This master's thesis addresses the development of independence in preschool children and the role of preschool teachers and parents in fostering it. The aim of the study was to determine how preschool teachers understand the concept of independence in preschool children, how they evaluate their own role in its development, and what importance they attribute to cooperation with parents in promoting children's independence.
The theoretical part presents the concept and importance of independence for a child's development, the development of independence during the preschool period, and the factors influencing its development. Special attention is devoted to pedagogical factors, the role of preschool teachers in fostering independence, and cooperation between preschool institutions and parents.
The empirical part is based on a quantitative study conducted using the descriptive method of educational research. Data were collected through a questionnaire administered to preschool teachers and were analysed using basic statistical methods. The results showed that preschool teachers perceive the development of independence as one of the fundamental goals of preschool education. They identified the family environment, parenting style, and a supportive learning environment in preschool as the most important factors influencing the development of independence. They also evaluated their role in promoting children's independence as highly important and emphasised the significance of cooperation between preschool teachers and parents in fostering children's independence.
The study contributes to a better understanding of the role of preschool teachers and parents in the development of independence in preschool children and provides a basis for further research in the field of early childhood education.
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