Izvleček
V prispevku predstavljamo pozitivne učinke kakovostnega sodelovanja med šolo in domom za učence, učitelje, starše in vzgojno-izobraževalne ustanove. Okolje in družba se nenehno spreminjata, s tem tudi zahteve in pričakovanja vseh akterjev, ki se ukvarjajo z razvojem in učenjem otrok. Poudarjamo, da je namen sodelovanja za starše in šole predvsem podpora šolajočim pri njihovem učenju in razvoju na vseh področjih razvoja, za doseganje optimalnih dosežkov in s tem čim višje izobrazbe otrok. V praksi se kažejo izboljšane oblike sodelovanja s starši, ki kvalitetno nadgrajujejo izvedbe tradicionalnih oblik srečanj npr. govorilne ure skupaj z učenci, veliko prostora pa še ostaja odprtega pri izgradnji partnerskega odnosa med šolo in starši, saj le ta zahteva veliko časa, truda in vztrajnosti in celovite strategije delovanja šole. Pomemben del izgradnje partnerskega odnosa je komunikacija, ki je lahko za strokovne delavce šol velik izziv. V ospredje postavljamo tudi sodelovanje staršev bodočih prvošolcev z vrtcem in šolo, vlogo vrtca in šole pri podpori staršev za odpravo njihovih pomislekov in strahu glede pripravljenosti otrok za šolo, pri vzpostavitvi pozitivnih stališč do šole in vrtca in zaupanje v vzgojno-izobraževalne institucije ter strokovne delavce.
Abstract
Effective Collaboration and Partnership Formation Among Parents, School, and Kindergarten
This paper examines the benefits of high-quality school-home collaboration for students, teachers, parents, and educational institutions. The environment and society are constantly changing, as are the demands and expectations of those involved in children‘s development and learning. We want to emphasize that the goal of the parentschool collaboration is primarily to support children in their learning and development in all areas of development, to achieve the best possible results and thus the highest possible level of education for children. Despite the evident and improved forms of cooperation with parents, such as the traditional parent-student-teacher meetings, there is still considerable room for improvement in developing a partnership between school and parents, which requires time, effort, and perseverance, as well as a comprehensive strategy for the school‘s work. Communication, which can be difficult for school practitioners, is an indispensable part of forming a partnership. The focus then shifts to parents‘ involvement with the kindergarten and school, the role of the kindergarten and school in assisting parents in overcoming concerns and fears about their child‘s readiness for school, establishing positive attitudes toward the school and kindergarten, and building trust.