Throughout history, families and the roles of family members have changed. Until recently, fathers were considered to be the heads of their families, they provided for their households and were thus absent from most of their family lives. Today, however, we observe that this is no longer the case in our culture, with fathers increasingly participating in family life and taking on an ever greater role in the upbringing of their children. This is also reflected in their cooperation with kindergartens. In my master's thesis, I first examine how the role of a father has changed over time from the theoretical point of view, and in the empirical part of the thesis, I use a questionnaire to assess what the fathers' attitude towards their pre-school children is like and how this reflects in their cooperation with the kindergarten. I found that, on average, fathers, regardless of the age of their children, participate in different forms of kindergarten cooperation with similar frequency. Irrespective of how old their child is, fathers are typically the ones who pick up and drop off their child at the kindergarten most frequently. Their willingness to cooperate with the kindergarten is strongly linked with their child's satisfaction with their participation and the possibility to fit work around their commitments. The average satisfaction with working with a kindergarten is high for all aspects of working with a kindergarten covered by the survey, and they are most satisfied with the availability of the educator during the cooperation. Furthermore, the results also showed that fathers with a youngest child aged 3 years or younger are more likely to help their child with eating and getting dressed than fathers with a youngest child aged 4-7 years.
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