This paper talks about pedagogue's understanding of helicopter parenting, which rests on specific child-rearing practices that characterize developmentally inappropriate parental behaviours towards the child. This kind of parenting rests on a zealous aspirations of parents to ensure their child's success and happiness and involves reducing potentially risky situations for the child, preventing the experience of failure, as well as paying extreme attention to the child and its wellbeing. Permanent parents availability, care for their child's relatively safe environments, and inflexibility in upbringing are some characteristics of the parents who, through their behaviors, create a culture of hyper-parenting while wanting all the best for their child, and that their child is the best in everything. The goal of empirical study, based on qualitative research paradigm, was to describe the extent to which pedagogues that are employed in the institutions of early and pre-school education, as well as in primary and secondary schools are familiar with the phenomenon of helicopter parenting, how they interpret its impact on the child, the parent and their relation and how they approach the phenomenon in their immediate work with parents. Results show that pedagogues realize it is paradoxical approach to upbringing, done in the best interests of the child, but often causes opposite educational outcomes than desired. Pedagogues alert to some repercussions of helicopter parenting on child like reduced child autonomy, inhibition development of independence and delayed learning of responsibility.