AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
things “right” in the facility and not at home. Importance lies in
the fact that, the child spends a substantial part of the day in the
facility, where the caregiver actively engages the child, perhaps
more than the parent. We assume that, the fundamental
phenomenon, complicating the educating in the family, is
consistency in parenting and the time enabling the parents to be
consistent. Caregivers are consistent in their work and have a
child-only time. Parents know how it should be theoretically,
they are interested in the subject matter, they talk to friends
about it, they do study various materials on the Internet, but still,
the problem is consistency. Research shows us that they do not
have the time to be consistent in education. We note that for
more serious problems, such as child aggression, family and
facility cooperation is of high importance. The parent often finds
it very difficult to accept that something is wrong especially,
when the child behaves differently at home. It happens that the
parent does not take the words/advice of the caregivers seriously,
and hardly ever believes them. The parent often refuses the
recommendations of a professional and only when a more
serious problem arises, he/she will seek the help of a
psychologist, etc. The caregiver should protect the other children
in the group. When a child gets sick or has health problems, and
the morning filter confirms it, the child cannot remain in the
group until he / she has a proof of his / her health condition from
the pediatrician. When an aggressive child threatens other
children in the group, he / she may, in extreme cases, be
excluded from the group. It depends on the operating rules, that
the parents are obliged to sign and accept. However, we note that
the staff is in every case, trying to work with parents and solve
the problem. Trust is important. The parent voluntarily chooses
the facility. He/she chooses a facility he trusts (D. Kostrub et al.
2018).
The following table summarizes the most important findings
from the research presented:
Tab. Parallels of educating in an ECEC facility, providing care
up to the third year of the child's age and in family
FAMILY
ECEC FACILITIES
PROVIDING
CARE UP TO THE
THIRD YEAR OF
THE CHILD
'S
AGE
PARALLELS OF
EDUCATING IN
ECEC FACILITIES
AND FAMILY
Love
Love is the
foundation of
education and
we conclude
that, as parents
understand it
and apply it in
education, it
has a clear
influence on
parents'
constructs in
education.
A positive
relationship with the
child, understanding
and interest, is a
vital phenomenon in
education, and the
basis for
accompanying the
child in all its
phases.
The caregiver
defines and
understands love in
a completely
different way than a
parent. The means of
the educator is
targeted professional
activity, educational
activity (play).
Independence and
rules are the means
of caregiver, to
make a child happy
in a facility. It is a
caregiver's interest
in the child. We note
that, a parent
understands love
more on the
emotional level.
Boundari
es
Parents' views
differ in the
importance of
setting
boundaries and
their consistent
observance.
The setting /
non-setting of
baoundaries in
education in the
family is often
minimized to
positive
patterns/rolemo
dels. The child
is the "mirror"
of the parent
and also
mimics the
negative
patterns/rolemo
The „demarcated“
boundaries represent
a safe space in
which the child
operates
independently.
The
child becomes
independent and
less dependent on
adults. The
phenomenon of
educating, or non-
educating parents
clearly manifests
itself in the will of
the child to respect
the boundaries of
the facility, if the
child does not need
specialist care and
the caregiver doesnt
suspect a diagnosis
It is important to
communicate and
cooperate with the
parent and in the
event of a problem,
to cooperate with
other professionals,
especially the
psychologist. A
healthy child is
taught by a caregiver
to respect
bounderies, if the
family works with
the facility and can
receive expert
advice and
assistance. The
means is not a ban,
but a distraction in
form of other
activities. The
dels, possibly
the negative
behaviors are
closely linked
to the situation
and the overall
atmosphere of
the family. If a
child does not
have a
diagnosis that
complicates
education.
(e.g. autism,
ADHD)
complicating the
child's respect of the
bounderies. The
facility offers a
helping hand to the
parents, and the
facility's staff
recommends
working with a
specialist. In
extreme cases, the
child is excluded
from the group for
security reasons and
for the protection of
other children.
caregiver teaches the
child to think
critically and talks
about the child's
specific educational
problems at an
appropriate level.
Communi
cation
/Comfor
mity in
intrest of
the child
We note that
parents
approach
differently to
communication
with the facility
and see the
child's interest
differently than
the specialists -
staff of the
facility:
1. Parents leave
all educational
activities under
the surrvailence
of the
caregiver.
They do not
work actively
with a child at
home, or work
with the
facility.
2. Parents who
want to teach
the child
everything
themselves and
do not respect
the caregiver's
opinion.
3.Cooperating
parents.
Caregivers are
encouraged to
communicate with
parents, even if they
are not interested in
how the child was
doing in the facility.
Parent and caregiver
communication is
cautious on the part
of the facility.
If the parent does
not respect the
caregivers, the
director of the
facility enters the
communication and
points out the child's
interest in an
appropriate manner.
Pointing out the
success of a child is
a breakthrough
phenomenon in
family and facility
collaboration.
Independ
ence
Support /
autonomy
Parents
consider
independence
to be an
essential
phenomenon in
education.
However,
consistency and
time complicate
and artificially
prolong the
child's ability to
act
independently
within the
boundaries of
education.
Parents are
often unable to
grasp the
problem.
They look for
support in
professional
literature and
online
discussion
forums.
Positive is their
effort to seek
professional
help, but many
parents are
afraid of being
helped by a
psychologist,
being it
understood as a
stigma by them.
Caregivers are
limited by parents'
requirements. Often
times there is a
conflict between the
opinions of experts
and the family.
Communication and
collaboration
between family and
facility is important.
It is important that
the child's
independence is
promoted both in the
facility and in the
family. In terms of
pedagogical theory.
Consisten
cy
Parental
overload is a
phenomenon
that does not
facilitate their
ability and will
to be consistent
in education.
Consistency is
unambiguously
required, preferred
and implemented, in
the upbringing and
education of the
child in the facility.
The success of a
child is a motivation
to work closely
together and trust
the facility.
Time
Parents are
Caregivers have a
Parents admire and
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