Název: Sporné aspekty úzkych vzťahov rodiny a školy na začiatku vzdelávania
Variantní název:
- Contentious aspects of close relationships between family and school in early education
Zdrojový dokument: Studia paedagogica. 2015, roč. 20, č. 1, s. [29]-44
Rozsah
[29]-44
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2015-1-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/133654
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Text, ktorý má charakter teoretickej štúdie, reflektuje vzťah rodiny a školy na začiatku inštitucionalizovaného vzdelávania z perspektívy obmedzení, ktoré môžu ich úzke väzby prinášať. Jej hlavným záverom je, že tesné vzťahy medzi rodinou a materskou školou, rodinou a primárnou školou nemusia byť za každých okolností prospešné. Dieťa-žiak môže pri kontinuite oboch prostredí prichádzať o podnety, ktorými špecificky disponuje len rodina alebo škola. V iniciatívach školy budovať partnerský vzťah môžu byť nevýhodňovaní i rodičia. Nakoniec je tu pedagogická autonómia učiteľa, ktorá môže byť v takýchto väzbách oslabovaná.
Theoretical study reflects the relationship between family and school at the beginning of institutionalized education from the perspective of limitations that such a close relationship may bring. To explain these limitations study summarizes evidences that a tight relationship between family and nursery school or family and primary school may not be beneficial under all circumstances. One of the main reasons is that a childpupil may loose some of incentives which are peculiar to family or school because of the continuity of both backgrounds. Likewise, some parents could be discriminated to a certain extent when the school initiates to build partnerships, too. Finally, there is a teacher whose educational autonomy may be weakened in such a relationship.
Reference
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[48] Viktorová, I. (2011). Mimořádné události v komunikaci rodiny a školy. Studia paedagogica, 16(2), 27–47. | DOI 10.5817/SP2011-2-2
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[2] Analýza naplnění cílů Národního programu rozvoje vzdělávání v České republice (Bílé knihy) v oblasti předškolního, základního a středního vzdělávání. (2009). Praha: MŠMT. Dostupné z: http://www.vzdelavani2020.cz/images_obsah/dokumenty/knihovna-koncepci/bila-kniha/av_evaluace_bk.pdf
[3] Bastiani, J. (1993). Parents as Partners. Genuine Progress or Empty Rhetoric? In P. Munn (Ed.), Parents and Schools. Customers, Managers or Partners? (s. 101–116). London/New York: Routledge.
[4] Bauch, P. A., & Goldrin, E. B. (1998). Parent–teacher Participation in the Context of School Governance. Peabody Journal of Education, 73(1), 15–35. | DOI 10.1080/01619569809538875
[5] Blase, J. (1987). The Politics of Teaching: The Teacher–parent Relationship and the Dynamics of Diplomacy. Journal of Teacher Education, 38(2), 53–60. | DOI 10.1177/002248718703800212
[6] Carvalho, M. E. (2001). Rethinking Family – School Relations. A Critique of Parental Involvement in Schooling. New York/London: Routledge.
[7] Casanova, U. (1996). Parent Involvement: A Call for Prudence. Educational Researcher, 25(8), 30–32. | DOI 10.3102/0013189X025008030
[8] Cohn, M. M., & Kottkamp, R. B. (1993). Teachers: The Missing Voice in Education. New York: State University of New York Press.
[9] Desforges, Ch., & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review. A report for the UK Department of Education and Skills: Queens Printer. Dostupné z: http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/ Desforges.pdf
[10] Docking, J. (1990). Primary Schools and Parents. London: Hodder and Stoughton.
[11] Eden, D. (2001). Who Controls the Teachers? Overt and Convert Control in School. Educational Management and Administration, 29(1), 97–111.
[12] Epstein, J. L. (1992). School and Family Partnership. Center on Families, Communities, Schools and Children Learning. Dostupné z: http://eric.ed.gov/?id=ED343715
[13] Epstein, J. L. (1995). School/Family/Community. Phi Delta Kappan, 76(9), 701–712.
[14] Epstein, J. L., & Van Hoorhis, F. L. (2010). School Counselors' Roles in Developing Partnership with Families and Communities for Student Success. Professional School Counseling, 14(1), 1–14.
[15] Havlík, R., & Koťa, J. (2007). Sociologie výchovy a školy. Praha: Portál.
[16] Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., Dejong, J. M., & Jones, K. P. (2011). Parental Involvement in Homework. Educational Psychologist, 36(3), 195–209. Dostupné z: http://www.vanderbilt.edu/peabody/family-school/papers/home-work.pdf | DOI 10.1207/S15326985EP3603_5
[17] Johnson, M. J. (1990). Teachers at Work. New York: Basic Books.
[18] Kaščák, O. (2006). Moc školy. O formatívnej sile organizácie. Bratislava: Veda.
[19] Katz, L. G. (1984). Contemporary Perspectives on the Roles of Mothers and Teachers. More Talks with Teachers, s. 1–26. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED250099).
[20] Kolektív autorov (2006). Profesijný rozvoj učiteľa. Prešov: Metodicko-pedagogické centrum.
[21] Laureau, A. (2000). Home Advantage: Social Class and Parental Intervention in Elementary Education. London: Rowmen and Littelfield.
[22] Lewis, A. (1999). Parent involvement. The Education Digest, 64(9), 64–66.
[23] Lieberman, L., & Miller, J. (1999). Teachers: Transforming Their World and Their Work. New York/London: Teachers College Press.
