A Case Study Of The Interaction Between Teachers, Teachers And Children In Parent-child Activities

The value of early parent-child education for children and their parents has received more and more recognition and attention. The interaction among teacher, parents and children in activities is the major way of implementing the education activities, but researches which only focus on two parties’ interaction may miss some importance of parent-child education activities.By focusing on the interaction among teacher, parents and children in activities, this passage choose 2 parent-child classes from different agents, one of privacy and one of public. After observing on-site and interviewing, I have collected affairs about interaction, and analyzed its processes which were based on the backgrounds, constructions, flows, themes, and the result, as well as a basic classification. Furthermore an analysis of these tripartite interaction affairs should be present, which based on the interaction details exploring interaction process, suitability of interact ways, and its effectiveness on the growth of three parties. Finally, summarize and analyze the factors that affect the interaction between the three parties, with witch paper can make forward to the suggestions to improve the effectiveness of the interaction between the three parties.The tripartite interaction that launched by parents and teachers initially is the main form of interaction both in these two institutions, and question and advice is the main content of interaction subjects. In the process, single tripartite interaction in two directions accounted for a large proportion, and the conclusions come out with struggle among the three parties which are mostly accepted. This three parties’ growth is coexisted with a wide range of learning modes. The research found the following problems existing in tripartite interaction:the failure of achieving children’s subjectivity, a fuzzy awareness of parents’ education, and a shallow communication between teachers and parents.By analyzing, the factors that affect tripartite interaction were found to be the settings of activities, the design of curriculum, professional quality of teachers, the education literacy of parents, and children’s age and personality, etc. Finally the researcher will put forward to educational suggestions from the following several aspects. First, the suitability of parent-child activities should be taken into consideration to improve tripartite interaction’s effectiveness. Second, parent-child institutions should make effort in many aspects to improve teachers’ professional quality and parents’ educational attainment, making most of environment in parenting class with multiparty interaction, promoting the growth of parents, teachers and children. As result, meet the final demands of parent-child class interaction of three parties.