Abstract:

The family, school and society participate in upbringing and education and their effectiveness is determined by the cooperation of these three factors. If one of them fails, education also fails, but if all three cooperate, they pursue the goal of education: a new generation that will be ready for life in Europe.

The basic expectation of parents from school is the education and upbringing of their children. These should be based on the profit and development of pupils. Parents, who are primarily responsible for their children, have the right to be involved in educational issues concerning the performance and behaviour of the child in this institution. If the environment created by the family and the school is unified, the school results of the child-pupil also improve. All in all, there is the fact that the school, as a system of civil society, operates from the funds obtained from parents' tax fees. And here are the arguments for their involvement and influencing the school. The school must fulfil its functions and the personality of the teacher is also important. The effort of the school is to impress parents directly into school, to share common joys, to solve common problems in education and to educate their children, to cooperate within the interests of children.

These processes facilitate personal contact with parents, the deeper mutual understanding of parents and teachers, possibilities of mutual experiences with children and teachers. The presented study analyses the innovative forms of cooperation in which the teacher plays a decisive role. The main research method implemented to obtain the results consisted of the analyses of essays written by teachers working in preschools and primary schools as well as by parents whose children/pupils (aged 4-10 y.) are attending these institutions. To assess the research findings, qualitative and quantitative methods were applied. The essays presented wide range of interesting and challenging suggestions and recommendations to improve the relationship among parents, school and community as the whole. For example, the most common were related to organizing group talks with teachers and educators, creating events on a smaller scale focused on parents and educators, as well as bringing families into the classroom for smaller events and involving parents in support of school-based activities, from homework to school improvement teams and voluntarism. An important area of cooperation is also the process of learning and teaching itself, excursions, nature schools, other extracurricular activities, and so on. The most important research findings will be presented in the form of tables.

Keywords:

Family, school, partnership, effectiveness, teacher, pupil