This qualitative systematic review provides an empirically grounded synthesis of the forms, facilitating factors, challenges, and effects of cooperation between preschools/kindergartens and families from socially disadvantaged and ethnic minority backgrounds. The review is based on the analysis of ten empirical studies published between 2020 and 2024 and identified through the Scopus, Web of Science, and EBSCO databases. Drawing on Epstein’s partnership framework, the study identifies key mechanisms of cooperation, including transitional educational programmes supporting children and parents during entry into kindergarten and transitions to primary school, as well as approaches grounded in collaboration between schools, families, and communities.
The identified forms of cooperation are analysed with regard to their transferability and potential applicability to different contexts of social disadvantage and cultural diversity. In particular, the findings are interpreted in relation to Roma communities in Slovakia, which serve as a key reference context for discussing the relevance of international evidence. The review highlights the importance of trust-building strategies, parental engagement, home-based support, and the involvement of community mediators as critical components of effective cooperation supporting children’s development and educational inclusion.
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