F Gr8 Parents Needs-Analysis

8/13/2019 F Gr8 Parents Needs-Analysis

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Gr8 Parents143341-LLP-1-2008-1-GR-KA2-KA2MP

A training needs analysis report

2

ContentsByWayofIntroduction..................................................................... p.3

Theinstrument,thesampleandtheprocedure............................ p.4

Results

p.5

p.6

a)OnthePersonal/BackgroundCharacteristicsofSs....................................

b)Focusingonthepossible/requiredtrainingofGr8Parents........................

Epilogue............................................................................................ p.8

Appendix:PersonalParentsQuestionnaire..................................... p.12


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3

BywayofintroductionAsconciselyexplainedintheSummarysectionofthisjointprojectsubmittedandfunded

by the European Commission under the eloquent name Gr8 parents, this pioneer and

innovativeendeavor

aims

at

connecting

and,

thereafter,

consolidating

these

vital

connectionsamongthreedifferentyethighlyinterrelatedandmutuallyconcerned groups:

parents,theiryoungchildrenandtherespectivekindergartenteacherswhere,bydefinition,

preschoolers are socialized, educated and trained accordingly. Employing all available

educational, pedagogical and cultural means available throughout the different socio

cultural contexts of the countries actively participating in the project (Slovenia, Latvia,

Romania,Hellas)and,atthesametime,bydevelopingadditionaltoolsandtechniques

along similar lines as part of this project, a number of very specific and instructive

productsaretobedevelopedthroughoutthedifferentimplementationphaseswhichas

originallyplanned willbeconcludedintwoyearstime.

Therelatively

less

well

known

European

Framework

of

Key

Competences

for

Lifelong

Learning lies at the very heart of the Gr8 Parents project which, effectively, aims at

promoting the real essence of the content and the goals of the Framework, the Key

Competences 1,2 and6 inparticular. Central to thisjoint endeavor is the concerted and

systematiceffort to train several groupsof interestedparents from all countries taking

part in the project on how to establish andmaintain a kind of informal and functional

trainingspacewithinthefamilyunititselfsay,aninformalschoolinglikeenvironment as

integral part of the daily family routine, where the upbringing and the

socializing/development of the child take place naturally. In so doing, it is hoped that,

eventually, thisparticular knowhowacquiredbyallparticipatingparentswith theirown

childrenathome couldbeconstructivelyusedalong collaborative initiativesand schemes

withthe

kindergarten

teachers

in

the

area,

thus

extending

the

informal

training

paradigm

within the formalpreschool curriculaof each country/municipality concerned and for all

childrenattendingkindergarten.

Thusbeenthecaseconcerningtheoverallstructureandtheobjectivespursuedthrough

this project, the respective implementation phases have already been underway. As one

mighthaveexpecteda trainingneedsanalysis (TNA),appropriatelydesignedandcarried

out at the very early stage of implementing the project, has been conducted with the

cooperationofnationalcoordinators ineachparticipatingcountry.Onthebasisofalldata

collected, an informative presentation in the form of an intermediate report has been

preparedbytheeducationalexpertoftheprojectunderlyingthemainfindingsofthisTNA.

Understandably,

these

findings

with

the

particular

characteristics

and

trends

in

each

case

surveyed aretobeusedasthenecessaryguidelines,forallotherimplementationphasesto

followinthemonthstocome.


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4

Theinstrument,thesampleandtheprocedureAnespeciallyconstructed26itemquestionnairewasemployedincollectingallpertinent

data. Of the 26 items/questions, a total of 18 questions aimed at eliciting information

relatedto

the

so

called

training

front

of

pre

school

aged

children

by

their

parents,

while

the rest 8 items of the questionnaire were concerned with several aspects of

personal/backgrounddataofparticipatingparents.Inanefforttocollectasmuchqualitative

datainformationaspossibleviathissmallscalesurvey,themajorityofthequestionsalong

thetrainingfrontvariablesrequiredopentype,shortanswers.

Agrandtotalof40individuals(parents)madeupthesampleofthisTNA.Eachofthefour

countries of the project participated with 10 Samples (Ss) who were selected by their

nationalcoordinatorandvolunteeredtocontributeintheframeworkoftheGr8project.

