In the graduation thesis titled Cooperation among Teachers and Parents in Preschool I wanted to research parents' contentment regarding the forms of cooperation among teachers and parents. At the same time, I wanted to check or research the cooperation from teacher's and assistant teacher's point of view. Cooperation among parents and preschool is an important aspect of quality preschool education that contributes to the complementation of family and institutional education. Sharing the responsibility and different authority in relationship among the preschool and parents is very important. Therefore, parents must consider the boundaries of their co-decision that cannot interfere in the expertise of the institution. On the other hand, the preschool has to respect culture, language, habits, and customs of child's parents (Kurikulum za vrtce, 2007).
In the theoretical part of the thesis, I focused on the tasks of the teacher and assistant teacher when working with children, and presented their influence on child's development. Further, types of communication, communication styles, and communication among parents and teachers are presented. I presented forms of cooperation with parents and stated some advantages and disadvantages of cooperation among parents and teachers.
In the empirical part, I established the opinion teachers and assistant teachers have regarding cooperation with parents, and which forms of cooperation they offer to parents. I compared their answers with parents' opinions regarding the cooperation with the teacher and assistant teacher of their child.
I analysed the questionnaires that I had distributed among the teachers, assistant teachers, and parents in the Domžale preschool.
I established that the majority of the parents are very satisfied with the provided forms of cooperation. However, there are also individuals who believe there is a lack of cooperation via email, since they find this form of cooperation very effective today, because parents pick their child up when they are not with their teacher anymore and therefore, there they learn only a little of the happenings from the morning. Parents as well as teachers find cooperation with their child's teacher very important. However, there are still parents who are not sure about that or find the cooperation rather important. Also in cooperation with other teachers or parents, the parents' and teachers' answers were the same: they find it rather important. Answers to the other questions were very similar, there were no great deviations. The teachers believe they often invite parents to cooperate with the preschool, but parents believe they are rarely encouraged for cooperation, since − in the question how often the teacher encourage parents for cooperation whit the preschool − they choose answer rarely.
Based on the research, we can conclude that parents, teachers, and assistant teachers have different opinions regarding the frequency of integrating picnics as a form of cooperation. Parents answered they often participate in picnics. Meanwhile, the majority of the teachers and assistant teachers answered they never integrate picnics as a form of cooperation with parents. Based on these answers, it is clear that parents may prefer to participate in the forms of cooperation with more relaxed atmosphere. Parents believe they use telephones several times per year, while teachers use them several times per week. In answering questions relating the forms of cooperation and their frequency, parents and teachers did not give equivalent answers. That is a good indicator of what would parents want more. We have established that parents want more online communication. The majority of teachers answered that mostly both of the parents cooperate with the preschool, while the majority of parents answered that mostly mother does.
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