The relationships between teachers and parents are not always proper. If contacts between parents and teachers take place in an atmosphere disturbed by anger, it does not serve child’s widely understood well-being. The goal of the presented study is to clarify the issues and indicate practical solutions in the difficult relationships between nursery school teachers and parents of children attending a nursery school. The subject of the undertaken analyses is a qualitative analysis of interactions occurring within both studied social groups. The main research problem is contained in the question: what teachers’ behaviours determine the correct culture of teacher’s relations with parents of children attending a nursery school?
The teacher is responsible for improving the culture of relations with parents. In this conflict the teacher is the party that should possess the knowledge on how to professionally improve disturbed relationships and ensure their unobstructed course. While taking into account the autonomy of each person, striving for the same goals by various entities taking care of a child is an art that requires many sacrifices and tact in educational work.
