Eureka! Institutional Repository

There is an increasing interest in examining school-family cooperation during preschool education. Parental involvement considers being crucial as regards child’s academic progress as well as its further development. The aim of this study is to examine preschool teachers’ attitudes as regards as their cooperation with parents whose kinds present manifestations of separation anxiety. In particular, this study, dealt with preschool teachers’ opinion of whether it is helpful or not, for children with such manifestations, school – family cooperation. Also, what are the factors that facilitate or make this cooperation difficult, what they think as child’s readiness to attend a nursery school course and finally what is their assessment about their own effectiveness, when it comes to children with separation anxiety manifestations. It was - the study- based on 122 primary school teachers both working in nurseries and kindergartens in Greece. According to the results, the majority of the respondents agree to the fact that the cooperation is crucial for any child’s academic course (as it gives a sense of security to the child or the ability for the teacher to find a better way of handling children with difficulties etc. ) but it also benefits it’s further development. Although teachers seemed to be positive towards this cooperation, they don’t seem to be funs of parents’ presence in school during the adjustment period that is they are in favor of cooperation but not of extreme parental involvement on the school premises.