1. Strengthening Activity-Oriented Interaction and Growth iN the E A rLy Years and TransitionS 6 th Lumen International Scientific Conference Rethinking Social Action. Core Values April, 16 th -19 th 2015, Iasi Romania Stefan COJOCARU

2. Creating a Culture of Participation in Kindergarten Based on Constructionist Approach Aim The purpose of this paper is to describe the importance of constructing a positive participation between kindergarten staff and parents, based on constructionist approach.

3. Early childhood education Kindergarten experience enables children to develop cognitive and non-cognitive skills, necessarily for social development. A repeated practice through play in kindergarten provides a positive start for childhood education. It is clear that play contributes at the children's learning and well-being (Erickson, 1985) and also to the development of a sense of personal agency and empathy (Monteiro, 2014).

4. Through play children learn to interact with peers in a constructive way (Ray & Smith, 2010). Play is a powerful average for developing skills, emotional regulation (Seja & Russ, 1999), language (McCune, 1995), problem solving (Russ, 1998) and understanding narrative (Peter, 2003). Recent educational polities suggest that many kindergartens being under pressure by districts and government (Ray & Smith, 2010) are focused more on academics skills, creativity, pretend play, free exploration become less present (Ray & Smith, 2010; Baluta, 2014).

5. Applying to an constructionist approach in kindergarten Kindergarten is an optimal period to promote parent school relationships (Ray & Smith, 2010). Involvement of parents in school activities provides information about children accommodation, development and learning. The participation of parents in the educational process creates stronger perceptions of their ability (Dauber & Epstein, 1993) to help children develop social kills, and offer many opportunities for children in creating their own knowledge (Cojocaru, 2009; Frumos & Munteanu, 2011).

6. Relationships are the key element for a good activity of kindergarten. "Relationships are central to human functioning and relational life is intertwined throughout our lives" (Blustein et al., 2004, p. 426). The role of educators in kindergarten is to facilitate a learning process, where parents can explore and reflect on how they give meaning to experience, and how this experience may open up new possibilities to relate. The focus is on positive results and to create a framework in which people can feel connected and want to be involved (Grant, Hardy, Oswick, & Putnam, 2004). Creating a culture of participation between kindergarten staff and parents can help to a better inclusion, accommodation and transition of children.

7. Acknowledgement This paper was realized within the project Strengthening Activity-Oriented Interaction and Growth in the Early Years and in Transitions (SIGNALS), financed by European Commission (in Lifelong Learning Programme), implemented by University of Cologne, The Faculty of Human Sciences (Germany), Aarhus University Department of Education, Copenhagen (Denmark), University of Western Macedonia, Department of Early Childhood Education and Department of Primary School Education (Macedonia), National Institute for Family and Social Policy (Hungary), Holt Romania – Iasi Branch (Romania), University of Gothenburg; Department of Education, Communication and Learning (Sweden), University of Iceland, School of Education Reykjavík, (Island).

8. References Baluta, I. (2014). Child Care in Post-communist Romania between Familialist Ideology, Labour Market and Gender Roles. Revista de Cercetare si Interventie Sociala, 46, 227-242. Blustein, D. L., Schultheiss, D. E. P., & Flum, H. (2004). Toward a relational perspective of the psychology of careers and working: A social constructionist analysis. Journal of Vocational Behavior, 64, 423-440. Cojocaru, S. (2009). Child rights based analysis of children without parental care or at risk of losing parental care in Romania. Revista de Cercetare si Interventie Sociala, 24, 41-71. Dauber, S. L., & Epstein, J. L. (1993). Parents’ attitudes and practices of involvement in inner-city elementary and middle schools. In N. V. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 53–71). Albany: State University of New York Press. Erickson, R. J. (1985). Play Contributes to the Full Emotional Development of the Child, Education, 105, 261-263. Frumos, F. V., Munteanu, E. N. (2011). Parental Practices in Early Education: The necessity of Parental Counseling in Iasi County, Revista de cercetare si interventie sociala, 34,115-126. Grant, D., C., Hardy, C. Oswick and L. Putnam. (2004). ‘Introduction – Organizational discourse: exploring the field’. In D. Grant, C. Hardy, C. Oswick and L. Putnam (eds), The Sage Handbook of Organizational Discourse. London: Sage. McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31(2), 198–206. Monteiro, A.A. (2014). The Active Role of Community-Based Organizations in the Local Redefinition of National Policies. Revista de Cercetare si Interventie Sociala, 46, 203-215. Ray, K., & Smith, M. C. (2010). The Kindergarten Child: What Teachers and Administrators Need to Know To Promote Academic Success in all Children, Early Childhood Educ J, 38: 5-18. Peter, M. (2003). Drama, narrative and early learning. Bristish Journal of Special Education, 30 (1), 21-27. Seja, A., & Russ, S. (1999). Children's fantasy play and emotional understanding. Journal of Clinical Child Psychology, 28 (2), 269-277..