Parental involvement in the education system is considered a central process that influences children’s academic, social, and emotional development. This process involves the investment of time, effort, and resources by parents in collaboration with the educational framework. The ecological-systems approach emphasizes the importance of coordination among parents, educational staff, and the community. Such a partnership contributes to the child’s well-being and success. Therefore, strengthening parental involvement is a significant goal in educational policy.

In Israel, by law, there are two main types of kindergartens designed to meet the diverse needs of young children: regular kindergartens and special education kindergartens. Regular kindergartens are intended for children with typical development and focus on providing a general and diverse educational environment that enables children to explore, learn, and develop socially, emotionally, and cognitively. Special education kindergartens operate as dedicated frameworks for children with special needs, such as learning disabilities, autism, intellectual disabilities, or emotional and behavioral difficulties. Their goal is to provide these children with tailored educational support and to equip them with tools that help them realize their personal potential. The staff in special education kindergartens includes professionals from the fields of therapy, psychology, and education, who work in close collaboration with the parents. Each type of kindergarten is characterized by different needs of the children and their parents, which also results in differences in the nature and level of parental involvement required in each setting.

The aim of this study was to examine kindergarten teachers’ perceptions of parental involvement in kindergartens, comparing regular and special education settings. The research sought to identify differences in the levels of involvement, characterize the various types of involvement, and examine the relationships between background variables of the teachers (such as seniority and education level) and parental involvement.

The study was conducted using a quantitative approach and included 175 kindergarten teachers—95 from regular education and 80 from special education. Data were collected using a structured 28-item questionnaire that measured seven dimensions of parental involvement: conflict with parents, caring relationships, collaboration, parental disinterest, perceived threat to the profession, and trust in parents.

The findings indicated significant differences between the frameworks: in regular kindergartens, greater parental assistance was reported, while in special education kindergartens, higher levels of collaboration were observed—along with a stronger sense of disconnect. It was also found that the teacher's seniority was positively associated with feelings of collaboration and trust, and that conflict with parents predicted higher levels of perceived professional threat and parental disinterest.

The findings of the study contribute to strengthening the relationship between the educational framework and the family, thereby potentially fostering a meaningful educational partnership that supports the child’s development. Additionally, the study expands the understanding of kindergarten teachers’ perceptions of parental involvement across different educational settings, while distinguishing between regular and special education.

Keywords: Parental involvement, regular education kindergarten, special education kindergarten.