[24] Lightfoot, D. (2004). "Some Parents Just Don't Care" Decoding the Meanings of Parental Involvement in Urban Schools. Urban Education, 39(1), 91–107. | DOI 10.1177/0042085903259290
[25] Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
[26] Love, J. M., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., & Vogel, C. (2005). The Effectiveness of Early Head Start for 3-year-old Children and Their Parents: Lessons for Policy and Programs. Developmental Psychology, 41(6), 885-901. | DOI 10.1037/0012-1649.41.6.885
[27] Národní program rozvoje vzdělávání v České republice: Bílá kniha [online]. 1. vyd. Praha: Ústav pro informace ve vzdělávání, 2001. [cit. 2012-05-22]. Dostupné z: http://aplikace.msmt.cz/pdf/bilakniha.pdf
[28] Noel, M. G. (2008). Mother and Teacher Interaction in Preschools During Parent-teacher Conferences. UMI Dissertations Publishing, Indiana University of Pennsylvania.
[29] OECD. (2012). Starting Strong III – Early Childhood Education and Care. Paris: OECD Publishing. Dostupné z: http://www.oecd.org/edu/earlychildhood
[30] Ogava, R. T. (1998). Organizing Parent–teacher Relations Around the Work of Teaching. Peabody Journal of Education, 73(1), 6–14. | DOI 10.1080/01619569809538874
[31] Petrogiannis, K., & Penderi, E. (2014). The Quality of Parent-Teacher Relationship Scale in the Kindergarten: A Greek Study. International Research in Education, 2(1), 1-21.
[32] Pol, M., & Rabušicová, M. (1998). Rozvoj vztahú školy a rodiny: několik zahraničních inspirací. Sborník prací Filozofické fakulty brněnské univerzity, 46(2), 5–34.
[33] Pomerantz, M. E., Moorman, E. A., & Litwack, S. D. (2007). The How, Whom, and Why of Parents' Involvement in Children's Academic Lives: More is not Always Better. Review of Educational Research, 77(3), 373–410. | DOI 10.3102/003465430305567
[34] Průcha, J. (1999). Vzděláváví a školství ve světě. Praha: Portál.
[35] Rabušicová, M., & Pol, M. (1996). Vztahy školy a rodiny dnes: hledání cest k partnerství (1). Pedagogika, 46(4), 105–116.
[36] Rabušicová, M., Šeďová, K., Trnková, K., & Čiháček, V. (2004). Škola a /versus/ rodina. Brno: Masarykova univerzita.
[37] Rawn, B. (2003). Cultural and Political Divergencies in Approaches to Cooperation between Home, School and Local Society in Europe. In S. Castelli, M. Mendel, & B. Rawn (Eds.), School, Family and Community Partnership in a World of Differences and Changes (s. 9–18). Gdansk: Wydavnictvo Uniwersitetu Gdanskiego.
[38] Smrekar, C. (1996). The Impact of School Choice and Community: In the Interest of Families and Schools. Albany: State University of New York Press.
[39] Spilková, V. (2007). Význam portfolia pro profesní rozvoj studentů učitelství. In M. Píšová (Ed.), Portfolio v profesní přípravě učitele (s. 7–20). Pardubice: Univerzita Pardubice.
[40] Svobodová, E., Šmelová, E., Švejdová, H., & Váchová, A. (2010). Vzdělávání v mateřské škole. Praha: Portál.
[41] Syslová, Z. (2011). Aspekty vztahu ředitelky mateřské školy a rodičů. Poradce ředitelky mateřské školy, 1(2), 24–25.
[42] Šeďová, K. (2009). Tiché partnerství: vztahy mezi rodiči a učitelkami na prvním stupni základní školy. Studia paedagogica, 14(1), 27–52.
[43] Štech, S. (2004). Angažovanost rodičů ve školní socializaci dětí. Pedagogika, 54(4), 374–388.
[44] Štech, S. (2007). Vystoupení u kulatého stolu Stálé konference asociací ve vzdělávání a SVP PedF UK 15. 2. 2007 na téma Škola versus rodina. Dostupné z: www.ucitelske-listy.cz
[45] Štech, S. (2009). Rodina a škola: Partneři, nebo soupeři? Brno: Národní centrum pro rodinu. Online: http://www.rodiny.cz/f/file/Stech.pdf
[46] Štech, S., & Viktorová, I. (2001). Vztahy rodiny a školy – hledání dialogu. In Z. Kolláriková & B. Pupala (Eds.), Predškolská a elementárna pedagogika (s. 57–94). Praha: Portál.
[47] Todd, E. S., & Higgis, S. (1998). Powerless in Professional and Parent Partnerships. British Journal of Sociology of Education, 19(2), 227–236. | DOI 10.1080/0142569980190205
[48] Viktorová, I. (2011). Mimořádné události v komunikaci rodiny a školy. Studia paedagogica, 16(2), 27–47. | DOI 10.5817/SP2011-2-2
[49] Vincent, C. (2000). Including Parents? Education, Citizenship and Parental Agency. Buckingham: Open University Press.
[50] Weninger, E. B., & Laureau, A. (2003). Translating Bourdieu into the American context: The Question of Social Class and Family–school Relations. Poetics, 31(5–6), 375–402. | DOI 10.1016/S0304-422X(03)00034-2
[51] Wolfendale, S. (1992). Empovering Parents and Teachers. Working for Children. London: Cassell.