Abstract

In this paper, we tried to point out the importance of improving communication skills in preschool institutions, given that this topic is one of those that have not been frequently considered and analyzed, especially in the context of preschool institutions, and then to present some of our own thoughts on feedback information after the application of knowledge that we received from the participants of the training, which we realized on the topic of communication skills in preschool institutions in the Republic of Serbia. We also referred to the effects that the training had on the participants, which resulted from the application of knowledge after a certain period of time. By considering this topic, we tried to point out some segments that should be targeted and improved in order to contribute to the improvement of ethos in preschool institutions, and thus, indirectly, to the development of not only institutions but also the overall development of individuals.

Highlights

  • We tried to point out the importance of improving communication skills in preschool institutions, given that this topic is one of those that have not been frequently considered and analyzed, especially in the context of preschool institutions, and to present some of our own thoughts on feedback information after the application of knowledge that we received from the participants of the training, which we realized on the topic of communication skills in preschool institutions in the Republic of Serbia

  • We referred to the effects that the training had on the participants, which resulted from the application of knowledge after a certain period of time

  • We tried to point out some segments that should be targeted and improved in order to contribute to the improvement of ethos in preschool institutions, and indirectly, to the development of institutions and the overall development of individuals

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Summary

Značaj unapređivanja komunikacijskih veština u predškolskim ustanovama

Prilikom naših istraživačkih aktivnosti koje smo realizovali u predškolskoj ustanovi, kao i prilikom pedagoško-instruktivnog uvida stručnog saradnika pedagoga i direktora kao i realizovanja procesa samovrednovanja kvaliteta rada predškolske ustanove, uočeno je da oblast etos (koja je u periodu akreditacije seminara/obuke bila posebna oblast koja se vrednovala) treba da se kontinuirano unapređuje kako bi se kvalitet rada predškolske ustanove zadržao na visem nivou. U našem radu se bavimo ovim segmentom, kako unapređivanjem komunikacijskih veština kod osoba koje čine jedan vaspitno-obrazovni kolektiv-vaspitača, stručnih saradnika i saradnika može biti u funkciji unapređivanja etosa u konkretnim predškolskim ustanovama. Došli smo do zaključka najpre na primeru naše ustanove da ukoliko svaki pojedinac svesno radi na unapređivanju svoje komunikacije koju ostvaruje sa drugima, i verbalne i neverbalne, tada utiče ne samo na svoje opšte lično zadovoljstvo u radu, već i na etos cele ustanove. Smatramo da ukoliko praktičar u predškolskoj ustanovi kontinuirano usavršava sopstvene komunikacijske veštine, u tom slučaju će uspostavljati bolje odnose ne samo sa odraslima, kolegama u ustanovi i van nje, nego i sa decom (što smo saznali neposrednim uvidom u našoj predškolskoj ustanovi). U svemu prethodno navedenom se ogleda značaj unapređivanja komunikacijskih veština svakog pojedinca u predškolskim ustanovama i iz tih razloga smo smatrali konstruktivnim da kroz osmišljen program obuke podstaknemo zaposlene u predškolskim ustanovama da unapredjuju sebe i svoje kompetencije u ovoj oblasti

Primena saznanja sa pohađanog programa obuke i njegovi efekti u praksi
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