Abstract:

In order to develop the comprehensive personality of a child, the collaboration of pedagogues of educational institution and parents, consistent mutual activities based on the principles of trust and respect are essential. The topic of collaboration between parents and preschool pedagogues is studied from different perspectives: the forms and methods of collaboration between preschool education institutions and parents, as well as the possibilities of applying information technologies are analysed, the importance of collaboration for comprehensive child education is clarified with the help of studies; various issues of parents' pedagogical education, parental involvement in children's education and the formation of parental attitudes by providing them with the necessary knowledge are examined in the context of collaboration between the family and the educational institution. However, studies focus more on parent-teacher collaboration in public preschools, whereas parent-teacher collaboration in private preschools has been little studied. In order to answer the problematic questions about the ways and forms of collaboration in private preschools, the different approaches of teachers and parents in private preschools to collaboration, and the problems of collaboration encountered, a study was carried out with teachers and parents in private preschools.

The purpose of the research is to reveal the possibilities of collaboration between educators and parents in private preschool education institutions. A qualitative study was accomplished - semi-structured interviews with teachers of private preschools and parents of children attending them. The sample of the qualitative study consisted of 17 teachers of private preschool education institutions and 27 parents of children attending private pre-school education institutions. The content of the semi-structured oral interview was done using the content analysis method.

The results of the study revealed that both pedagogues and parents see collaboration as a way of achieving a common goal. Traditional, individual forms of collaboration are used. Pedagogues distinguished mutual respect and trust, maintaining constant contact, parental responsibility, greater attention to their children, parental goodwill and positive parental attitudes towards preschool educators as the main factors influencing the effectiveness of collaboration between educators and parents. The parents, in turn, also emphasized mutual respect, the exchange of information, a positive microclimate, a supportive and aesthetic environment. In the opinion of pedagogues, only the educators initiate the process of collaboration in private preschools, and therefore the parents are seen by the educators as the main factor inhibiting collaboration. The main problem is the lack of mutual respect and trust, the lack of time, parental occupation and indifference, incompatibility of expectations between parents and pedagogues, transfer of responsibility for the education of children to educators, and the expression of negative emotions by parents.

Keywords:

Private preschool education institution, cooperation of parents and pedagogues.