Parental
involvement is important for children’s development and preschool education
quality. This study examined parent–kindergarten collaboration in Mongolia,
focusing on collaborative activities, communication channels, and parental
engagement in Ulaanbaatar and rural areas. Data were collected from 364
kindergartens through document analysis and a researcher-developed
questionnaire administered to teachers. Cronbach’s alpha coefficients were
0.781 for Ulaanbaatar and 0.702 for rural areas. Descriptive statistics were
analyzed using SPSS 28.0. Findings showed that collaboration primarily focused
on information provision and exchange. Parental engagement was rated as good in
48.4% (n = 176), moderate in 36.5% (n = 133), and poor in 15.1% (n = 55) of
kindergartens. Poor engagement was more prevalent in rural areas (21.6%, n =
44) than in Ulaanbaatar (6.9%, n = 11). Information boards combined with
Facebook groups were the most frequently reported communication channel
combination (19.0%, n = 69). The study recommends strengthening reciprocal
partnerships through joint planning, shared decision-making, and
context-sensitive communication strategies.
Keywords: preschool education, parental involvement, kindergarten–family cooperation, urban and rural areas, evaluation.
