The Unique Nature of School Cooperation with Parents of Children at the First Stage of Education: Opportunities – Difficulties – Needs
DOI:
https://doi.org/10.12775/SPI.2019.1.002Keywords
cooperation, participation, early school education, student, teacher, parentAbstract
The family and school environment influence the upbringing and development of every human being. The process of the proper preparation of a child for life is only possible when both parties – parents and teachers – find the common ground necessary for agreement enabling the mutual complementarity in this activity. The following elaboration will cover issues concerning the areas of cooperation between the early childhood education teacher and parents, and the difficulties connected with it. The theoretical foundations of this cooperation will also be discussed, which are: social integration theory, subject education strategy and accompanying pedagogy. The aim of the study is to show the unique nature of parental cooperation with the school at the first stage of education. In the context of the subject of the study, the following research questions were formulated:
- What are the expectations and needs of both parents and teachers in the field of cooperation?
- What are the ways to solve problems and overcome difficulties that arise in the area of teachers’ cooperation with parents?
In order to answer the above questions, an analysis of the subject literature and the analysis of the results of participant observation conducted by the author of the study during long-term work as a teacher of early school education was made.
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