The Study on Public Kindergarten Teacher-Parent Communication Experiences

• Main Authors: Li-I LEE, 李俐誼
• Other Authors: Dr. Hsiu-Shuo Hu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/22507197253265476071

碩士 === 樹德科技大學 === 兒童與家庭服務系 === 100 === The Study on Public Kindergarten Teacher-Parent Communication Experiences Student：Li-I Lee　　　　　　　　Advisor：Dr. Hsiu-Shuo Hu ABSTRACT The purpose of this study was to investigate the communication experiences between public kindergarten teachers and the parents, explore the kindergarten teachers’ viewpoints and feelings about their communication with the parents. In addition, the communication methods and contents were also studied. Six teachers from public kindergartens in Tainan and Kaohsiung city participated in this study. We adopted qualitative research methods including interview and sulplementary documents to collect data for analyzing. There were four major findings from the study:1.Public kindergarten teachers thought that good teacher-parent communication is helpful for their teaching activities, class management, new student recruitment, establishing parent resources and enhancing the awareness about signs of child developmental delay. 2.The feelings about communication experiences consisted of three aspects as follows: sense of fulfillment, feeling of helplessness, and distress of frustration. 3.In regard to communication methods, they preferred face to face communication, phone calls and communication dialogue. Furthermore, class webpages was validated as helpful to the parents who are distant from their children. As the contents of teacher-parent communication included daily care, physical health, study performance, interpersonal relationships, and daily behaviors. 4.The communication experiences were found as two domains: one is successful teacher-parent communication experience, which resulting from empathy, positive communication attitude and good communication skills, multicultural competence. The other is unplesant teacher-parent communication experience. The main reasons included the discrepancy of teaching perceptions and discipline, without mutual trust, lack of multicultural competence, or disagreement regarding child’s isuues. Keywords: Public Kindergarten、Teacher-Parent Communication、Teacher-Parent Communication Experiences