The phenomenon of institutional preschool education from the parents’ perspective

Abstract

In Slovak kindergartens, teachers are increasingly encountering increased diversity from both children and parents. This is due to the introduction of compulsory preschool education from 2021 for all 5-year-old children and the gradual implementation of the vision of inclusive education, which increases the demands on teachers’ approach to children and the search for more effective strategies in mutual communication and cooperation with parents. This has received minimal consideration in the research field, despite the fact that it is the parents who can serve as important allies for teachers in the development and progress of children. The purpose of the present study was to explore parents’ experiences with institutional preschool education and to discover what kindergarten teachers and directors should know about parents with preschooler. Qualitative research was conducted with 7 parents whose experiences were explored using the methods of constellation with figures, semi-structured interview and researcher’s diary. The data collected were analysed and interpreted through an interpretative phenomenological analysis. The results of the research showed that parents’ subjective experience of their children’s preschool education in kindergarten is linked by 5 common themes, which include (1) selection of kindergarten, (2) the adaptation process, (3) teacher’s personality, (4) cooperation with kindergarten, (5) the importance of preschool education, while each theme includes subthemes and quotations that further specify parents’ experiences. At the same time, the research results revealed that institutional preschool education has significant relevance not only in the lives of children, but also for the parents.

Keywords

• interpretative phenomenological analysis
• kindergarten
• preschool education
• parenting with a preschooler
• subjective experience