This thesis deals with the topic of parent co-operation in elementary educational institu-tions. On the basis of selected theories on mourning processes according to Kast (1999), Schuchardt (2013) and Canacakis (2007), defense and displacement mechanisms ac-cording to Freud (1926) and Freud (1999) and on the basis of Roth (2014), we examine the question the factors for successful cooperation with parents, react to developmental delays of their child mainly defensively and pretending the problem does not exist. In con-nection with the Work Discussion Protocol drawn up by Kurhasku (2016), the "Nico" case, from elementary pedagogical practice, pedagogic consequences and recommendations for action are derived for pedagogues in order to react competently in similar situations. These include, in particular, the existence of well-founded basic and specialist knowledge of the aforementioned theories, in order to be able to comprehend the experience of af-fected persons emotionally and, on the other hand, the development of professional and research-oriented attitudes, such as Roth (2014) and Nentwig-Gesemann et al. (2011). In addition to the necessary time resources, continuous reflection processes are important in order to become more aware of their own attitudes and actions in elementary pedagogical practice.