PARENTAL PERSPECTIVES ON PHYSICAL ACTIVITY IN PRESCHOOL: READINESS FOR PARTICIPATION AND BARRIERS TO INVOLVEMENT
Abstract
This study examined parents’ attitudes toward the importance of physical activity in preschool, their readiness to participate in physical education activities, perceived barriers to involvement, and preferred forms of cooperation with preschool teachers. The study was conducted on a sample of 50 parents whose children attend the “Čukarica” Preschool in Belgrade, using a structured questionnaire. Data were analyzed using descriptive statistics and independent-samples t-tests. The results showed that parents expressed strongly positive attitudes toward the role of physical activity in children’s health, motor development, and psychosocial well-being. However, their actual participation was conditioned by personal opportunities, motivation, educational level, and organizational conditions within the preschool. The most frequently reported barriers were lack of time, unsuitable activity schedules, and feelings of insecurity, while the most encouraging forms of cooperation were short, well-organized, and enjoyable activities, such as family sports days, movement workshops, and eco-walks. Activities led by preschool teachers were rated more favorably than those involving external sports specialists. The findings indicate the need to develop diverse, accessible, and flexible models of cooperation that strengthen family-preschool partnership and promote greater parental involvement in preschool physical education.
References
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.
Fredricks, J. A., & Eccles, J. S. (2004). Parental influences on youth involvement in sports. Research Quarterly for Exercise and Sport, 75(2), 153–165..
Hornby, G., & Lafaele, R. (2023). Barriers to parental involvement in education: An explanatory model. In Mapping the field (pp. 121-136): Routledge.
Hu, B. Y., Wu, Z., & Kong, Z. (2022). Family physical activities choice, parental views of physical activities, and Chinese preschool children’s physical fitness and motor development. Early Childhood Education Journal, 50(5), 841-853.
Krnjaja, Ž., Pavlović P., & Breneselović, D. (2017). Kaleidoskop: projektni pristup učenju. Beograd: Institut za pedagogiju i andragogiju.
Larocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3), 115122.
Malina, R. M., Bouchard, C., & Bar-Or, O. (2004). Growth, maturation, and physical activity (2nd ed.). Champaign, IL: Human Kinetics.
Vandell, D. L., Simpkins, S. D., & Wegemer, C. M. (2019). Parenting and children’s organized activities. In Handbook of parenting (pp. 347-379): Routledge.
Бала, Г. (2007) Антрополошке карактеристике и способности предшколске деце. Нови Сад: Факултет спорта и физичког васпитања.
Јанковић, М. (2011). Активност и ангажованост предшколске деце на усмереним телесним активностима. Нови Сад: Факултет спорта и физичког васпитања.
Павловић, Бренеселовић,Д. (2014). Развијање сарадничких односа са осталим актерима васпитно образовног процеса. Национални научни скуп Филозофског факултета Универзитета у Београду- Професије у савременом друштву. Београд: Филозофски факултет.
Џиновић, Д. (2019). Пројектне активности у физичком васпитању деце предшколског узраста. Београд: Драслар лист.
Џиновић, Д. Р., Мартиновић, Д. Д., & Којић, Ф. М. (2018). Савремене технологије у физичком васпитању као фактор побољшања моторичких способности деце. Teaching Innovations/Inovacije u Nastavi, 31(3).
Џиновић, Којић, Д. (2011). Методика физичког васпитања предшколске деце. Београд: Учитељски факултет.
