The Communication Processes Between a Preschool Teacher and the Parents with a Maladaptive Child in Inclusive Classroom

• Main Authors: HUNG SHIG KENG, 洪士耕
• Other Authors: HSUAN CHUNG HUI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/m3y5u9

碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 106 === The purpose of my research is to discover the communication processes between preschool teachers and parents of maladaptive children, the expectation of ways and result of communication from both sides, and the experience, feeling, difficulty, strategies and influences. The research includes a preschool teacher and a parent whose child has been defined maladaptive as the main targets. It also contains semi-structured interview with relevant documents in order to analyze the following result of communication processes between the parent and teacher. First, the ideal way of the teacher's expectation is to communicate in person. However, the parent would like to do it through phone apps. It is obvious that the teacher is more active than the parent, and the teacher has to adjust ways to communicate with her often. Second, the teacher collects information through asking help from experts, opinions from coworkers, and searching the Internet before having communications with the parent. During the process of communication, it is appropriate to apply these three strategies, straight to the point, using examples, and adjusting frequency, to meet the expectation of ideal communication. However, the parent might deny the real problem of the child, and not appreciate the ways of communication from the teacher. Moreover, it might cause the discrepancy of communication from both the parent and teacher's side. And finally, the result will not meet the expectation. These factors will impact the teacher's aspiration, teaching methods, and ways of communication. Third of all, influenced by the different concept to educate children and the roles in a family, the cooperation between the teacher and parent is obviously passive and leads to an unsatisfied result. Even though the cooperation is built up, affected by the shortage of help from family members and busy schedule time management, they might cause the unfavorable parent teacher cooperation.