| Summary: | 碩士 === 中國文化大學 === 兒童福利研究所 === 88 === The study of parent -teachers interaction in day care settings－
from multicultural perspectives.
The purpose of my research is to understand the relationship between parent and teachers’ interaction in day care settings from multicultural perspectives. Observing in a few public day care centers, the researcher interviewed eleven preschool teachers and four parents in Taoyuan City and Taipei City. Field notes were taken continuously during the collection of data.
The main findings were as follow:
Two forms of parent-teacher interaction were identified: overt and covert interaction. Overt interaction form includes language interaction, written interaction, conferences and activities. Convert interaction form includes sending messages through children, laying claim to the administrator, through comparison and questions, through culture activities and ceremony. The relationship of parent-teacher interaction begins when the children start attending day care center. And the relationship was intensified through out school years. Once parents and teachers understand and build up trust among them, they make communication all the way.
Factors influence parent-teacher interactions are:
1. The administrative policy of day care setting influences the proceeding of parent-teacher interaction, such as teachers’ pressure of recruiting children, transporting children, teacher’s working schedule, classroom daily schedule, and space arrangement of classroom.
2. The level of day care interaction influences school-family interaction.
3. The key person that teachers interact with is usually the main caregiver at home. The domestic ideology of family influences whoever that person will be in terms of caring children at home. Family power relation influences the division of domestic chores. In addition, the free time of family member’s work influences caring hours which that person will spare with children.
4. The cultural background of teacher and parent influence their interaction relationship. The gender consciousness can make ways to the different communication between teacher and parent. The different socio-economic level and education of parent and teacher also make their relationship more complex and difficult.
Based on these findings, suggestions were provided to improve the relationship between parent and teacher.
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