Differences in teaching methods of pre-school teachers and parents concerning desirable forms of behaviour

Abstract

Taking into account cooperation between a pre-school institution and families of pre schoolchildren in creating suitable conditions for optimal development and upbringing of each child, in this paper we are discussing methods of teaching which contribute to this. Differences in the teaching methods were analyzed, concerning family and institutional upbringing in kindergartens, with the purpose of stimulating more purposeful methodological creating of pedagogical-educational work as the basis of nourishing the whole potentials of the child's personality. Findings of the research were discussed, in which parents and pre-school teachers were interviewed about the methods of teaching and desirable forms of behaviour, which were most often used. It was assumed that pre-school teachers, as more component than most of the teachers, applied procedures, which were in accordance with contemporary pedagogical tendencies. Results show that there were statistically significant differences between some variables, i.e. characteristics of pedagogical styles of parents and pre-school teachers. In greater extent, parents apply procedures, which are characteristic for authoritarian style of upbringing (focusing attention to desirable way of behaving 'moralizing', preaching, punishing children who do not obey parents' demands, insisting on strict demands that children must obey the parents' figure). Pre-school teachers practice democratic way of upbringing in greater extent than the parents (putting children in different situations so that they can by their activity gain personality traits and values, giving personal example, etc.).