Współpraca nauczyciel–rodzic w klasach I–III w podejściu konstruktywistycznym – wnioski z badań

The presented findings are from a study conducted between 2022 and 2023, which aims to reconstruct early childhood education teachers’ perspectives on their professional experiences (challenges, difficulties, limitations). The study used an expert interview technique, and a qualitative content analysis was applied to their examination. In the interviews, the interviewees repeatedly highlighted the issue of cooperation with the parents of the pupils; therefore, we raised the question: what is the importance of collaboration with the parents of the pupils among constructivist‑oriented early childhood education teachers? All the threads that dealt with pupils’ parents and cooperation with them were extracted in the initial analysis of the interviews. These fragments were then categorized and thematically organized. To present the research findings, we used a chronological order that referred to the significant stages in the early childhood education process, thus: its beginning, development and end. Our study has expanded the existing knowledge on applying the constructivist approach in early childhood education, particularly issues related to the relationship and cooperation between the teacher and the student’s parent. In addition to the areas of a well‑functioning collaborative process, we found elements that need to be rethought and modified. In particular, these relate to the application limits of the constructivist approach in the teacher‑parent relationship. The knowledge presented is a reconstruction of the bottom‑up perspective of constructivist‑oriented teachers.