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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17426

Titill: 
  • Foreldrasamstarf og fjölmenning : samskipti deildarstjóra í leikskóla við erlenda foreldra sem ekki tala íslensku
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • Í Aðalnámskrá leikskóla frá 2011 er lögð rík áhersla á foreldrasamstarf og jafnrétti. Deildarstjórar í leikskólum bera höfuðábyrgð á samvinnu sinnar deildar við foreldra og
    áhugavert þótti að greina reynslu þeirra af því samstarfi með tilliti til fjölmenningar og menningarlegs margbreytileika. Í greininni er fjallað um hluta af niðurstöðum rannsóknar á reynslu deildarstjóra í leikskólum af samskiptum við erlenda
    foreldra sem ekki tala íslensku. Markmið rannsakenda var að fá sem raunsannasta mynd af reynslu deildarstjóranna af þessari hlið fjölmenningar í skólum og þeim björgum sem þeir nýttu sér í starfi. Gagna var aflað í ársbyrjun 2012 með megindlegum rannsóknaraðferðum. Rafrænir spurningalistar voru sendir til deildarstjóra í 91 leikskóla um allt land. Helstu niðurstöður eru þær að deildarstjórar telja sjálfir að samskipti við erlenda foreldra ganga að mestu leyti vel. Flestir nýta sér túlka þjónustu til stuðnings og eru almennt duglegir að nýta aðrar bjargir og leita lausna þegar þarf. Stuðningur samstarfsfólks og stjórnenda virðist einnig góður og lítill
    hluti deildarstjóra lýsir neikvæðri reynslu eða óöryggi.
    Deildarstjórarnir telja erlenda foreldra í nokkrum mæli óörugga í samskiptum. Þá kemur fram að deildarstjórarnir telja að sveitarfélögin og fulltrúar þeirra mættu sinna betur upplýsingagjöf til deildarstjóra og skóla um stuðning
    og bjargir. Hagnýtt gildi þessarar rannsóknar fyrir leikskólastarf er að varpa ljósi á áhrif fjölmenningar á foreldrasamstarf. Að auki er akkur í að fram komi rannsóknir sem snúa að samskiptum leikskóla og foreldra í ljósi aukinnar áherslu á samstarf þessara aðila á jafnréttisgrunni.

  • Útdráttur er á ensku

    The 2011 curriculum for Icelandic preschools stresses the importance of parent-school collaboration as well as equal rights. In a rapidly changing multicultural society, Icelandic preschool teachers face new challenges, for increased immigration has meant that more parents do not speak Icelandic. This article addresses
    Icelandic preschool division or group leaders’ experiences communicating
    with those parents. The article stems from a quantitative study conducted in 2012
    and an M.Ed. thesis based on its findings. A questionnaire was sent to 91 preschools
    in Iceland (with a total of 381 age groups or divisions) to establish professional
    experience of pedagogical leaders in this area.
    Many factors shape the guidelines of preschool education and the work of teachers,
    such as education laws, the national and school curricula, operation management
    and teacher unions – which provide job descriptions for preschool
    teachers who lead a division within their school. Parent-school collaboration and
    the teacher’s responsibility in that collaboration are also vital ingredients. Collaboration
    and good communication with non-native parents who do not speak
    the native language are crucial for these children´s education.
    Several studies show that sometimes teachers need to show initiative and use
    different means to reach out to parents. Professional self-esteem and self-knowledge
    is also essential to communicate efficiently in a multicultural school environment.
    Studies also stress the importance of respect for non-native families,
    their culture, religion, values and expectations. The value of a common language
    is also significant since non-native parents of preschool children can find the
    language the biggest obstacle in parent-school collaboration. In fact, their capacity
    to understand and express themselves in Icelandic is often lower than their
    children’s. These parents’ low Icelandic proficiency can also affect their knowledge
    and understanding of school activities as relayed by their children. This
    can create insecurity amongst parents and therefore a gap that head teachers
    should attempt to bridge. Parents’ insecurity should not be translated as lack of
    interest in their children’s education.
    For successful communication with non-native parents who do not speak Icelandic,
    teachers need both the means and support. In this article several aspects
    are investigated, highlighting professional support of co-workers, directors and
    school authorities. Accessibility of means includes the assistance of interpreters
    as well as head teachers’ knowledge of what support is available in their community.
    How school authorities perform in introducing means and support to
    both parents and teachers is also important.
    The study’s main finding is that the experience of pedagogical leaders in Icelandic
    preschools in communicating with immigrant parents is positive. Most have
    used an interpreter and are quite resourceful in finding ways to communicate
    with parents. The support of co-workers and directors seems adequate as well.
    However, a small percentage feel that this communication is not going well, and
    this seems to relate to insufficient support and personal insecurity. However,
    most leaders do find themselves to be rather secure in communicating with these
    parents, although some believe that the parents are less secure. The findings
    also suggest that the local school authorities are not succeeding in giving
    enough information to the teachers regarding the means of support and materials
    available to them. This research sheds light on multicultural aspects of homeschool
    collaboration in connection with equality and demo-cracy in the new
    curriculum.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Samþykkt: 
  • 4.3.2014
URI: 
  • http://hdl.handle.net/1946/17426


Skrár
Skráarnafn Stærð AðgangurLýsingSkráartegund 
foreldrasamstarf.pdf371.06 kBOpinnHeildartextiPDFSkoða/Opna