Barriers to Parental Involvement in Preschool Education and Problems Encountered in Process

The aim of this study was to examine problems that parents and teachers encountered during which family participation fulfills in preschool education thoroughly, with limited participants by using qualitative data collection tools. The study was conducted with two teachers who worked in an independent kindergarten affiliated to the Directorate of National Education in the province of ？ukurova, Adana and the parents of 28 children from the class of these teachers. This study was conducted as a case study of qualitative research designs. Interview and observation were used as data collection tools in the research. Content analysis was used to analyze the data. As a result of the research, it was determined that the participating teachers did not have sufficient knowledge and awareness about the problems they experienced in terms of family participation with parents, family participation barriers, responsibility for family-school communication in terms of family participation and increasing parental involvement. It was determined that parents were willing to communicate with the school and participate in their children's education, but that they had no information about how they could participate, were not adequately supported by the school and the teacher, and had communication problems with the school management and teachers in terms of family involvement. It was determined that both teachers and parents have some barriers in terms of family involvement