In my graduation thesis, I focused on the socio-structural factors that are related to the evaluation of education among Slovenian parents and their children. The phenomenon of protective childhood and child-centerdness have placed a child at the center of the family. Parents help them at every step and invest more and more economic resources and psychological energy in it. Youth is associated with prolonged growing up and dependence on parents and expended period of education. What are the parental investment in the child is most evident in their involvement in the child’s education and in an effort to achieve the highest possible academic achievement. In the empirical part, I interviewed six parents and their children from the rural environment. It turned out that parents still value highly education, but they do not attach to it a key role for success in the future of the child. They also find it important to acquire knowledge from out-of-school activities and at home, ingenuity, honesty and working habits. Knowledge is also important to children, but they do not yet think about final education. Parents help their children in school only if they need help. They regularly attend parental meetings in primary school. Children perceive their involvement as something positive.
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