Although basic education is considered the work of the school, the family’s role in this process has also come to be appreciated. For success in the upbringing of children to be realized, the essential family-school partnerships will have to be formed. The strength of school family partnerships is in large part determined by both structural and psychological variables. (Structure refers not only to how well the roads leading families into schools are paved e.g. frequency and quality of interactions or roles for families in schools, but also macro systematic influences exerting pressure on schools, families and communities) (Blake & Izumi-Taylor, 2010). With the current emergence of a variety of approaches to early childhood education programs, some of which take place outside the formal classroom setting, public school people are now faced with a new set of issues concerning their roles and responsibilities