Abstract:

Education of parents has been given different meanings, and more than one term is used to describe the same phenomenon. Traditionally, parent education is considered to be one of the forms of interaction between the family and the educational institution, a phenomenon that influences the thinking of adults, an active, purposeful educational activity, which is also linked to their awareness, the proper understanding of their role as educators, the ability to think and act constructively, the acquisition of specific competences, and the systematic provision of information to parents in order to support them in their efforts to improve the development of their child. Teacher education can be understood as the successful involvement of parents in the processes of continuous learning, as an opportunity for parents to participate in educational processes and as an opportunity to acquire the necessary pedagogical knowledge in the field of their child's development, as the participation of parents in dialogue with teachers in order to deepen and achieve the child's educational goals, in the selection of appropriate methods, but also in the formation of parenting skills on the initiative of teachers, etc.

Parent education is less often described as a pedagogical influence aimed at raising the pedagogical culture of parents. Parents' pedagogical culture is defined as a personal formation manifested in their desire to make sure that their children are properly educated and therefore improve, in their ability to regulate and control their behaviour, in the creative application of psychological and pedagogical knowledge and technologies, and in their humanistic style of communication with their children; as an integrative, systemic, personal education, which is a combination of pedagogical reflection, self-awareness, self-control, self-regulation of behaviour with children, and the ability to creatively use modern psychological and pedagogical technologies in dealing with children.

The aim of the research is to reveal the cultural transformation of contemporary parents in the aspect of children's education.

The content analysis of the structured interview results revealed that contemporary parents are characterised by shortcomings in their pedagogical training: they lack general pedagogical and child developmental psychological knowledge, and they have a complicated attitude towards the purpose of pre-school education. Some parents have the necessary knowledge, but are unable to apply it in practice, and delegate responsibility for their children's education to teachers.

Keywords:

Modern parents, parents' pedagogical culture, cultural transformation, parents' pedagogical education.