Pradinio ugdymo mokytojų bendradarbiavimo su mokinių tėvais organizavimas

The pedagogical process is a kind of people activities without which society can not exist and develop. If we want the society to be not only educated but also up brought, the parents and teachers have to take part in this process together. Family and school are two institutes which are connected by the subject of upbringing – children. The purposes of upbringing these, two main institutes (family and school) have to be the same because the third “institute” (the yard and street) will be the winner. If we want to solve the problem connected with the upbringing of a child, the active co-operation between school and family is necessary. The efficient co-operation creates mutual reliance. So it is important to know the parent’s opinion about cooperation with the school, how the teachers of primary education organizes the work with the parents. This was the reason why the author wrote this work. The purpose of the work – to analyze the peculiarities of organizing the cooperation between the primary school teachers and the parents. 50 primary education teachers and 100 parents from 5 school took part in the questionnaire. Ten principals from the same schools were interviewed. To know the importance and significance of cooperation between the school and family, the law documents were analyzed, the scientific literature was studied and the questionnaires were used to know the opinion of the teachers, parents and headmasters. When the scientific literature was finished to analyze, the analysis of statistic data was made and the conclusions were developed, the recommendations were presented for the primary school teachers and headmasters to improve the cooperation between the school and the family. We can say that it is important to educate the parents, to organize the pupils and parents useful activities, to look for the different forms of cooperation with the parents. It is necessary to study the needs of the parents and try to satisfy the requirements, to find the useful forms of cooperation and draw them in the process of education. Parents must be not only passive observers but also active participators. The professional, qualified teacher has to look for the various forms of cooperation with parents, effectively adjust the forms and methods of upbringing, to raise the parent’s pedagogical culture, to speak about the child’s psychology, health and law and pedagogical experience in the child’s education and upbringing. The efficiency of school work depends on the parent’s participation in its activity. The headmasters in schools do not associate with them individually. The school administration ought to pay more attention to the individual conversations with the parents, to organize more meetings with the parents from different forms and to be interested in the family’s social environment.