greenwood, G., & Miller, D. M. (1995). High School Parent Involvement: Relationships with Achievement, Grade Level, SES, And Gender. Journal of Research and Development in Education, 28, 125–134. https://psycnet.apa.org/record/1995-45417-001.
Izzo, Ch. V., Weissberg, R. P., Kasprow, W., J. & Fendrich, M. (1999). A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children’s Education and School Performance. American Journal of Community Psychology, 27, 817–839. https://doi.org/10.1023/A:1022262625984
Karačić, M. i Bitunjac, A. (2024). Uloga ravnatelja u procesu vođenja ustanove. Marsonia: časopis za društvena i humanistička istraživanja, 3(1), 9–20. https://hrcak.srce.hr/320931
Kernan, M. (2012). Parental Involvement in Early Learning. A Review of Research, Policy and Good Practice. The Hague: Leiden on behalf of Bernard van Leer Foundation.
Küçükturan, A. G. & Akbaba Altun, S. (2017). Motivations and Barriers in Promoting Preschool Education. Educational Sciences: Theory & Practice, 17, 1433–1450. http://dx.doi.org/10.12738/estp.2017.4.0368
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
Li, Z., & Li, L. (2019). An Examination of Kindergarten Teachers’ Beliefs About Creative Pedagogy and their Perceived Implementation in Teaching Practices. Thinking Skills and Creativity, 32, 17–29.
Nadeem, M, A., Khan, Z, A., & Zaman, M, R. (2024). A Comparative Analysis of Public and Private School Teachers Perception on Single National Curriculum Implementation. Journal of Academic Research for Humanities, 4(3), 209–218. https://jar.bwo-researches.com/index.php/jarh/article/view/501
Nauman, H., Rizwan, A., P., & Munawar, M. (2021). The Role of Teacher Training Programs in Optimizing Teacher Motivation and Professional Development Skills. Bulletin of Education and Research, 43(2), 17–37.
OECD. (2015). Starting strong IV: Monitoring quality in early childhood education and care. Paris: OECD.
OECD (2023). Public spending on childcare and early education.
https://www.oecd.org/els/soc/PF3_1_Public_spending_on_childcare_and_early_education.pdf
Peleman, B., Lazzari, A., Budginaitė, I., Siarova, H., Hauari, H., Peeters, J., & Cameron, C. (2018). Continuous Professional Development and ECEC Quality: Findings From a European Systematic Literature Review. European Journal of Education, 53(1), 9–22. https://doi.org/10.1111/ejed.12257
Program predškolskog vaspitanja i obrazovanja. Službeni glasnik Republike Srpske, br. 90/22. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/PAO/.
Rogoff, B. (2007). The Cultural nature of Human Development. The General Psychologist, 42(1), 4–7.
Stepanović, S. (2019). Management in preschool institutions. Megatrend revija, 16, 101–116. https://doi.org/10.5937/MegRev1902101S
Strategija razvoja predškolskog, osnovnog i srednjeg vaspitanja i obrazovanja Republike Srpske za period 2022-2030. godine. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/PAO/.
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2011). ECERS-E The Four Curricular Subscales Extension to the Early Childhood Environment Rating Scale (ECERS-R). Teachers College Press.
Tonge, K. L., Jones, R. A., & Okely, A. D. (2016). Correlates of Children’s Objectively Measured Physical Activity and Sedentary Behavior in Early Childhood Education and Care Services: A Systematic Review. Preventive Medicine, 89, 129–139. https://doi.org/10.1016/j.ypmed.2016.05.019
Travar, M., i Miljenović, S. (2018). Unapređivanje uslova za institucionalno rano učenje – dometi i perspektive. U N. Milanović (Ur.), Zbornik radova Pedagoškog fakulteta sa naučnog skupa Nauka i nastava danas (136–145). Pedagoški fakultet Bijeljina.
Trusty, J. (1999). Effects of Eighth-Grade Parental Involvement on Late Adolescents’ Educational Expectations. Journal of Research and Development in Education, 32(4), 224–233. http://tiny.cc/b1z3vz
UNICEF (2023). Proširenje usluga predškolskog vaspitanja i obrazovanja u Bijeljini. Studija izvodljivosti.
Vudhed, M. (2012). Različite perspektive o ranom detinjstvu: teorija, istraživanje i politika. Institut za pedagogiju i andragogiju Filozofskog fakulteta.
Zakon o predškolskom vaspitanju i obrazovanju. Službeni glasnik Republike Srpske, br. 79/15, 63/20 i 64/22. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/PAO/.
