| Abstract [eng] |
Family issues are becoming more and more relevant in the society. One of most important challenges is educating families (Jovaiša, 2007; Bitinas, 2013b; Burvytė, 2016; Traškelys, Martišauskienė, 2019), related to the cooperation of the participants in the educational process, which is regulated by the Convention on the Rights of the Child (1992), the Constitution of the Republic of Lithuania (1992), the Lithuanian Concept of Education (1992), the Law on Education (2011), the State Education Strategy 2013-2022 (2014), Strategy 2030 (2012), Family Strengthening Act (2017). Scientific problematic question – What are the possibilities of modeling family education by improving the cooperation of the participants of pre-school education process in kindergarten? The object of the work – the modeling of family education by improving the cooperation of the participants of pre-school education process in the kindergarten. The aim of the work – theoretically and empirically substantiate the possibilities of family education modelling by improving the cooperation of the participants of the pre-school education process in the kindergarten. Work tasks: 1. To reveal the theoretical substantiation of family education modelling by improving the cooperation of participants in the pre-school education process. 2. To create a theoretical hypothetical model of family education for the improvement of cooperation between the participants of the pre-school education process in a kindergarten. 3. To study the situation and possibilities of family education modelling by improving the cooperation of the participants of the pre-school education process, from the point of view of teachers and parents. Methodology of research. A study of pre-school teachers and parents was conducted. Instrument used: questionnaire. Statistical data analysis (SPSS program, version 26,0), scientific literature analysis, document analysis, generalization, x2 (chi-square) homogeneity criterion, calculation of the Spearm correlation coefficient, Kruskal-Wallis sample criteria were applied. The sample consisted of: 98 teachers, 207 parents. The research was conducted in accordance with ethical principles. Research results. The goal of family education is to provide all kinds of support to the family in order to achieve the successful socialization of the child. Information education of families dominates, purposeful educational education is lacking. This process is usually organized and implemented by teachers, educational support specialists, administration. The lack of education support specialists, social, psychological and personal factors influence the involvement of parents and teachers in the family education process. Main conclusions. The cooperation is based on the interaction of all participants in the pre-school education process. Problem areas arise in this interaction, one of which is the family education, which is aimed at the child’s well-being. Appropriate modelling of family education, using a hypothetical theoretical model of family education, can improve the collaboration of all participants in the pre-school education process. |
