Family and kindergarten are jointly responsible for the well-being of children. They both shape the child’s development to a decisive extent. Family and kindergarten are formative worlds for children. The relationship between the two fields of socialization can take different forms in reality. You can learn more about this through Youtube video download regarding the role of parents and kindergarten.
In the extreme one can distinguish:
Separation of the areas: family and kindergarten know nothing about each other; there is no contact. The child is unhappy about his parents’ disinterest in kindergarten and the disinterest of his teachers in the family. It lives in two sharply demarcated areas in which it is subject to very different and contradicting influences. If there are problems in one world, there is no help in the other.
Conflicting relationship between the two areas: Conflicts can arise from competition between family and kindergarten or from different values, educational goals, and educational styles. Another cause is know-it-all: the parents believe they have to teach the teachers, or the teachers think they have to teach the parents. The child feels torn between parents and teachers. It is confronted with different expectations and educational influences, does not know how to behave. It suffers from conflicts between parents and educators.
Educational partnerships between both areas: Family and kindergarten open up to each other, make their educational ideas transparent, and cooperate for the benefit of the children entrusted to them. They recognize the importance of each other’s environment for the child and share responsibility for promoting child development. The child finds the best development conditions here: It experiences that family and kindergarten are interested in their well-being and in each other, complement each other, and mutually enrich one another.
Educational partnership can arise
Educational partnerships can only develop in a lengthy process: Both parents and educators have to change their behavior and look for the way to each other. Important prerequisites for such a process of rapprochement and increasing cooperation are basic attitudes such as patience, acceptance, tolerance, trust, sociability, willingness to engage in dialogue, openness to ideas, and willingness to change.
Such basic attitudes only develop in a lengthy process in which parents and teachers get closer to each other. Setbacks are inevitable, but should not lead to discouragement.