FAMILY–TEACHER PARTNERSHIP IN FOSTERING THE DEVELOPMENT OF CHILDREN`S SOCIAL SKILLS USING THE BULLYING PREVENTION PROGRAMME “FREE FROM BULLYING” IN ESTONIAN SCHOOLS

TitleFAMILY–TEACHER PARTNERSHIP IN FOSTERING THE DEVELOPMENT OF CHILDREN`S SOCIAL SKILLS USING THE BULLYING PREVENTION PROGRAMME “FREE FROM BULLYING” IN ESTONIAN SCHOOLS
Publication TypeJournal Article
Year of Publication2017
AuthorsTalts, L, Piht, S, Muldma, M
JournalProblems of Education in the 21st Century
Volume75
Issue1
Start Page102-111
PaginationContinuous
Date PublishedFebruary/2017
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1232396
Keywordsbullying prevention, classroom climate, parental involvement, social skills
Abstract

This research focused on the most important topics areas in parents` communication with the teachers and their assessments of the values prevailing in the classroom of second grade children using the programme “Free of Bullying”. The Free of Bullying methodology is fostering the development of children`s social skills, where family-teacher partnership plays essential role. The bullying prevention programme, initiated in the Kingdom of Denmark in 2007 and implemented in kindergartens in Estonia since 2010 and in schools since 2013. The main goal of the Free of Bullying methodology is to develop a behavioural culture that fosters respect toward oneself, fellow-pupils and adults, and works through mutual consideration.
Creating a trusting relationship with parents and attaching importance to their role in creating a safe classroom atmosphere is essential for preventing the situation where parents are integrated in this process only when painful and negative problem situations occur.
The current research sample consists of the parents of second grade children attending the “Free from bullying” pilot schools.
The research revealed that from the bullying prevention point of view parents highly appreciate care, tolerance and respect. The most frequent topics of parent-teacher discussion are joint activities of the class and bullying between children. Thus it appears that parents who have been more actively involved through the measures of “Bullying-free school” project more frequently discuss aspects of the social structure of classroom climate with the teacher.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1232396
Refereed DesignationRefereed
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