CO-OPERATION AND PARTNER RELATIONSHIPS IN PRE-SCHOOL EDUCATION AND UPBRINGING – PARENTAL SATISFACTION

From the standpoint of a systemic approach, the paper considers the co-operation between families and pre-school institutions. It indicates the relevance and topicality of this issue in a time of reform which aims to build a quality pre-school education. The paper advocates the process supportive model of partnership between parents and pre-school teachers that places focus on the quality of their interrelations. The research aim was to examine parental satisfaction with the co-operation with pre-school teachers. Research results have shown a high degree of respondents’ agreement with the assertions relating to parental satisfaction with the co-operation with a pre-school institution. The research data obtained on a sample of parents with college and university degrees are indicative because they expressed the lowest level of satisfaction with such co-operation. However, respondents within this category have highly assessed the assertions relating to parental involvement in the work of a pre-school institution and pre-school teachers’ acknowledgment of parental recommendations, which is encouraging form the standpoint of developing a partnership between parents and pre-school teachers. Pedagogical implications of the research can be observed from a theoretical standpoint in terms of inspiring other researchers to further delve into relationships between family and the system of pre-school education and upbringing, especially from a standpoint of numerous determinants which shape those relations. Implications for the pedagogical practice are reflected in perceiving that the category of highly educated parents comprises a significant force that can initiate changes concerning the co-operation between parents and pre-school teachers in terms of establishing and developing partner relationships and other topical changes in the field of pre-school education and upbringing.