Parental Involvement in Preschool Education

Abstract

Given the dynamics of the contemporary social context and the speed of change that characterizes it, positive developmental outcomes of children’s lives are increasingly being questioned. In order to point out the importance of integrated roles, functions and shared responsibilities of the family, preschool institution and community for the outcomes of children’s lives, the term parental involvement is conceptualized in scientific literature and empirical research. Parental involvement is defined as a complex and dynamic process aimed at the comprehensive development of the child, based on the partnership of primary systems of children’s lives. Starting from the importance of preschool upbringing and education for achieving long-term positive effects in the field of learning and social development of children, the aim of the paper is to examine those aspects of the quality of parental involvement that contribute to its effectiveness. These aspects in the preschool context include two-way communication between parents and the educator, parental participation in kindergarten activities and engagement in raising the child at home. An analysis of the scientific literature in this area indicates that active parental involvement and quality mutual communication contribute to the formation of a positive and stimulating environment for children’s development and learning. This paper points to opportunities for improving partnerships and recommends continued support for parents through structured participation programs and effective two-way communication with educators.