Examining the Communication and Cooperation of Parents whose Children Attend Preschool Education Institutions with Preschool Teachers in Terms of Different Variables

Abstract

Preschool education constitutes an important step in terms of subsequent education levels. In order for this process to continue in a healthy way, teacher-parent cooperation is as important as the applied program. Cooperation and communication between teachers and parents provide support both in supporting children's development and in achieving the targeted gains in the program. The form of communication established also affects the cooperation. Based on this fact, within the scope of this study, the cooperation and communication relationship that forms the basis of cooperation between preschool teachers and parents was examined. The study was carried out within the scope of the pretest-posttest trial model, with participants consisting of 31 experimental and 32 control groups selected by the cluster sampling method. As a result of the results obtained, it was concluded that the interviews held by preschool teachers with parents, home visits and information about children contributed positively to the communication, expectations, cooperation and family participation between teachers and parents.