ECOSE, in its capacity as the central coordinatingorganizationand the initiatorof this

jointproject,

has

been

instrumental

in

managing

and,

at

the

same

time,

in

securing

the

smoothoperationoftheentireproceduralundertaking.Accordingly,ECOSEexperts,inclose

collaboration with the national coordinators in each participating country, saw that all

individual participants (Subjects) had completed the respective questionnaires and,

thereafter, retuned to theorganizationheadquarters inAthens, sometime late February

earlyMarch2009.Then,allquestionnaireswerecodifiedandanalyzedby theeducational

expertof theproject, laying thus the ground for thenecessaryanalysis, comparisonsand

possiblerecommendationswithintheframeworkandtheprincipalgoalsoftheproject.

Thepresentationthatfollowsattemptstoformulateanaccurateandprecisereportbased

on the individual findingsof theentireTNAphaseof theproject,while,at the same time,

underlyingseveral

points

that

are

judged

to

be

of

particular

interest

and

relevance

in

the

presentcontext,keepingofcoursetheprincipalobjectivesoftheprojectintoperspective.


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5

ResultsA) Onthe Personal/BackgroundCharacteristicsofSs

Of

the

total

sample

(40),

34

(85%)

were

females

and

the

rest

15

(15%)

males.

ThemeanageofallSswas34.4years (F=34,M=36.7years).Theagerangewas2242

years.

ThemeannumberofyearsinformaleducationoftheSswas14.2.Therangewasfrom8

20yearsofeducation.

Alittlelessthan1/3oftheparticipants(N=12or30%)wereteachersbyprofession.

Themeannumberofchildrenperparticipantwas2(total:34boysand46girls).

Themeanageoftheirchildrenwas5.5years.

Thirtytwo(80%)oftheSsweremarried,10%(N=4)unmarriedfamiliesandanother10%

(N=4)divorced.

Onthebasisoftheirresponsesitappearsthat(asmostprobablyexpected)Englishwasthe

mostcommonlyreportedforeign language,followedbyGermanand,then,Russian.There

were, of course, differentiations among the four different subgroups (countries) of

participantswhichwillbediscussedatalaterstageofthisanalysis/presentation.


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6

B) Focusingonthepossible/required trainingofGr8Parents It seems thatpreschoolingattendancehasalreadybecomecompulsory in threeoutof

fourcountriesparticipatinginthisjointproject(withtheexceptionofSlovenia),sinceatotal

of90%

of

all

Ss

opted

for

the

yes

answer.

Themajority (60%) said that there are not any special programs by their government

aimedatassistingparentsintrainingtheirchildren,whereas22.5%reportedthatthereare

suchprograms/initiatives in theirrespectivecountryortheirmunicipality.Apercentageof

17.5%oftherespondentsoptedforthedonotknowanswertothisquestion.

Almosthalf (47.5%)of theSs indicatedthedailyprogramof thekindergarten that their

child attendshasnot included activities and actions related to Europe and the European

Union.Another25%saidthatthereownchildrendoexperiencesuchprojectsandactivities

in their respective kindergarten, whereas another percentage of 27.5% were not in a

positionto

provide

aspecific

yes

or

no

answer.

Concerningtheoveralldailyprogramoftheirchildskindergartenandtheactualcontent

of that program, 35% of the participants felt that nothing is missing. Another 50%,

however, of the total sample of the Ss indicated that there are specific things that are

missing,withtheteachingofaforeign languageattheverytop.Apercentageof15%said

thattheydidnotknow.Games,moreactionsandexcursionswerealsoreportedamongthe

activitiesmissingfromtheprogram.

As a whole, the cooperation between the parents and their childs kindergartenwas

characterized as very good or good (in isolated cases, as excellent) by 80% of the

participants.

Thevastmajorityoftherespondents(82.5%)indicatedthatevenpreschoolchildrencan

learn European Union related skills and knowledge when appropriately organized and

taught.Only10%said notosuchaprospectorproposalandanother7.5%saidthatthey

didnotknow.

Interestingly enough, and at the same time, encouraging may be characterized the

overwhelmingmajority (95%) of the participantswho opted for the yes answer to the

questionwhether the home/familywithpreschool children could and should become a

kindofinformallearningenvironmentviathemultitudeofinteractionsbetweentheparents

and

their

children.

Only

a

bare

5%

of

the

Ss

said

that

they

did

not

know.

Assessing the teaching of language in their childs kindergarten most participants

appearedtoholdratherpositiveviews(30%verygoodandanother32.5%good),whereas

the option fair attracted 20% of the respondents. A very small percentage of the Ss

selected the notgoodanswer (7.5%)andanother10% felt that the teachingwas in fact

poor.

