Collaboration between educational institutions and families from the perspective of pedagogical and professional staff in schools and students of preschool and elementary pedagogy
Collaboration between educational institutions and families from the perspective of pedagogical and professional staff in schools and students of preschool and elementary pedagogy

Summary/Abstract: The empirical study focuses on the collaboration between school institutions and families, specifically addressing the perceived benefits of this collaboration, parents’ motivation to engage in cooperation as viewed by pedagogical and professional staff in school institutions, and university students enrolled in full-time preschool and elementary pedagogy programs. It also examines selected risk aspects of ensuring collaboration between school institutions and families. Empirical data were gathered through a survey aimed at mapping the current level of collaboration between school institutions and families. The survey, which involved a convenience sample, was conducted online between September and October 2024. The findings indicate that pedagogical and professional staff in school institutions, as well as university students in both full-time and part-time preschool and elementary pedagogy programs, perceive family-school collaboration as a determinant of children’s sense of safety in the school environment, a determinant of children’s trust in school institutions, and a determinant of the development of children’s social skills, such as fostering cooperation. The study also reveals that school institutions frequently motivate parents to collaborate with their children. According to respondents, risks associated with collaboration include financial constraints, the level of remuneration for activities, and bureaucratic burden.

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