STAVOVI RODITELJA PREDŠKOLSKE DJECE O RANOM UČENJU
ATTITUDES OF PARENTS OF PRESCHOOL CHILDREN ABOUT EARLY LEARNING

Summary/Abstract: Bearing in mind a pedagogical significance of the influence of environment on the growth and development of children in early childhood, the family and institutions of pre-school education are the most often mentioned as key factors. In this paper, the authors deal more with the family impact, since prejudices and stereotypes about early learning opportunities are often seen among parents. Parents "distrust" the "power" of action on the growth and development by early learning, which can be influenced by various socio-demographic variables, a culture marked by traditionalism, and the inheritance of cultural patterns of the family from the past. In order to determine the parents' attitude to early learning, we conducted a research on the sample of 150 parents whose children attended kindergarten, to identify their assessments on this issue. The applied methodology was related to the discovery of differences in parents' estimates on early learning with regard to some of their socio-demographic characteristics which were under the strong influence of the cultural program of the environment. The research results showed that differences in the estimation of parents of preschool children about early learning from the aspect of gender, the number of family members, the number of children in the family, the order of birth of the child in the family, and the level of parents' education, are not statistically significant on the test sample. The research results show important pedagogical implications which are presented in the paper.

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