Forthegreatestpart(77.5%)theteachingofforeignlanguage(s)seemstobemissingfrom

the daily program of the corresponding kindergartens, something that definitely needs

furtherexaminationandreflectionwhenweareconsideringinterculturalismandEuropean

Union

perspectives.


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7

Oncemore, its isencouragingthatthemajorityoftheparents(70%)participated inthis

exploratory survey do agree that onemay develop and implement a series of concrete

actions and programs in order to sensitize and familiarize preschool children with the

multiculturalrealityofoureraEuropeandworldwide.They, in factproposeanddescribe

various ideasandactivities throughwhich such sensitization can takeplace,activities like

socialmeetings/gatherings,

excursions,

reading

books

and

meeting/visiting

different

ethno

culturalgroups,educationalgames,etc.

Forming a large percentageof 90%of the total sample, the Ss indicated that no such

intercultural programsactivities existed/operated in their area or in theirmunicipality at

large,whereas7.5%optedfortheyesanswerinthisquestion.

Almostnineoutoften(87.5%)oftheparticipatingparentsreportedthattheywerewilling

toworktogetherwithteachers,socialagenciesandotherparentsincreatingandpromoting

the ideaof informal schoolingathome foryoung childrenand theirparents.Yet, there

werefourrespondents(10)whodidnotseemtosharesuchview.

A total of three quarters (75%) of all participants seemed to bewilling and ready for

amore active cooperation and involvement with their childs kindergarten. One should

notice,however,apercentageof20%of theparentssurveyedwhostated that theywere

not interested in such an involvement andmore cooperationwith the kindergarten that

theirchildattended.

Themajorityoftherespondents(57.5%) indicatedthattheycouldbeabletoteach/train

preschool aged children in EU related issues,provided that they could (first)have some

appropriatetrainingthemselves.ThirtypercentoftheSssaidthattheycouldnotcarryout

such a training/teaching,whereas another12.5%opted for the not sure donot know

answer.

A littlemore thanhalfof theparticipants (55%) reported that they, in fact,had some

teachingtrainingthusfar,thevastmajorityofwhomweretrainedteachersbyprofession.

Thecorrespondingpercentagesforateachingtrainingespeciallyforveryyoungchildren

wereconsiderably loweramongtheparticipatingparents.Onlyonethird (32.5%)oftheSs

reportedhavinghadsuchatrainingexclusivelytargetedatpreschoolagedchildren.

Expectedly,theassistance/guidance/trainingneededbytheSsinordertoundertakethe

teaching of preschool children focused on issues of teaching methodology for young

children,

on

child

and

developmental

psychology

and

consultation

and

to

basic

knowledge

aboutinformal learningprocedures.It isof interesttonote inthiscontextthatonlyoneof

the total sampleof the40participants indicated thatparents as teacherswouldneed to

consult the kindergarten teachers of the children concerned and collect pertinent

backgroundinformationandhelp.

With theexceptionofoneparent,allotherparentssurveyedsaid that theywouldneed

some ormore extra teachingmaterial like books, games, posters, CD, video, toys, songs,

puzzles and the like in order to carry out relevant teaching/training with kindergarten

children.


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EpilogueUpon analyzing the results presented above in amore elaborate fashion and briefly

discussingmainaspectsandtrendsrevealedthroughthedatacollected,onemaypinpointto

severalimportant

parameters

which

are

of

both

relevance

and

significance,

for

the

step

by

stepimplementationofallthesubsequentphasesoftheGr8Parentsproject.

Thus, on the basis of the above mentioned findings concerning the personal

characteristicsoftheentiresampleasawhole,anumberof commentscouldbemadeinan

attempttoshedsomeadditional light intothe who iswhooftheparticipantsasagroup.

Obviously suchasketchingconstitutesanabsolutelynecessary prerequisitewhen, in the

process,theseSswillbecalledupontobetrainedandguidedwithasetofveryspecifictasks

inmind. A further commentary on the basis of corresponding data with regard to the

specificparticipantsfromeachoneofthefourcountriesmayprovideevenmoreinsightinto

theparticularprofileoftheSswhich,inturn,couldbeusedwhenactuallyassigningthese

individualsto

informally

train

pre

school

aged

children

and

actively

collaborate

with

the

kindergartenteachersandthepreschoolingarrangementasawhole.

