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

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

Keshni Bipath, Corne Oosthuizen
Copyright: © 2022 |Pages: 15
ISBN13: 9781799888963|ISBN10: 1799888967|ISBN13 Softcover: 9781799888970|EISBN13: 9781799888987
DOI: 10.4018/978-1-7998-8896-3.ch008
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MLA

Bipath, Keshni, and Corne Oosthuizen. "The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children." Provision of Psychosocial Support and Education of Vulnerable Children, edited by Simon George Taukeni, et al., IGI Global, 2022, pp. 170-184. https://doi.org/10.4018/978-1-7998-8896-3.ch008

APA

Bipath, K. & Oosthuizen, C. (2022). The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children. In S. Taukeni, J. Mathwasa, & Z. Ntshuntshe (Eds.), Provision of Psychosocial Support and Education of Vulnerable Children (pp. 170-184). IGI Global. https://doi.org/10.4018/978-1-7998-8896-3.ch008

Chicago

Bipath, Keshni, and Corne Oosthuizen. "The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children." In Provision of Psychosocial Support and Education of Vulnerable Children, edited by Simon George Taukeni, Joyce Mathwasa, and Zoleka Ntshuntshe, 170-184. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8896-3.ch008

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Abstract

This qualitative study explored the importance of positive interactions between parents and teachers towards the socio-emotional development of the young child. The purpose of this study was to understand the dynamics of the parent-teacher relationship in the young child's (3-4 years old) socio-emotional development and hence stimulate the need for intentional parent-teacher meetings and positive relationship building. Eight parents and eight teachers were observed, and a semi-structured interview was conducted with each of them relating to their relationship and the socio-emotional development of the young child. The children were merely observed to understand and analyse their socio-emotional behaviour in relation to the required age-appropriate developmental milestones. The study illuminated good parent-teacher relationships to ensure the optimal socio-emotional development of young children, effective planning, and communication in ensuring a good parent-teacher relationship and the importance of a “Parent-Teacher Relationship Building” module in the teacher education programme.

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