Introduction
Among the significant events in the life of a family is the change in the child's identity, which he acquires upon entering an educational institution. The first steps of the child's socialization in the kindergarten environment are conditioned by various determinants, one of which is the cooperation between the family and the kindergarten. The participation of parents and teachers in mutual cooperation has a positive effect on the child's development, ensures the uniformity of educational activities, and ultimately enables the child's successful adaptation to a new environment. Coping with this life event is created by many determinants, from biological, psychological, sociocultural, economic to legislative. A child's successful entry into the school environment can be characterized as a long-term process that is influenced by a number of factors. Among the internal factors affecting a child's entry into kindergarten, we include his personality characteristics, i.e. his temperament (Niesel, R., Griebel, W., 2005, p. 14), speech development, intelligence, inherited abilities (Prücha, J., Koťátková, S., 2013), level of handling self-service activities (Helus, Z., 2004), level of communication (Jungwirthová, I., 2009). Another, but no less important determinant of a child's entry into kindergarten is the teacher's approach (Hvozdík, J., 2017, p. 117). S. Koťátková (2008) states that the attitude of the parent, who is often unaware of the significance of this change, is also an essential factor in a child's entry into kindergarten. Parents should also gradually prepare for separation from the child, because he will spend most of the day in kindergarten. According to J. Majerčíková (2015), the child's entry into kindergarten is emotionally demanding not only for the child, but also for the parents themselves. Parents are worried about the new stage in their family life, as found by E. Hejzlarová, M. Mouralová, K. Konrádová (2021, p. 20), "in the adaptation period, parents describe feelings associated with great uncertainty, anxiety, tension and psychological discomfort". Many authors (e.g. Vuorinen, T. et al., 2013; Murray, E. McFarland-Piazza, L., Harrison, L.J., 2015; Kropáčková, J., 2017; Hejzlarová, E., Mouralová, M., Konrádová, K., 2021) include the cooperation of the family and kindergarten among the external determinants of a child's entry into an educational institution.
The importance of family and kindergarten cooperation and its determinants
The current understanding of cooperation is closely related to socio-political changes. The traditional family has succumbed to changes, as J. Majerčíková (2011) writes, the democratization and equalization of family relations, the pluralization of family structures and educational procedures have contributed to the modern family. Transformations of the family have also influenced the postmodern understanding of the cooperation between the family and the kindergarten, which on the one hand has diverse ways of communication, on the other hand impoverishes the tools of socialization, i.e. discipline and authority are absent in the environment of school facilities. As emphasized by the U.-D.K. Baeck (2015) and B.P. Puhrová (2016), in the current educational practice we notice a significant turn in the approach to cooperation, because the attention is focused on the parent and his needs in the education of the child. M. Potočárová and J. Vančo (2012) add that the changes in the view of cooperation can also be called a transition from the traditional model (parent as "client") to the current model (parent as "partner"). It is necessary to talk about a modern and progressive school, in relation to openness in cooperation with the child and parents. M. L. Böök and S. Perälä-Littunen (2015) revealed that Finnish parents and teachers often referred to each other as partners, with parents' active participation in the school grounds being seen as key to the child's future success. K. Šedová (2009) points to a silent partnership between parents and teachers. The parent understands the teacher's workload, does not excessively impose himself, rather remains a silent part. According to E. Mendelová, H. Zelena and A. Tirpáková (2019), relations between kindergarten and parents are part of school life, they represent many positive aspects for the child's development, and last but not least, they also affect the teacher and the parent themselves.
J. Kropáčková (2017) analyzed the determinants affecting the cooperation between the family and the kindergarten. Her research showed that parents consider a personal meeting with the teacher before the child enters kindergarten as the most important impetus for cooperation. Equally important determinants of cooperation appeared to be mutual trust, friendly dealings, open communication, informal types of cooperation, i.e. regular conversation with the teacher, occasional meetings with other parents, involvement of parents in school events. As J. Majerčíková (2011) writes, cooperation is determined by the parents' different approaches, which are created by personal experiences with the school environment, the socioeconomic status of the family, as well as the parent's personality for cooperation, engagement, and communication.
