Причины неудовлетворенности родителей дошкольными образовательными учреждениями в Москве

Подъянова Светлана Михайловна; Поливанова Катерина Николаевна

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Журнал

Современное дошкольное образование

2022

ВАК

Область наук

Науки об образовании

Ключевые слова

дошкольное образование / родители / ДОУ / воспитатели / дисциплина / детская активность / программа детского сада / preschool education / parents / preschool educational institution / educators / discipline / children’s activity / kindergarten program

Аннотация научной статьи по наукам об образовании, автор научной работы — Подъянова Светлана Михайловна, Поливанова Катерина Николаевна

Актуальность исследования. Современные родители дошкольников являются активными участниками образовательного процесса. Их удовлетворенность – важный критерий оценки качества образования. Изучение их мнения – эффективный инструмент для системного улучшения качества ДОУ. Цель исследования: выявление и описание причин неудовлетворенности родителей ДОУ Москвы. Методология: тематические полуструктурированные интервью. Описание хода исследования. Выборку составили 20 матерей детей возраста от 3 до 7 лет, посещающих детсады разного типа и форм собственности в Москве. Родителям предлагалось рассказать о выборе детского сада, предметно-пространственной среде, режиме дня, присмотре и уходе за детьми, взаимодействии между педагогами, детьми и родителями, видах активности, развитии речи, мышления и образовательной программе. Тщательно исследовались спонтанно упомянутые причины неудовлетворенности. Тематической рамкой для вопросов была выбрана международная шкала ECERS и работы, посвященные выявлению корреляции родительской вовлеченности и уровня их удовлетворенности. Основные результаты. Среди основных групп причин неудовлетворенности ДОУ с большим отрывом лидирует «взаимодействие», подразумевающее качество взаимодействия между детьми, воспитателями, администрацией, родителями. Именно причины группы «взаимодействие» становятся критической точкой для перевода детей в другое ДОУ. Среди основных жалоб: не учитывается индивидуальность ребенка; жесткая дисциплина; строгие, грубые, непрофессиональные воспитатели; авторитарная позиция руководителя к родителям; плохое качество обратной связи; взаимоотношения со сверстниками. Группа «виды детской активности» имеет потенциал стать столь же значимой, как и «взаимодействие»: при выборе сада родители обращают внимание на наличие и разнообразие кружков, в частном секторе – готовы возить ребенка дальше ради качественных занятий. Родители скорее удовлетворены присмотром, уходом, соблюдением температурного режима, предметно-пространственной средой. Особняком стоит группа «развитие речи и грамотность»: родители не упоминают эту тему. Они либо плохо осведомлены о программе детского сада, либо считают данный аспект неважным. Выводы. Удовлетворенность родителей как активных участников образовательного является одним из важных критериев оценки качества дошкольного образования, а неудовлетворенность – маркер к необходимым улучшениям. Если администрация и педагоги при оценке качества оценивают группу и детский сад в целом, то родителям важен комфорт и эмоциональное благополучие собственного ребенка. Значит, во главу угла ставится индивидуальный подход и развитие личности. Основное внимание нужно обратить на качество взаимодействия между детьми, родителями и коллективом детского сада и на качество и разнообразие видов детской активности. Данные исследования причин неудовлетворенности родителей могут быть полезны для руководителей ДОУ разных форм собственности для повышения качества предоставляемых услуг и разработки маркетинговой стратегии.

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Reasons for parents’ dissatisfaction with preschool educational institutions in Moscow

The relevance of the topic of the article. Modern parents of preschoolers are active participants in the educational process. Their satisfaction is an important criterion for assessing the quality of education. Studying their opinion is an effective tool for systematic improving the quality of preschool educational institutions. The aim of the study. Identification and description of the reasons for the dissatisfaction of parents of Moscow preschool institutions. Methodology: thematic semi-structured interviews. Description of the research progress. The sample consisted of 20 mothers of children aged 3 to 7 attending kindergartens of various types and forms of institutions in Moscow. Parents were asked to tell about the choice of kindergarten, subject-spatial environment, daily routine, supervision and care of children, interaction between teachers, children and parents, types of activity, development of speech, thinking and educational program. The spontaneously mentioned causes of dissatisfaction were thoroughly investigated. The thematic framework for the questions was the ECERS international scale and works devoted to identifying the correlation of parental involvement and their level of satisfaction. Research results. Among the main groups of reasons for dissatisfaction with preschool educational institutions, “interaction” is leading by a wide margin, implying the quality of interaction between children, educators, administration, and parents. It is the reasons for the “interaction” group that become the critical point for transferring children to another preschool. Among the main complaints are: the individuality of the child is not taken into account; tough discipline; strict, rude, unprofessional educators; the authoritarian position of the head towards parents; poor quality of feedback; relationships with peers. The group “types of children’s activity” has the potential to become as significant as “interaction”: when choosing a kindergarten, parents pay attention to the presence and variety of circles, in the private sector they are ready to take their child further for the sake of quality classes. Parents are rather satisfied with supervision, care, compliance with the temperature regime, the subject-spatial environment. The group “development of speech and literacy” stands apart: parents do not mention this topic. They are either poorly informed about the kindergarten program, or consider this aspect unimportant. Conclusion. Satisfaction of parents as active participants in educational process is one of the important criteria for assessing the quality of preschool education, and dissatisfaction is a marker for the necessary improvements. If the administration and teachers, when assessing the quality, evaluate the group and the kindergarten as a whole, that the comfort and emotional well-being of their own child is important to parents. This means that the individual approach and personal development are at the forefront. The main attention should be paid to the quality of interaction between children, parents and the kindergarten staff and to the quality and variety of types of children’s activity. These studies of the causes of parental dissatisfaction can be useful for heads of preschool educational institutions of various forms of ownership to improve the quality of services provided and develop a marketing strategy.

