493 KB0 KB200520262026Cahunek, LeaLesar, Irenaštevilka:2letnik:77str. 8-27, 118-139ISSN:0038-0474COBISSID_HOST:284220419URN:URN:NBN:SI:doc-DPGT22D1enslZveza društev pedagoških delavcev SlovenijeSodobna pedagogikaimmigrantslearning achievmentparentspedagogikapedagogyPriseljencistaršiučni uspehVzgoja in izobraževanjeImmigrant parents from Kosovo on helping their children with schoolwork|Parental involvement in their children’s education is an important factor in learning and social development and is widely recognised as a principle of effective educational practice. However, little research has focused on the involvement of immigrant parents in supporting their children with schoolwork, particularly in the context of the linguistic, social, and cultural circumstances of immigration. This paper examines parents who have immigrated from Kosovo (N = 246) with children attending Slovenian primary schools, analysing the frequency and methods of their assistance with schoolwork. The data analysis shows that in immigrant families from Kosovo, assisting with schoolwork is primarily the responsibility of mothers. Regarding the frequency of assistance, the results indicate that children receive help from parents only a few times a month, from siblings a few times a year, even less often from classmates and professionals outside school, and almost never from an instructor. In terms of the ways parents help their children with schoolwork, the analysis shows that parents often supervise, remind, and encourage their children to learn but rarely become directly involved in the learning process itself (e.g. studying together, checking the child’s knowledge, or reading with the child). The academic success of children who had received numerical grades was reported by parents to be relatively low (M = 2.64), with approximately one-fifth of parents stating that their child had repeated a school grade. When interpreting the results, it is important to consider the broader structural and sociocultural circumstances that may affect parents’ opportunities to be involved in their children’s schoolworkVključenost staršev v šolanje otrok je pomemben dejavnik učnega in socialnega razvoja otrok ter eno izmed splošno sprejetih načel učinkovitih vzgojno-izobraževalnih praks. Manj raziskano področje pa je vključenost staršev priseljencev v procesih pomoči otrokom pri delu za šolo, zlasti v kontekstu jezikovnih, socialnih in kulturnih okoliščin priselitve. Prispevek obravnava starše, priseljene s Kosova (N = 246), katerih otroci obiskujejo slovensko osnovno šolo, ter analizira pogostost in načine njihove pomoči otroku pri delu za šolo. Analiza podatkov je pokazala, da je pomoč otroku pri delu za šolo večinoma skrb priseljenih mater s Kosova. Z vidika pogostosti pomoči rezultati kažejo, da je otrok le nekajkrat na mesec deležen pomoči staršev, nekajkrat na leto pomoči brata oz. sestre, še redkeje otrokovega sošolca, otrokove sošolke in strokovnih delavcev zunaj šole, skoraj nikoli pa ni deležen pomoči inštruktorja oz. inštruktorice. Glede različnih načinov starševske pomoči otroku pri delu za šolo analiza kaže, da starši pogosteje otroke le nadzirajo in opozarjajo na šolske obveznosti ter jih spodbujajo k učenju, medtem ko se le redko neposredno vključijo v sam proces otrokovega učenja (npr. se skupaj z otrokom učijo, preverjajo otrokovo znanje, z njim berejo). Učni uspeh otrok, ki so bili številčno ocenjeni, je bil po poročanju staršev razmeroma nizek (M = 2,64), pri čemer je skoraj petina staršev navedla, da je njihov otrok razred ponavljal. Pri interpretaciji rezultatov je treba pozornost nameniti tudi širšim strukturnim in socialno-kulturnim okoliščinam, ki lahko vplivajo na možnosti staršev za vključevanje v otrokovo delo za šoloTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije