Procena relevantnosti obrazovnih programa za roditeljstvo

Abstract

U naukama o vaspitanju, porodica se može istraživati kao vaspitni kontekst u kome odrastaju i razvijaju se svi njeni članovi, ali i kao polje za obrazovnu intervenciju kojom se vaspitni kontekst porodice može razvijati i unapređivati. Posmatrajući je i sa jedne i sa druge strane, u ovom istraživanju pažnju smo usmerili na obrazovne intervencije u porodični sistem i procene različitih aktera obrazovne intervencije o njihovoj relevantnosti. Namera nam je bila da naučno istražimo kako treba koncipirati i kreirati obrazovne programe za roditeljstvo i ko treba da učestvuje u procesu njihovog kreiranja, kako bi programi na najbolji način unosili u porodicu snagu potrebnu za unapređenje roditeljstva i vaspitne funkcije porodice. U našem radu smo istraživali mogućnost razvoja multimodalnog pristupa kreiranju obrazovnih programa za roditeljstvo. Ovaj pristup obuhvata dva ključna procesa. Prvi je proces kreiranja potencijalnog modela obrazovnog programa za roditeljstvo u kome su polazište glavne premise savremenih teorijskih modela sagledavanja porodičnog vaspitanja i roditeljstva kao društvenog, grupnog i ličnog fenomena, sistemskog pristupa porodici i razvojne porodične teorije. Drugi je proces procenjivanja relevantnosti tako kreiranog modela obrazovnog programa za roditeljstvo od strane ključnih aktera ovog procesa. Na taj način je učešće u procenjivanju i kreiranju obrazovnih programa za roditeljstvo omogućeno relevantnim akterima ovog procesa: stručnjacima, roditeljima i deci. Procenjivanje teorijskog modela obrazovnog programa za roditeljstvo otkriva relevantnost ponuđenih sadržaja, sa jedne strane, a sa druge uvodi ključne korisnike programa kao njegove kreatore. Cilj teorijsko-empirijskog istraživanja jeste naučna deskripcija i koncepcija modela i utvrđivanje sličnosti i razlika u proceni relevantnosti kreiranog modela obrazovnog programa za roditeljstvo od strane stručnjaka, roditelja i dece. Istraživanje je teorijsko-empirijske prirode, a po metodu primenjenom u prikupljanju, obradi i interpretaciji podataka spada u red 1 neeksperimentalnog deskriptivnog istraživanja. Za potrebe ovog istraživanja kreirani su instrumenti – Skale procene relevantnosti kreiranog modela obrazovnog programa za roditeljstvo, u cilju dobijanja podataka o proceni relevantnosti sadržaja ponuđenog modela obrazovnog programa, od strane stručnjaka, roditelja i dece...

In the educational sciences family can be researched as educational context where all of her members grow and develop. Family can also be researched as a field for educational intervention through which educational context can be developed and improved. Looking at family from both sides, in this research we focused our attention on educational intervention into the family system and assessment of the various actors of educational intervention on their relevance. Our intention was to research how educational programs for parenting should be conceptualized and designed and who should be involved in that process so that programs could, in the best way, bring into the family the strenght needed for the parenthood improvement and improvement of educational function of family. In our study we researched the possibility of development of multi-modal approach to the design of educational programs for parenting. This approach involves two key processes. The first one is the process of creation of potencial model of educational program for parenting starting from the main premises of the contemporary theoretical models of parenthood as a social, group and individual phenomenon, systemic approach to family and developmental family theory. The second one is the assessment process of relevance of designed model of educational program for parenting, by key actors in this process. Thus, participation in the creation of educational programs for parenting is enabled to all actors in the process: professionals, parents and children. On the one hand the assesment of the theorethical model of educational program for parenting reveals the relevance of the offered content, and on the other hand introduces key users of the program as its makers. The aim of this theorethical-empirical research is scientific description and conception of the model discovery of similarity and differences in the assessment of relevancy of designed educational program for parenting among experts, parents and childrens. This is a theoretical-empirical research, and by method used in data collection, processing and interpretation, it belongs to non-experimental descriptive research. For the needs of this research the follow instruments were designed: Scales for 3 assessment of relevancy of designed educational program for parenting, in order to obtain data on the assessment of relevancy of offered content topics of educational program, by experts, parents and children...