The problems arising between parents and teachers and teachers-family cooperation in pre-school

Pre-school education is an educational process that provides the physical, mental, language and social development of children in the 0-6 age group. It can be considered as an important period in the child's life. Pre-school education can change the behavior of the child in a positive way. In this age range, in which the personality acquisition develops, the child learns to meet his needs such as self-acceptance, self-esteem, creating the notion of self, gaining independence, using his body, removing his curiosity and revealing his dreams and desires, and socializing. Many areas of development are shaped in this age range. The first time the child meets with the outside environment starts with pre-school education. For this reason, the importance of pre-school education is getting better understood and there are many developments in order to promote pre-school education. The importance of pre-school education is also with the family. The first learning place in the child's life is the family. Thanks to strong connections with the family, the efficiency of pre-school education is increasing. But there are some problems with the parents. Finding solutions to these problems and finding solutions will strengthen the ties established with the family so that children will feel safe in the school environment. This study is designed to emphasize the necessity of teacher-parent cooperation, to identify the problems of the family and the teachers who form the basis of the child and to develop suggestions on the solution of the problems in this regard. Semi-structured interview forms were used to obtain the data. The interview forms prepared with expert opinions were applied to 15 managers working in kindergartens in Bingöl and 309 parents with 50 teachers and students in these schools. Data on demographic characteristics obtained from the interview forms were checked and entered into SPSS program and percentage and frequency values were found. In the second part, the qualitative method was used to analyze the questions directed to managers, teachers and parents. The research data were analyzed by the content analysis technique which is one of the techniques of qualitative method. As a result of the research, the common problems experienced by the managers, teachers and parents and the solutions they offered were reached. According to the findings of the study, managers experienced problems; The level of education of parents was defined as being female, being used as a woman, being closed to innovation, delaying children's adaptation to school, seeing as teacher caregiver, lack of education, and being prone to violent behavior of children. Teachers also experienced problems; parents' unwillingness, parenting attitude, seeing teacher as carer, being prejudiced, criticizing teacher, teacher's responsibility, lack of responsibility of parents, lack of cooperation, lack of education, inconsistency of management, executive intervention, lack of recognition of students and parents, miscommunication parents 'expectations, the difference in age between students, student gender and readiness levels, students' problem of getting to school, violent behaviors, teacher objectives, differentiation, and the different cultural structure as having defined. Parents are the problems experienced; Parent's disregard of ideas, lack of parent interest, lack of school administration, problem of trust, negative parent and teacher approach, management style, cleanliness and safety shortage, shortage of enrollment, children's violent behavior, students being small and spending a lot of time on electronic devices, students eat They described eating as having problems, lack of sensitivity of parents, lack of communication, lack of communication, high expectations of parents, teachers shouting at students, excessive use of books by teachers, and lack of effectiveness of teachers. Managers, teachers and parents are the common solutions to the problems experienced: To make more activities, to provide teacher-family communication and cooperation, to inform families and teachers, and to provide educational seminars, to ensure family participation. Some managers, teachers and parents agree that cooperation is sufficient and there are no problems.