Cooperation between parents and the preschool is essential for the healthy and safe growth, development, and learning of children. The Curriculum for Preschools places cooperation with parents among its fundamental principles; therefore, it is important that both parents and the preschool adapt their behaviour and actions in ways that benefit the child and support their well-being. Expectations of both parties also play an important role. It is important to recognize that people differ, yet expectations must remain realistic and aligned with the shared goal—the child’s best interests.
This thesis examines cooperation between preschools and parents, as well as their expectations regarding this cooperation. The thesis consists of a theoretical and an empirical part. In the theoretical part, cooperation between preschools and parents is defined, along with the various forms of cooperation. The partnership model, the professional autonomy of preschool teachers, and parents’ expectations are outlined. Special emphasis is placed on communication, which is a key condition for successful cooperation.
The empirical part presents the results obtained through a questionnaire administered to parents who have at least one child enrolled in preschool. The findings indicate that preschools and parents generally cooperate successfully, while parents primarily expect a safe, warm, and developmentally supportive environment from the preschool.
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