Текст научной работы на тему «Причины неудовлетворенности родителей дошкольными образовательными учреждениями в Москве»

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UDC 376 DOI: 10.24412/1997-9657-2022-1109-26-35

Reasons for Parents� Dissatisfaction with Preschool Educational Institutions in Moscow

Svetlana M. Podyanova1, Katerina N. Polivanova2,

1 Kindergarten and school �Talantville�, Moscow, Russia; 2 HSE University, Moscow, Russia The relevance of the topic of the article. Modern parents of preschoolers are active participants in the educational process. Their satisfaction is an important criterion for assessing the quality of education. Studying their opinion is an effective tool for systematic improving the quality of preschool educational institutions. The aim of the study. Identification and description of the reasons for the dissatisfaction of parents of Moscow preschool institutions. Methodology: thematic semi-structured interviews. Description of the research progress. The sample consisted of 20 mothers of children aged 3 to 7 attending kindergartens of various types and forms of institutions in Moscow. Parents were asked to tell about the choice of kindergarten, subject-spatial environment, daily routine, supervision and care of children, interaction between teachers, children and parents, types of activity, development of speech, thinking and educational program. The spontaneously mentioned causes of dissatisfaction were thoroughly investigated. The thematic framework for the questions was the ECERS international scale and works devoted to identifying the correlation of parental involvement and their level of satisfaction. Research results. Among the main groups of reasons for dissatisfaction with preschool educational institutions, �interaction� is leading by a wide margin, implying the quality of interaction between children, educators, administration, and parents. It is the reasons for the �interaction� group that become the critical point for transferring children to another preschool. Among the main complaints are: the individuality of the child is not taken into account; tough discipline; strict, rude, unprofessional educators; the authoritarian position of the head towards parents; poor quality of feedback; relationships with peers. The group �types of children�s activity� has the potential to become as significant as �interaction�: when choosing a kindergarten, parents pay attention to the presence and variety of circles, in the private sector they are ready to take their child further for the sake of quality classes. Parents are rather satisfied with supervision, care, compliance with the temperature regime, the subject-spatial environment. The group �development of speech and literacy� stands apart: parents do not mention this topic. They are either poorly informed about the kindergarten program, or consider this aspect unimportant. Conclusion. Satisfaction of parents as active participants in educational process is one of the important criteria for assessing the quality of preschool education, and dissatisfaction is a marker for the necessary improvements. If the administration and teachers, when assessing the quality, evaluate the group and the kindergarten as a whole, that the comfort and emotional well-being of their own child is important to parents. This means that the individual approach and personal development are at the forefront. The main attention should be paid to the quality of interaction between children, parents and the kindergarten staff and to the quality and variety of types of children�s activity. These studies of the causes of parental dissatisfaction can be useful for heads of preschool educational institutions of various forms of ownership to improve the quality of services provided and develop a marketing strategy.

Keywords: preschool education, parents, preschool educational institution, educators, discipline, children�s activity, kindergarten program.

For citation: Podyanova S.M., Polivanova K.N. (2022). Reasons for parents� dissatisfaction with preschool educational institutions in Moscow. Preschool Education Today. 1:16, 26�35 (in Russian). DOI: 10.24412/1997-9657-2022-1109-26-35

Original manuscript received 16.11.2021.

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�� , �� , �� , ��-��, �� (��, ��), ORCHID: 0000-0002-8760-9120, gendirector@talantville.ru

�� , �� , ��, �� -�� -�� (��, ��), ORCID: 0000-0001-7058-1232, ResearcherID: K-8671-2015, Scopus AuthorID: 6508178898, kpolivanova@hse.ru

Information about authors

Svetlana M. Podyanova, PhD in Pedagogy, co-founder and general director of the kindergarten and school �Talantville�, master coach, master�s student of the program �Education Management� HSE University, Moscow, Russia, gendirector@talantville.ru

Katerina N. Polivanova, Doctor of Psychology, Professor, Scientific Director of the Center for Contemporary Childhood Research, Institute of Education, HSE University, Moscow, Russia, ORCID: 0000-0001-7058-1232, ResearcherID: K-8671-2015, Scopus AuthorID: 6508178898, kpolivanova@hse.ru

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