Zhang L., Guo Q., Zhu J., Wang, T. & Hu, B. (2022). Structural Model and Characteristics of Kindergarten Teachers’ Occupational Beliefs in China: A Grounded Theory Approach. Frontieres in Psychology, 13. 976719. doi: 10.3389/fpsyg.2022.97671
Qi, S. J., & Mohamed, S. (2024). Relationship between Preschool Teachers’ Knowledge and Attitude with their Practice towards Active Learning Approach. International Journal of Academic Research in Progressive Education and Development, 13(1), http://dx.doi.org/10.6007/IJARPED/v13-i1/20662
Yngvesson, T. & Garvis, S. (2021). Preschool and Home Partnerships in Sweden: What Do the Children Say? Early Child Development and Care, 191(1), 1729–1743, DOI: 10.1080/03004430.2019.1673385
Alanen, L., Brooker, L., & Mayall, B. (Eds.). (2015). Childhood with Bourdieu. Palgrave Macmillan.
Brock, M. E. & Carter, E. W. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3), 131–144. https://doi.org/10.1177/074193251665347
Burchinal, M., Vandergrift, N., Pianta, R. & Mashburn, A. (2010). Threshold Analysis of Association between Child Care Quality and Child Outcomes for Low-Income Children in Pre-kindergarten Programs. Early Childhood Research Quarterly, 25(2), 166–176.
Burbank, M. D., Goldsmith, M. M., Eldredge, K. P. & Spikner, J. (2021). Partnerships, Action and Collaboration, Together (PACT): A Community-Based Partnership Where Innovation, Collaboration and Impact Reshape Stakeholders’ Vision. Journal of Community Engagement and Scholarship, 14(1). doi: 10.54656/PPYY7979.
Burušić, J., Babarović, T. & Šakić, M. (2009). Determinants of School Effectiveness in Primary Schools in the Republic of Croatia: Results of Empirical Investigation. Društvena istraživanja, 4-5, 605–624.
Cvijanović, N. (2017). Predškolski program i dječiji razvoj. Zavod za udžbenike i nastavna sredstva.
Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. Guilford Press.
Churchill, S. L. (2003). Goodness-of-Fit in Early Childhood Settings. Early Childhood Education Journal, 31(2), 113–118. https://doi.org/10.1023/B:ECEJ.0000005310.82353.bf
Cunha, F., Heckman, J.J., Lochner, L., & Masterov, D. V. (2005). Interpreting the Evidence on Life Cycle Skill Formation. National Bureau of Economic Research. Working paper series, 11331. National Bureau of Economic Research, Inc.
Dobrotić, I., Matković, T., i Menger, V. (2018). Analiza pristupačnosti, kvalitete, kapaciteta i finansiranja sustava ranoga i predškolskog odgoja i obrazovanja u Republici Hrvatskoj. Ministarstvo za demografiju, obitelj, mlade i socijalnu politiku.
Egert, F., Dederer, V., & Fukkink, R. G. (2020). The Impact of In-Service Professional Development on The Quality of Teacher-Child Interactions in Early Education And Care: A Meta-Analysis. Educational Research Review, 29, 100309. https://doi.org/10.1016/j.edurev.2019.100309
European Commission. (2014). Proposal for key principles of a Quality Framework for Early Childhood Education and Care. Report of the Working Group on Early Childhood Education and Care under the auspices of the European Commission.
Europska komisija (2019). Ključni podaci o ranom i predškolskom odgoju i obrazovanju u Europi. Izvješće Eurydicea. Ured za publikacije Europske unije. https://www.eurydice.hr/cms_files/publications/kc-ecec-report-2019-hr.pdf
Fraser Mustard, J. (2002). Early Child Development and the Brain-the Base for Health, Learning and Behavior Throughout Life. In M. Eming Young (Ed.), From Early Child Development to Human Development: Investing in Our Children’s Future (pp. 23–62). The World Bank.
Gilleece, L. (2015). Parental Involvement and Pupil Reading Achievement in Ireland: Findings from PIRLS 2011. International Journal of Educational Research, 73, 23–36.
Hallinger, P., & Heck, R. H. (2002). What do you call people with vision? The role of vision, mission and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of research in educational leadership and administration (pp. 9–40). Kluwer.
Halttunen, L., & Waniganayake, M. (2021). Views from the Inside: Roles of Deputy Directors in Early Childhood Education in Finland. Education sciences, 11(11), 751. https://doi.org/10.3390/educsci11110751
Hickman Wehlburg, C., Greenwood, G., & Miller, D. M. (1995). High School Parent Involvement: Relationships with Achievement, Grade Level, SES, And Gender. Journal of Research and Development in Education, 28, 125–134. https://psycnet.apa.org/record/1995-45417-001.
