The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children

Introduction And Rationale

In today's changing society, with time constraints, increased economic pressure and expectations, it has become even more important to ensure good relationships between parents and teachers to meet the needs of the child. This is essential to build a good support structure for the child and ensuring their optimal development (Graham-Clay, 2005; Willemse et al., 2018). The majority of young children (birth to four years) spend most or part of their day at early childhood centres. It has become increasingly important for professional caregivers and families to engage positively with each other and with the young children as the child develops socially and emotionally (Willemse et al., 2018).

Many researchers have found a large body of information showing that parental involvement and parent-teacher relationships have improved the child's academic achievement (Lau et al., 2012; Lemmer & Van Wyk, 2004; Meier & Lemmer, 2015; Mncube, 2009). However, little information is available on the effect of this relationship on the socio-emotional development of the young child. With the introduction of the Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (Department of Higher Education and Training, 2017), the teacher competencies regarding family relationships are highlighted. In this policy, the lack of specific research on how important a parent-teacher relationship is for the socio-emotional development of young children is emphasized. Therefore, this study aimed to contribute to the practice or implementation of this policy while focusing on parent-teacher relationships and their effect on the socio-emotional development of the young child. Socioemotional development comprises children’s expression, experience, their ability to establish positive and rewarding relations with other children and adults and management of emotions (Cohen, Clothier, & Poppe, 2005; Lightfoot,Cole, & Cole, 2013). Socioemotional development in early childhood are most relevant for education and mental health issues.

In conducting this study, information was obtained that could potentially provide more knowledge regarding quality relationships between parents and teachers. Socio-emotional development is a large part of how an individual will develop and grow. Therefore, it was important to study the effect of parent-teacher relationships on the young child's development. The first few years of life is the perfect opportunity to create a solid foundation of healthy development (Cooper et al., 2009). Parent-teacher relationships provide a supportive environment in which the child will develop and grow. However, good communication between the parent and teacher is an essential aspect of this relationship; in other words, communication of a cooperative nature (Mncube, 2009). This paper attempts to assist both policymakers, teacher educators, educators and parents to improve and implement best practices in building up positive relationships to benefit young children.

The paper focussed on the parent-teacher relationship and its effect on the child's socio-emotional development. It was therefore crucial that we observed the socio-emotional behaviour of the young child and interpreted the views of parents and teachers reading their interactions and communication. The study was conducted in a sample of Early Childhood Development centres in Gauteng, South Africa