As expected, the vast majority of the volunteers/Ss of the project were females

(mothers),givenofcoursetheveryfactthatitisbasically(still,todayinalmostallsocieties)

themotherwhohastheoverallmanagementofthepreschoolagedchild.Theirmeanage

of34.4yearsalongwiththeiragerangeof2242years indicatesthat,onthewhole,these

females (alongwith theirmale counterparts) are relatively youngparents/individuals and

mayhavealottoofferinthetrainingoftheirownyoungchildren.Morethanthat,theymay

alsobecapableandwillingtoassistinthetrainingofotheryoungchildrenundertheaegis

oftheGr8Parentsproject.Furthermore,havingontheaveragetwochildrenper family,

withamean

age

of

those

children

5.5

years,

the

participants

may

legitimately

claim

that

theyhave firsthandexperience indealingwiththetrainingofpreschoolchildrenathome

andtheiroverallupbringing.Yet, intergroupdifferencesareof interestandshouldalways

betaken intoconsideration,giventhefactthattheSsfromRomaniahadanaverageof1.3

childrenperfamilycomparedtoLatvianswith2.9childrenperfamily,whereastheothertwo

groupsofSswereinbetween.

The respectivedataon theparticipantseducationalbackground (mean: 14.2 yearsof

formaleducation) reveals thatonehas todowith individualswhohavehad somekindof

tertiary education. This particular characteristic in itself could definitely be of great

assistanceinpursuingtheobjectivesoftheproject,sinceonemayassumethatthisrelatively

high

educational

level

may

(pretty

well)

facilitate

their

additional

training

in

effectively

handlingyoungchildren.Ontheotherhand,however,onemayrathersafelyinferthatthis

particular sample of seemingly above average educated individuals do not constitute a

representativesubsampleofthegeneralpopulationineachparticipatingcountry.Andthat,

inturn,bears itsownsignificanceforanyfuturereference/actionwithintheframeworkof

thisjointproject.AlongtheeducationalbackgroundvariableoftheSs,anadditionalpointof

information shouldmentionedconcerningthenoticeabledifferencebetweentheSlovenian

participantswithanaverage16.5yearsofeducationandthe 11.8yearsofeducationforthe

Latvians.

The factthatalmostoneoutof three (30%)of theparticipants indicatedthat theyare

teachers

by

profession,

which

by

definition

implies

that

these

individuals

have

had

some

formalinitialtraininginpedagogyandpsychology,maygiverisetosomeinterestingthinking


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9

on thepartof those responsible for implementing the subsequentphasesof theproject.

First of all the educational and pedagogical training/experience of those teachers may

substantiallyfacilitatetheirrolewhencalledupontoestablishtheinformalschoolroutine

withintheirfamilyenvironment.Atthesametimetheseprofessionalteachersoftheproject

may provide instructive hints and functional suggestions as the case may be in each

countryfor

the

specific

training

needed

by

the

rest

of

the

participants

(70%),

so

that

all

participantsmaybecomeeffectivehometrainersfortheirownyoungchildrenfirstand,at

alaterstage,forpreschoolagedchildreningeneral.

Asthisspecificdatahasrevealed,preschooleducationhasalreadybecomecompulsory

in three out of four countries concerned, with the exception of Slovenia. From the

perspectiveoftheGr8projectthisparticulardevelopmentlongoverdue,asamatterof

factformanycountries concerningtheuniversalityofkindergartenattendance,underlines

notonly the immediate relevanceof theprojectand its concreteobjectives,butalso the

need todevelopadditional initiatives andprogramsaimingat bridging the gapbetween

parentsandpreschoolagedformalinstitutionsacrossdifferent socioculturalcontextsand

acrossdifferent

countries,

for

that

matter.

Nodoubt, the finding concerning the absenceof specificprograms aimed at assisting

parentsinthetrainingoftheiryoungchildrenoughttofunctionasanimportantreminder

ringing an urgent bell on: the apparent lack of concrete, systematic and long lasting

assistanceon thepartof the state tonewparents indealingandhandlingall situations

(problems, difficulties, questions, daily practices, etc.) arising when upbringing a child,

situations and realities that,most often than not, many parents are not prepared to

manage creativelyand ina constructiveway.Apparently, somekindofappropriate,well

thought/developed training that may be available to those parents even outside the

formalstateapparatus couldbeofsignificantassistance,withpositiveimpactontheoverall

socializationprocess

of

each

child

concerned.

