Значај оснаживања и активног укључивања породице током транзиције детета у школу

Слађана Н. Зуковић, Универзитет у Новом Саду, Филозофски факултет, имејл: sladjana.zukovic@ff.uns.ac.rs
Тамара М. Милошевић, Висока школа струковних студија за образовање васпитача, Нови Сад
Иновације у настави, XXXII, 2019/1, стр. 53–63

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doi:10.5937/inovacije1901053Z

 

Резиме: С обзиром на то да транзиција у школу представља период промена који се рефлектује не само на дететово већ и на опште породично функционисање, циљ рада усмерен је на сагледавање могућности да се оснажи и активно укључи породица током периода транзиције детета у школу. У том оквиру, а полазећи од нових и другачијих улога породице током транзиције детета у школу, у раду су наведени различити облици подршке породици који су усмерени на оснаживање родитељских компетенција, али и на припрему породице у целини за дететов полазак у школу. Такође, имајући у виду важност одржавања континуитета у утицајима, апострофиран је значај партнерског деловања свих актера укључених у процес транзиције, ради њиховог међусобног оснаживања и усклађивања појединачних и заједничких акција. Сходно томе, у раду је стављен посебан акценат на потребу да се породица активно укључи током транзицоног периода и наводе се неки од примера добре праксе. Закључује се да јака веза на релацији породица – институције васпитања и образовања – заједница треба да буде основа ефикасне транзиције у школу, што захтева синхронизовање акција на различитим нивоима, развијање свести о добробитима укључивања породице у процес транзиције, те максимално уважавање породичних снага и капацитета у процесу припреме детета за школу.

Кључне речи: транзиција, школа, породица, родитељске компетенције, партнерство.

 

Summary: Given that the transition to primary education is a period that impacts not only the functioning of children, but also the overall functioning of their family members, the aim of this paper is to explore the possibilities of offering encouragement to a child’s family to be more included in this process. Bearing in mind the new and different roles of family in this transitory period, the paper offers different forms of family support aimed at fostering parents’ competences and preparing the whole family for their children’s first days at school. In addition, considering the importance of the continued influence, the authors of the paper emphasise the significance of partnership of all actors involved in the process in terms of offering support to one another and harmonising individual and joint actions. The authors especially stress the need for an active inclusion of family members during this transitory period and provide some examples of good practice. The conclusion is that a good cooperation between children’s family members, educational institutions, and the community should be the basis for a more effective transition of children to school life. Such cooperation requires synchronised actions at different levels, building the awareness of the benefits of including the family in the process, and a full acknowledgement of the family capacities during the preparation of children for primary school.

Кeywords: transition, school, family, parents’ competences, partnership.

 

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