Fathers are increasingly taking on more active roles and moving away from the traditional model of the family's material provider, which has historically prevailed, as they now also assume emotional and caregiving roles. Among modern fathers, there is a strong desire to be present in the family and involved in raising their children, alongside a parallel desire to participate in preschool educational practices. However, different fathers still take on various roles and wish to be included in different ways. It is the responsibility of preschool teachers to ensure equal conditions for the involvement of both parents. Successful collaboration remains contingent upon several factors that can either support or hinder the process of cooperation. Therefore, this master's thesis focuses on the modern father, the roles they take on, the significance of parental involvement, and the father's role in the process of collaboration and inclusion in various preschool educational practices. We believe that despite the many positive aspects of an involved father, they are still insufficiently included by preschool teachers. Additionally, we have observed that the area of cooperation with fathers remains under-researched, from both the preschool teachers' and fathers' perspectives. In our research, we included 233 preschool teachers and 574 fathers. The results show that preschool teachers predominantly hold positive attitudes towards the modern father and modern fatherhood. Similarly, there are positive attitudes among preschool teachers about collaboration and father involvement, although differences emerge in attitudes concerning the process of introducing the child to the preschool environment. Fathers are involved in all levels of cooperation between parents and the preschool or preschool teachers, as confirmed by both the preschool teachers' and fathers' results.
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