Abstract:

The paper first reviews a series of theoretical aspects starting from the fact that school success is based on the collaborative relationships that are established between family and kindergarten. Studies show that there is a relationship between school success and the positive functioning of the collaboration between family and educator. Therefore, it can be noticed that the involvement of the family in the instructive-educational activities leads to the increase of the quality of education, the family being one of the oldest institution in the world. In the family, the child begins the first stage of educational training, in the context in which the child's growth, from birth to adulthood, is achieved in successive and coherent stages. The collaboration between the family and the educator helps her in the work done for the significant improvement of the school skills of the preschoolers, and on the other hand she supports the leadership skill of the parents by connecting them with the members of the kindergarten and even the community. Next, the paper aims to highlight the general framework of collaboration between family and kindergarten in the education of children in Romania. It is presented in the context the normative support as well as the didactic one through which this collaboration is facilitated. Based on the data collected through a questionnaire-based survey, this paper highlights the way in which parents are involved in joint activities with the kindergarten, the time they have for this purpose and openness they have. A number of explanatory variables (the child's personality and some characteristics of the parents) are associated with the item of collaboration to highlight its determinants.

Our research reveals that there is a great difference between parents in terms of participation in joint activities in kindergarten. However, more than 2/3 of parents appreciate that the collaboration between parents and educators is very important. An important problem revealed by the research is that 1/3 of the parents appreciate that their attitude towards their children is not in line with that of the educator. However, over 2/3 of the parents are very satisfied with the activity of the educator. Another problem would be that only a little over 40% say that they always take into account the opinions and advice of the educator.
The conclusion strengthen the premises from which it started, namely, the special importance of the collaboration between the family and the kindergarten in supporting the school success in the kindergarten.

Keywords:

Family-kindergarten collaboration, the child's personality, family openness, survey.