One of the important features of effective pedagogical school is developed cooperation with parents. Cooperation represents a joint action and negotiation, which is aimed at finding solutions, and a new, common ground. Cooperation between schools and families, may be traditional and partnership oriented. In what way it will be achieved and placed, depends on the legal regulations, school environment, individual characteristics of teachers, socio-demographic and psychosocial characteristics of the parents. The aim of this study is to determine the level of development of cooperation between the family and school, whether the cooperation is still traditional or has established partnerships between families and schools. The paper is based on the assumption that parents do not participate in decision-making at the school and that the cooperation between family and school in primary schools is still traditional. The results showed that parents are not involved in decision-making at the school, that the cooperation between family and school is still traditional and that is mainly related to parent meetings and informative conversations, without involvement of the partnership.

The future upbringing and education is based on the successful and quality building of the partnership between family and the school in which the child is in the centre. Collaboration represents a joint action and negotiation aimed at finding solutions, or a new, common starting point. Inclusion of parents in the life and work of the school is one of the most important factors that influence the success of a child. One way to involve parents is to train them to help children in school-based learning through school-based programmes. Because of the great importance of parental help, it was important to explore how this help could be more effective. The aim of the research is to determine the effects of experimental treatment on children in school learning. The sample of respondents consists of 96 parents of pupils of the primary school "Turbe" Central Bosnia Canton. Out of the total number of subjects, 49 make the experimental group and 47 respondents are in the control group. The experimental group was involved in an experimental program aimed at training parents to help children with school learning. The results of the research have shown that experimental treatment positively affects the help of parents to children in school learning. Workshops as a way of working with parents proved to be effective in both genders (male, female) of respondents, but also with parents with different levels of education as well as different working status.