Izzo, Ch. V., Weissberg, R. P., Kasprow, W., J. & Fendrich, M. (1999). A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children’s Education and School Performance. American Journal of Community Psychology, 27, 817–839. https://doi.org/10.1023/A:1022262625984
Karačić, M. i Bitunjac, A. (2024). Uloga ravnatelja u procesu vođenja ustanove. Marsonia: časopis za društvena i humanistička istraživanja, 3(1), 9–20. https://hrcak.srce.hr/320931
Kernan, M. (2012). Parental Involvement in Early Learning. A Review of Research, Policy and Good Practice. The Hague: Leiden on behalf of Bernard van Leer Foundation.
Küçükturan, A. G. & Akbaba Altun, S. (2017). Motivations and Barriers in Promoting Preschool Education. Educational Sciences: Theory & Practice, 17, 1433–1450. http://dx.doi.org/10.12738/estp.2017.4.0368
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
Li, Z., & Li, L. (2019). An Examination of Kindergarten Teachers’ Beliefs About Creative Pedagogy and their Perceived Implementation in Teaching Practices. Thinking Skills and Creativity, 32, 17–29.
Nadeem, M, A., Khan, Z, A., & Zaman, M, R. (2024). A Comparative Analysis of Public and Private School Teachers Perception on Single National Curriculum Implementation. Journal of Academic Research for Humanities, 4(3), 209–218. https://jar.bwo-researches.com/index.php/jarh/article/view/501
Nauman, H., Rizwan, A., P., & Munawar, M. (2021). The Role of Teacher Training Programs in Optimizing Teacher Motivation and Professional Development Skills. Bulletin of Education and Research, 43(2), 17–37.
OECD. (2015). Starting strong IV: Monitoring quality in early childhood education and care. Paris: OECD.
OECD (2023). Public spending on childcare and early education.
https://www.oecd.org/els/soc/PF3_1_Public_spending_on_childcare_and_early_education.pdf
Peleman, B., Lazzari, A., Budginaitė, I., Siarova, H., Hauari, H., Peeters, J., & Cameron, C. (2018). Continuous Professional Development and ECEC Quality: Findings From a European Systematic Literature Review. European Journal of Education, 53(1), 9–22. https://doi.org/10.1111/ejed.12257
Program predškolskog vaspitanja i obrazovanja. Službeni glasnik Republike Srpske, br. 90/22. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/PAO/.
Rogoff, B. (2007). The Cultural nature of Human Development. The General Psychologist, 42(1), 4–7.
Stepanović, S. (2019). Management in preschool institutions. Megatrend revija, 16, 101–116. https://doi.org/10.5937/MegRev1902101S
Strategija razvoja predškolskog, osnovnog i srednjeg vaspitanja i obrazovanja Republike Srpske za period 2022-2030. godine. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/PAO/.
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2011). ECERS-E The Four Curricular Subscales Extension to the Early Childhood Environment Rating Scale (ECERS-R). Teachers College Press.
Tonge, K. L., Jones, R. A., & Okely, A. D. (2016). Correlates of Children’s Objectively Measured Physical Activity and Sedentary Behavior in Early Childhood Education and Care Services: A Systematic Review. Preventive Medicine, 89, 129–139. https://doi.org/10.1016/j.ypmed.2016.05.019
Travar, M., i Miljenović, S. (2018). Unapređivanje uslova za institucionalno rano učenje – dometi i perspektive. U N. Milanović (Ur.), Zbornik radova Pedagoškog fakulteta sa naučnog skupa Nauka i nastava danas (136–145). Pedagoški fakultet Bijeljina.
Trusty, J. (1999). Effects of Eighth-Grade Parental Involvement on Late Adolescents’ Educational Expectations. Journal of Research and Development in Education, 32(4), 224–233. http://tiny.cc/b1z3vz
UNICEF (2023). Proširenje usluga predškolskog vaspitanja i obrazovanja u Bijeljini. Studija izvodljivosti.
Vudhed, M. (2012). Različite perspektive o ranom detinjstvu: teorija, istraživanje i politika. Institut za pedagogiju i andragogiju Filozofskog fakulteta.
Zakon o predškolskom vaspitanju i obrazovanju. Službeni glasnik Republike Srpske, br. 79/15, 63/20 i 64/22. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/PAO/.
Zhang L., Guo Q., Zhu J., Wang, T. & Hu, B. (2022). Structural Model and Characteristics of Kindergarten Teachers’ Occupational Beliefs in China: A Grounded Theory Approach. Frontieres in Psychology, 13. 976719. doi: 10.3389/fpsyg.2022.97671
Qi, S. J., & Mohamed, S. (2024). Relationship between Preschool Teachers’ Knowledge and Attitude with their Practice towards Active Learning Approach. International Journal of Academic Research in Progressive Education and Development, 13(1), http://dx.doi.org/10.6007/IJARPED/v13-i1/20662
Yngvesson, T. & Garvis, S. (2021). Preschool and Home Partnerships in Sweden: What Do the Children Say? Early Child Development and Care, 191(1), 1729–1743, DOI: 10.1080/03004430.2019.1673385