Shabas S.G. Effectiveness of a Psychologist Work with Parents in Kindergarten

Received: 06/18/2019

DOI: 10.24411/1997-9657-2019-10053

Keywords: effectiveness educational psychologist parents preschool

Shabas S.G. (2019). Effectiveness of a psychologist work with parents in kindergarten. Preschool Education Today. 5:13, 22–33 (in Russian). DOI: 10.24411/1997-9657-2019-10053

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2019, 5

Svetlana G. Shabas
PhD of Psychology, Associate Professor of Department of Social Psychology of University of the Humanities, Yekaterinburg, Russia

Abstract

In this paper the problem of evaluation of activity of educational psychologists of early childhood education is considered. It is shown that in the Educational Psychologist Professional Standard, labor functions/actions depend on the nature and type of educational institutions and include formalized features of evaluation and level of competence of specialists working with parents. All functions are specified in terms of knowledge and skills, but job descriptions and professional standards do not provide clear criteria for the effectiveness of the work of a psychologist in interaction with the families of students, so it is often difficult for managers to understand how to assess the results of the work of the specialist. The problem of developing a mechanism for assessing the effectiveness of the work of an educational psychologist with parents in accordance with the legal framework and ethical principles becomes topical in each early childhood educational center. The use of the methods of analysis of the results of the expert activity on the certification of educational psychologists of early childhood educational centers, study of the annual reports of teachers-psychologists on the work with parents from the official sites of kindergartens, surveys, observations and conversations show that many professionals mix the concepts of “competence”, “efficiency” and “effectiveness” in the interaction with the child’s family and try to answer the question: “Is formalized competence always an effective activity?” The main criteria for evaluating the effectiveness of work are the results of self-assessment and self-analysis of professional activity, parents’ satisfaction with the specialist’s activities, parents’ focus on productive, systematic and positive contacts, as well as the number of parents who have received various types of psychological assistance and support. In addition, a quantitative, qualitative, social and self-assessment criterion can be used to analyze the effectiveness of the work of a psychologist with parents in kindergarten. This will make it possible to improve the conditions created by the specialist for psychological and pedagogical support of the families of the pupils so that the parents’ need for psychological services correlates to the goals and objectives of the kindergarten for the formation of the values of early childhood and the priority of parental upbringing.

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