Parents In The Eyes Of Kindergarten Teachers

Starting from the perspective of preschool teachers,this study adopts the qualitative research method and takes 10 preschool teachers in NanJing Q kindergarten as the research object,trying to present the "parents in the eyes of preschool teachers" in a complete way.The interview method and observation method are mainly used to understand the real appearance of parents in the eyes of preschool teachers and their expectations for parents,explore the difference between "reality"and "ideal",seek the reasons for the difference,and put forward relevant Suggestions to promote better cooperation between homes and better development of parent-teacher relationship.The study found that based on the interaction between parents and preschool teachers,their attitudes and behaviors,and the effect of cooperation with their homes,the "real state of parents" can be divided into two categories:parents who form educational synergy with preschool teachers,i.e.,resultant parents;and parents who cannot form educational synergy with preschool teachers,i.e.,non-resultant parents.The characteristics of result-oriented parents are:respecting and valuing teachers,cooperating with work,communicating actively,giving response,trusting teachers,understanding teachers’ work,identifying with the educational concept of kindergarten and paying attention to the comprehensive development of children.The characteristics of the non-result-force parents are:panic,distrust,disapprove,uncooperative,lenient to themselves,strict to teachers,ineffective communication,avoidance of communication,excessive love,cognitive deviation,put forward"alternative requirements",inconsistent parental education in the family.However,the"ideal" type of parents for preschool teachers is the expectation formed by the parents they meet in educational activities.Through the analysis of the research results,the researcher concluded that the main factors affecting parents in the eyes of preschool teachers are negative preference,fundamental attribution error and wrong role cognition.In order to promote the better development of home cooperation and healthier parent-teacher relationship,the researchers put forward relevant Suggestions by considering the subjectivity of kindergarten managers and operators,preschool teachers and parents.Suggestions for kindergarten managers and operators:kindergartens should strengthen the understanding of their own responsibilities;Choose the right way of home cooperation;Strengthen the training of preschool teachers to promote the development of preschool teachers;Open a meeting for parents and grandparents.Suggestions to preschool teachers:teachers should form correct role cognition;To try to win the trust of parents;Be kind to parents’shortcomings;Learn to affirm children;Choose different communication strategies for different communication objects;Patient listening,timely feedback;Learn to regulate yourself.Suggestions for parents of children:recognize their own responsibilities and obligations,establish a correct concept of education;Choose the right time,the right way,take the initiative to initiate communication;Cooperate with teachers;Give early childhood teachers positive response;Grandparents tried to understand teachers;Correct view of children’s progress and shortcomings;A consensus view of education within the family.At the end of this study,the researcher reflected on the research methods,research objects and research contents.