Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors

Abstract

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher’s relations with the pre-school children and parents during the first lockdown. The study is based on a mixed-method, quantitative and qualitative, research design among ten third-year student-teachers in Israel. 56% reported that relations with parents during the first lockdown were strengthened, which they attributed to several factors (e.g., parental desire to establish a routine and maintain the child’s connection with their friends and teacher, and a desire to advance their children). Other factors were perceived to undermine parent-teacher relations (e.g., number of siblings, busy parents, economic and emotional stress, technological illiteracy). The study underscores the importance of a holistic and ecologic approach to relations among early childhood education teachers, student-teachers, parents, and children, and the critical need for partnership and transparency between the pre-school teacher and student-teacher.

Pengaruh Pembiasaan Akhlak Mulia Anak Usia Dini terhadap Komunikasi dengan Orang Tua

“…Menurut Effendi (2008), komunikasi yang efektif dapat menimbulkan pemahaman, kesenangan, perubahan sikap, interaksi sosial yang positif, dan tindakan nyata. Komunikasi kooperatif yang positif antara orang tua dengan pengajar akan menciptakan kondisi yang optimal bagi anak (Tish et al, 2023). Perkembangan adalah asumsi yang mendasari bahwa belajar berkomunikasi dengan sukses dalam makna sosial dan interaksi (Sowmya & Manjuvani, 2018).…”