Cooperation between Preschool Teachers and Parents from the Perspective of the Developmental Status of the Child

Abstract

ABSTRACT The aim of this study was to determine the perceptions of preschool teachers and parents about their cooperation and to examine whether there are differences in the perception of this cooperation regarding the status of the respondents’ children (children of typical development and children with developmental disabilities). The assessment of cooperation was conducted by using the Family Involvement Questionnaire – FIQ (Fantuzzo, Tighe, & Childs, 2000), adapted for the purposes of this study. The results show that there is a statistically significant difference between the perceptions of preschool teachers and parents regarding parental involvement in preschool activities (Z=-5.614; p<.01). Parents consider that they participate in preschool activities to a higher extent than perceived by preschool teachers. There is a statistically significant difference in the perception of preschool teachers regarding their cooperation with parents of children of typical development and with parents of children with developmental disorders (Z=-2.38; p<.05), whereby preschool teachers notice that they have a better cooperation with parents of children of typical development. It can be concluded that there is a need for planning guidelines and implementing practical procedures that would contribute to better cooperation between preschool institutions and parents of children with developmental disabilities.