In the theoretical part of the paper, we will present how cooperation with parents is defined in legislation and describe the aim of cooperating with parents. We will detail cooperation with parents in preschool and at school, describing different forms of cooperation. We will also present the role of teachers in cooperation with parents. In the second part, we will address the COVID-19 epidemic and waves of closing down educational institutions as well as briefly define ICT (information and communication technology), which is essential for distance education. The main characteristics of the transition into distance education will also be portrayed. In the empirical part of the paper, we interviewed five preschool teachers and five first-grade teachers. The questions we posed related to establishing contact with families during the COVID-19 epidemic. We wanted to determine how they established contact with families, what materials they provided the parents with, what challenges they faced, how the parents reacted and what, in their opinion, were the advantages of cooperating with parents remotely. The findings of this research offer interesting materials, which first-grade teachers and preschool teachers offered to families. Despite the epidemic and distance education, preschool teachers and first-grade teachers find cooperation with parents important. This form of cooperation was even necessary for first-grade teachers to follow the school curriculum, while preschool teachers offered to cooperate with parents as a form of unnecessary support, which parent mostly made use of. We may therefore conclude that, from parents’ perspective, the contact with teachers during the epidemic was also important.
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