Eureka! Institutional Repository

School-family collaboration is one of the key factors in the effectiveness of school units, as research has shown that creating and developing communication and collaborative bonds between school and family contributes to students' cognitive, emotional, and psychomotor well-being as well as teacher improvement. , the family and the whole educational process. The present study studies the perceptions of both parents and kindergarteners about their cooperation with each other as well as the role of parents in children's education. In particular, it investigates the parameters on which they believe the development of such cooperation will contribute and will be influenced, as well as the factors that may or may not facilitate it, the content of the cooperation, the development or non-cooperation and its frequency, whether or not the kindergarten teacher has acquired knowledge of cooperation with parents and their attitude about who should take the initiative to develop cooperation. The research was conducted on a sample of 107 parents and 70 kindergarten teachers from private kindergartens in Thessaloniki. The analysis of the results shows that mainly the parents appear to be positive about the development of cooperation and consider it a beneficial process for the whole educational process and are followed by the teachers but do not seem to cultivate to the desired degree.