According to L.J. Epstein (1995), schools have a choice of two approaches when involving families in the school environment. The first approach is based on the "struggle for power", i.e. relationships include conflicts, disharmony. The second approach emphasizes partnership, mutual respect, and cooperation. A. Sandberg, T. Vuorinen (2008) write that it is kindergartens that try to the greatest extent to create new forms of cooperation in order to inspire parents to be active in the activities of the kindergarten. Teachers are open to understanding parents and their thinking. On the other hand, the authors talk about the opposite trend in cooperation with parents and kindergartens, which occurs mainly in a less stimulating environment, where teachers tend to resort to formal cooperation.
Each kindergarten teacher can attribute a different meaning to the interaction with the parent, which is based on his value ranking of the teaching profession. P. Gavora, J. Majerčíková (2012, p. 208) state that "part of the teacher's work is cooperation with parents, which is regulated by receptive ability". They understand perceived competence as a belief that affects the teacher's ability to use the potential of the family in education and in the approach to the child. M. Orell and P. Pihlaja (2020) found that parents and teachers attribute the same importance to mutual cooperation. Parents understand cooperation as a means of mutual understanding, in the context of tolerance of cultural differences. The authors point out that the topic of cooperation is directly rooted in family values, in relation to education and upbringing, i.e. different value preferences in families cause reluctance of parents to participate in mutual communication.
The importance of cooperation is also pointed out by V. Gulevska (2018), who states that the active participation of parents in cooperation with an educational institution improves the child's behavior and also positively affects his success. The importance of the cooperation between the family and the kindergarten also lies in early intervention. As stated by T. Ustohalová (2008, p. 23), "mutual cooperation makes it possible to identify the child's special needs, which may manifest themselves in the adaptation period. Their correct identification facilitates the inclusion of the child in the kindergarten, including the adjustment of environmental conditions, activities, access".
The initial incentive for cooperation is the teacher's approach, which is partly determined by individual dispositions for the teaching role. According to V. Kurincova (2001), the teacher should constantly develop his cooperative competence, through which he activates parents to find a partnership with the school environment. The partner relationship of the primary and secondary factor in the development of the child's personality enables the creation of positive bonds. E. Westergård (2013) states that the teacher's friendly approach to parents creates high-quality and effective cooperation. The Norwegian curriculum ranks among the priority goals of educational institutions the development of teacher competencies for cooperation, on the basis of which the author carried out a research activity, under the influence of which she divided the desired teacher competencies into individual and collective ones. The individual competencies include relational (ability to establish a relationship with a parent), professional (identification of children's needs), pedagogical (questions of intervention), personal (positive relationship with children, parents) and communicative competencies (ability to establish communication with a parent). Collective competences relate to school management, how it encourages parents to cooperate. S. Kovienė (2020, p. 198) specifies the competencies of kindergarten teachers, among which she includes: "pedagogical literacy and pedagogical communication, anticipation and planning of activities, organization of the educational process, cooperation, active reactions to changes, creativity". V. Gulevska (2018) states that cooperation also affects the teacher himself, that is, it leads to improved self-confidence, satisfaction with his work, and self-esteem. The teacher's communication with the parent should be understandable, substantive, without professional and foreign words, with a sensitive approach and respect (Ustohalová, T., 2008, p. 23), non-directive, non-critical, but confidential (Koťátková, S., 2006, p. 321), the conversation must be effective, prepared, concrete, prompt, positive (Podhájecká, M., Miňová M., 2006, p. 279). One can agree with V. Sylaj and A. Sylaj (2020, p. 105), according to which "communication between teacher and parent is a strengthening or weakening factor of cooperation". According to J. Majerčíková (2015), cooperation in kindergarten has a key specificity, i.e. daily personal contact between teacher and parent. A child needs the continuity of both environments and the people in them for their successful development, but this cannot always be achieved in practice.
Barriers to family and kindergarten cooperation
The character and importance of cooperation in kindergarten are weakened by several elements that are related to the school and family environment. The first is the incorrect belief of parents that kindergarten is not important, because the child only "plays" in it. Ľ. Verbovanec, S. Krásna (2014, p. 68) point out that "already in kindergarten, a relationship to learning and comprehensively to school is formed and shaped, which accompanies the child throughout his life". T. Slezáková (2012) emphasizes that kindergarten affects a child's school readiness. According to S. Kovienė (2020), the cooperation between teachers and parents is currently affected by parents' busyness. Research by Gulevská (2018) focuses attention on the sporadic and weak involvement of parents in the functioning of school facilities, which can be described as one of the barriers to cooperation. Among the main causes of parents' passivity, in relation to cooperation with the kindergarten, is the reluctance to sacrifice their time to improve the mutual partnership, i.e. parents perceive cooperation as a necessity, to which they reserve a place at informative meetings, such as parent association. The participation of parents in school plans or joint events is alarmingly low. As stated by C.R. Keyes (2000, p. 107), "the failure of cooperation can also be caused by the change of intimate ties in families, which are affected by the use of mobile phones and technologies, culture, increased complexity of relationships, roles, functions, which ultimately complicates cooperation". M. Orell and P. Pihlaja (2020) remind that if the purpose of cooperation is only to support the child to adapt to the requirements of kindergarten, then we can talk about the absence of motivation for parents to cooperate. Parents must perceive that their active participation in the events of institutional education helps to solve school problems, at the same time it enables the creation of friendly structures between parents, which are characterized by mutual support.