Thefactthattheperceivedlevelofcooperationbetweentheparents/participantsofthis

jointprojectandthekindergartenteachersoftheirchildrenappearstobeatgoodandeven

verygoodlevelinquiteafewcases,maysurelybetakenasahighlypositiveaspectofthis

dyadicschemeofparentsandteachers.Thispositiveclimateofcooperationcouldbeused

as the necessary and solid foundations for extending and further developingmeans and

channels of cooperation between interested parents and the entire kindergarten unit of

their child for thebenefitofallparties involved primarilyand foremost for the children

themselves.Alongthe linesofthisgoodcooperationcontinuum,thespecificgoalsandthe

innovativeobjectivesof the Gr8Parentsprojectmay verywell find fertileground and

thereafter

contribute

greatly.

Movingastepfurtherandtouchingontotherealheartofthisjointprojectsgoals,thedata

recordedaboveandconciselypresentedintheresultssectionofthisreporthashighlighted

a number of additional points that deserve particular consideration under the overall

frameworkofthisinternationalendeavorofours.

Firstofall,letustakeagoodlookatthepicturethattheparentshave,theknowledge,

the opinion and the stance of the participants concerning the actual/perceived content

(formalandinformalcurricula)ofthedailyprogram/routineoftheirchildskindergarten.

Undoubtedly, the teaching of language(s) ought to occupy a central position in any

discussion

about

formal

school

curricula.

Thus,

concerning

the

teaching/learning

of

the

mother tongue through the daily program of each kindergarten, it seems that the vast


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10

majorityofparentsaresatisfied,withtheRomanianparticipantsbeenattheverytopofthis

listofperceivedsatisfactionandtheGreeksatthebottom.Oncemore,itisstressedthatany

such intergroupdifference,besides its research interestandsignificance for theoristsand

analysts,bears avarietyof concretepractical consequences aswell. Furthermore,on the

teachingof foreign language(s) front,however, theentirepicture appears tobe far from

encouraging,given

the

fact

that

almost

8out

of

ten

of

the

participants

have

indicated

that

nosuch teaching/training takesplace intheirchildskindergarten.Yet,oncemore,several

noteworthy intergroupdifferentiationsappearoperate inthisparticularvariablesurveyed.

In theSlovenianand theRomaniancontexts itseems that foreign language teachingdoes

have gained some noticeable presence in the formal preschool education of those

countries,whereas in thecaseofLatviaand in thecaseofGreecesuch teaching is totally

lacking.Obviously,anyinitiativeandanywellplannedinterventiononthepartoftheGr8

Parentsproject (or anyother similar initiator, for thatmatter) should seriously consider

these differing kindergarten practices from country to country. If nothing else, the

respectiveKeyCompetencesof theEuropeanFrameworkconcerningboth the teachingof

themother tongue and the teaching of foreign languages as integral part of the formal

educationalsystems

stand

out

as

the

best

reminders

in

this

respect.

Stating certainly theobvious (but far from redundant) in thisparticular sectionof the

discussiononeistemptedforamomenttomakedirect,yettelegraphiconly,referencesto

ourmulticulturalandprofoundlyglobalizedworldofourera,deeplycoloredandinfluenced

by the colossal technological advancements in virtually every aspect of our daily life

(personal and collective). Within this vein of argument, European and intercultural

considerationsatall levelsat theschool level inparticular are imperative.Upon reading

carefully the results of this smallscale survey, the picture that emerges is both quite

revealing and instructive (however expected, to a large extent). Europerelated and

European Union issues and developments along with their counterpart intercultural

aspectsand

awareness,

for

the

greatest

part,

have

yet

to

find

their

way

into

the

daily

programsofmostkindergartensasamatteroffactonemaynotethat,inmanycountries,a

rather similarpictureemergeswhendiscussing formalcurriculaofprimaryand secondary

education (all exceptions, of course, granted). As the participants of this project have

succinctly pointed out in all tones, the situation and the actual kindergarten schooling

practice concerning European issues appears slightlybetter thanwhen interculturalism

withinthekindergartenisconcerned.

Theargument thatseveral individuals (expertsand/ornonexpertsalike)oftenpresent

bystressing theageof thechildrenand their immaturity tograspandcomprehendsuch

issues (when, of course, appropriately designed, developed and taught), does not find

supporters

among

the

vast

majority

of

those

parents

interviewed

here.

On

the

contrary.