Obstacles caused by the family's different value code appear to be significant obstacles to successful cooperation between the family and the kindergarten. A. Rönkä and S. Perälä-Littunen (2021), based on the use of qualitative research methods, found that teachers are disappointed and frustrated in working with parents. According to the teachers, parents are demotivated, unwilling, uninterested. Among the barriers to cooperation, they include the socio-economic conditions of the family, which can contribute to the emergence of an indifferent attitude of teachers towards families with a lower socioeconomic status, i.e. the parent is not an equal partner for the teacher. A gap is created between the child's home and the school environment. K. Pulišová (2017) investigated barriers to cooperation between parents and teachers. The findings point to the fact that, according to teachers, insufficient interactions are caused by passivity and lack of interest on the part of parents. On the contrary, even a very active parent is not considered a suitable adept for effective cooperation, due to the excessive demands placed on the teacher's work. Qualitative research points to the most significant barrier to cooperation from the point of view of teachers, and that is the silent dissatisfaction of parents. The teacher does not have the opportunity to find out what the dissatisfaction stems from, which ultimately threatens his position and name in the social perception.
U.-D.K Baeck (2015) states that cooperation is made more difficult by the ever-new requirements for the teacher's role, even if the teacher may attach a significant place to cooperation in the value chain (when time is tight, the teacher is forced to devote limited time to parents and to mutual cooperation). Through research, T. Vuorinen (2020) found that parents of kindergarten children try to establish trusting, even personal relationships with the teacher. Among the current barriers to cooperation, the author includes the parent's attitude and his reluctance to cooperate. Parents define the relationship with the teacher as asymmetrical, because the teacher has valuable and professional information. Parents emphasize the need to feel safe when sharing information about themselves, their privacy, their family. M. Cottle and E. Alexander (2013) point out that the scientific community considers cooperation to be a basic tool for the quality development of a kindergarten child, but real practice shows different experiences. Each teacher and approach to cooperation is the result of the uniqueness of the personality, i.e. the personal position of priorities and values has a significant influence. As L.J. Epstein (1995) adds, barriers to cooperation include different pedagogical and parental approaches. A separate sphere of influence is typical of a parent who leaves the upbringing and education of a child to an educational institution because he has already done his "work". On the other side is the teacher who asserts himself as the main actor of education, rejecting the presence and participation of the parent in the educational process.
We agree with J. Majerčíková (2011, p. 21) that "there are many problems and challenges in cooperation, it is a constant effort to get closer to the ideal of effective cooperation, but any effort has fundamental value and importance in the educational process".
Conclusion
There can be no doubting the importance of the cooperation between the family and the kindergarten, because its success determines the child's performance in the environment of institutional education. Based on the above-mentioned findings, the following factors appear to be important determinants of mutual cooperation: the teacher's approach, the creation of a confidential atmosphere, open communication, mutual respect, encouragement to cooperate. But even the pedagogical dedication of the teacher will not ensure effective cooperation, and therefore it is necessary to look at the other side of the coin, and that is the approach, the interest of the parent. As stated by T. Slezáková (2012, p. 104), "the parent must feel welcome in the school environment. Only a joint consensus of both components will ensure a uniform effect on the child." We can conclude, based on the ideas of E. Mendelová, H. Zelena, S. Grofčíková (2019), that the way to improve cooperation is early preparation of future teachers, i.e. in undergraduate training, pay more attention to the development of communication, consultation and counseling competences.
Author: Mgr. Libuša Gužíková University of Constantine the Philosopher, Faculty of Education, Department of Pedagogy The paper is a partial output of the UGA scientific research project no. V/4/2022 entitled Socioeconomic status of the family and the student's performance at school.
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