The

participants through their respective responses seem to be strongly convinced that pre

school aged children are able and capable to constructively absorb those

European/Intercultural issues and developments when such an undertaking is

appropriately carried out from A to Z. And, of course, this specific data presents an

additional challenge and a functional baseline for the Gr8 Parents project when

undertakingtotrainparentsinthemonthstocome.Furthermore,itshouldbementioned

thatamong the fourgroups (countries)ofparticipants, theRomanians seemed tobe ina

relativelybetterpositionthantheotherthreegroupswithrespecttothesevery important

variables.Certainly, another KeyCompetenceof the European Frameworkpresents itself

here in the most compelling and imperative fashion for the European citizens, for the

European

anthropoi

of

tomorrow.


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11

Highly encouraging and promising at the same time is the very fact that the parents

themselvesarewillingandpreparedtoplayanactiverole insuchprogramsandactivities,

providedofcoursethattheyhavetheappropriatetrainingandguidance asthecasemay

be ineachparticular setting/initiative.And that finding alone, in conjunctionwith all the

othertrendsandtendenciesoutlinedabove bycodifyingtheresponsesoftheparticipants,

makesthe

central

focus

of

this

joint

Gr8

Parents

project

even

more

crystal

clear,

while

simultaneouslyproviding the impetusand theenthusiasm foractually implementing,next,

thecorephasesoftheproject:

prepareandtrain/guidetheparentsfortheirownchild(ren)s informalschoolingathome

and,intheprocess,foractivelycollaboratingwithkindergartenteachersonamoreorless

regularbasis.

Asakindof footnotebutabsolutelyessential forallparties concerned it is stressed

hereinalltonesandemphasisthattheexactroleofeachplayerinthisconstructivedyadic

partnershipbetweentheparentsandthekindergartenteachersshouldbeclarifiedatevery

stageof this importantprocessand shouldbekept/secured crystalclear throughout: the

teacheris

the

teacher

and

the

parent

is

the

collaborating

parent/partner,

so

that

any

possiblemisunderstandings,tensionsorconflictsmaybeavoidedatallcosts.


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12

AppendixParent Questionnaire

Name of Parent:

A. Personal Data

1. Male/Female: 2. Year of birth: 3.Years of Education completed 4. Type of profession/occupation/job:

5. Number of children: 6. Sex and age ofchildren:

7. Family status (married, separated,divorced, widow):

8. Foreign language(s)

Spoken Written

Any previous involvement/participation in European projects. Yes No . If yes, what kind of project(s)?

B. On the training front of pre-school aged children by their parents

1. Is pre-school education compulsory in your country?

Yes No .

2. Are there any special programs or activities initiated by the government (National, Local, Municipal) that may help parents like yourselfin the training (upbringing) pre-schoodgfl children, along with the formal programs of the kindergarten?

3. Do you know if the daily program of kindergartens in your area includes any activities related to todays Europe in general and theEuropean Union in particular? If yes, please give some examples of such activities.

4. What do you think is missing from the regular daily program of your childs kindergarten?

5. How would you characterize the existing cooperation between kindergartens and the parents of the children attended such pre-schooling education?

6. Do you share the view/conviction that even pre-school aged children can learn European Union related knowledge and skills whenappropriately taught?

7. Could and should any home/family with pre-school aged children become a kind of informal learning environment via the multitude ofinteractions between the parents and their children?


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13

8. The teaching/learning of language in your childs kindergarten is:

a) Very goodb) Goodc) Faird) Not goode) Poor

9. Does the daily program of your childs kindergarten include the teaching/learning of any foreign language(s)? If yes, whichlanguage(s)?

10. Can you think of ways and/or means through which you may sensitize your children about the different ethno-cultural or religiousindividuals/groups in your country and in Europe? If yes, give some examples:

11. Are you aware and/or involved in any intercultural activity/program in your area/municipality? If yes, give a short description:

12. Are you willing to work together with teachers, social agencies, other parents, etc in creating and promoting the idea of informalschooling at home for young children and their parents?

13. Would you personally- like to be given the opportunity for a more active involvement and cooperation with the kindergarten of yourchild?

14. Do you believe that, after being appropriately trained and guided, you may be able to teach/train other pre-school aged children inEuropean Union related issues?

15. So far, have you had any teaching training in general?

16. Any teaching training especially for very young children?

17. What type of pedagogical or teaching assistance/guidance/training do you think you might need in order that you may be in aposition to teach/train pre-school aged children effectively?

18. What sort of teaching/training/learning material you think might help you when interacting with your young child (ren) (e.g. books,posters, puzzles, games, toys, songs, cd, video)?

Documents

F Gr8 Parents Needs-Analysis