2024年4月15日发(作者：cf笔记本怎么调烟雾头)

Psychological Differences and Communication

Skills between Kindergarten Teachers and Parents

Lieqiong Tang

Changsha Normal College

Abstract: The growth and development of early childhood needs the common

attention of kindergarten and parents. A better kindergarten can better promote the

all-round development of children, and can effectively establish a relationship of

parent-school co-education with parents. Parent-school co-education has become an

important part of kindergarten work. Therefore, kindergartens should pay attention to

the relationship between parents, improve the awareness of common responsibility

of preschool teachers and parents for children’s growth and development, carry out

effective parent work, and provide a excellent platform for children’s development.

This paper analyzes the psychological differences between kindergarten teachers

and parents at this stage, and hoping that through the improvement of the level of

family-school co-education at this stage to improve the communication between

kindergarten teachers and parents.

Keywords: Kindergarten; Parent-school Co-education; Psychological Differences;

Communication skills

DOI: 10.47297/wspiedWSP2516-250005.20210509

1. Introduction

Kindergarten is an important platform for preschool education. In this

platform, it can make children better learn, live and cultivate habits. With the

development of the times, the concept of education is constantly updated, and

the continuous development of education policy, the education of children is no

longer a unilateral matter of school, but also the important influence of family

education and social environment. Therefore, in the actual teaching summary of

children, kindergartens should pay attention to communication with parents, help

About the author: Lieqiong Tang (1962-09)

,

Man, The Yongzhou city in Hunan, The Han

nationality, The library of Changsha Normal College, professor, master, personality psy-

chological and education.

Funded project: The Educational Research and Reform Project of Ministry of Education

”Child Care and Education” (Letter by Department of Teacher Education[2015] No. 3);

The Teaching Reform Project of Changsha Normal University ”Communication and Coop-

eration of Preschool Teachers” (CSNU Notification [2017] No. 62).

27

Journal of International Education and Development Vol.5 No.9 2021

parents to fully understand the actual situation of children, and make teachers better

understand the actual situation of children in the family, help teachers adjust the

teaching content, and promote the development of children.

2. Family-kindergarten Co-education

Family-kindergarten co-education is actually that the family and school to

make some efforts for the growth and development of children, and thus better

promote the development of children. Parents are important partners of preschool

teachers, which can help teachers understand the specific situation of children in the

family, so that teachers can better change education policies and plans to promote

the development of children. Therefore, children’s education needs to pay attention

to the communication with parents on the basis of respect and equality, and strive

for the understanding and support of parents to achieve family-kindergarten co-

education.

3. Analysis of Psychological Differences between Kindergarten

Teachers and Parents in Preschool Education

(1) Different attitudes towards early childhood education

The roles and positions of teachers and parents are very different. Teachers

need to face the whole class of different children, and parents only need to

educate their children, so teachers and parents in the concept of parenting is very

different. In the actual educational activities, teachers will carry out relevant

education according to the characteristics of different children’s physical and

mental development, but some parents in the process of education more hope that

children can get more comprehensive and more advanced development. Since the

kindergarten period, parents began to find tutoring lessons for children, sign up

the training class, let children learn knowledge in advance, which leads to some

children’s nature, innocence has not been developed, so that children’s cognition

and growth will be affected.

(2) The psychology of indulgence of parents

With the development of the times, many families have only one child at this

stage, so there is a situation of child indulgence in the family. Many spoiled parents

generally have a fixed mode of thinking. They only focus on their children and

think that their children are the best. It is difficult for parents to listen to teachers’

evaluation of children, or the problems existing in children, and parents selectively

ignore them, which increases the difficulty of kindergarten education and teaching.

28

Psychological Differences and Communication Skills between Kindergarten Teachers and Parents

(3) An Analysis of the problems existing in communication between

kindergarten teachers and parents

The problem of communication between teachers and parents has always

existed, which is mainly manifested in the one-sided and simple content

of communication between teachers and parents, and the lack of in-depth

conversation. The form is also relatively simple, mainly using telephone contact.

However, parents do not have time and cost to participate in direct communication

in the classroom due to work reasons, resulting in kindergarten parents do not do

their job of parenting well. And many teachers always talk about some children’s

problems in learning at a stretch when they communicate with their parents. They

do not pay attention to listening to parents’ ideas, and teachers do not pay attention

to children’s mental health and other issues.

4. Strategies for Kindergarten Teachers to Improve Their

Communication Skills

(1) Be good at listening

Being good at listening is one of the most basic abilities of kindergarten

teachers. Kindergarten teachers should be patient, gentle and able to listen not only

to children’s ideas, but also to listen to some feedback from parents and parents’

requirements for children in education or management in order to promote the

development of children indeed. Therefore, teachers should listen to parents’ wishes

so that parents can really cooperate with teachers to communicate with teachers,

and thus promote children and growth. If kindergarten teachers are unwilling to

listen to parents’ opinions or opinions, there will be some prejudices in parents,

or children will not be trusted to give to teachers, which is not conducive to the

communication between the two. In addition, in the process of communication,

teachers should be good at listening, and also need to be able to stand in the

perspective of teaching parents, give two-way analysis of the existing problems of

parents, experience the ideas and opinions of each other, and grasp the key to the

problem, extract valuable information from the communication of parents, so as to

formulate the next teaching plan.

(2) Focusing on linguistic affinity

If the kindergarten teachers take some professional terms in the process of

communication, many parents can not easily understand the meaning conveyed by

teachers, so does not play a good communication effect, thus when carrying out

the actual communication process, teachers should fully understand the parents’

cultural level and differences, especially for the communication with children’s

grandfather or grandmother.

29

Journal of International Education and Development Vol.5 No.9 2021

(3) Maintaining a passionate and humble attitude

Kindergarten teachers must pay attention to their attitude and mood when

communicating with parents. When communicating with parents, it is necessary

to maintain a humble attitude, let parents feel the attitude of teachers, fully respect

parents, be willing to listen to the opinions and suggestions put forward by parents,

and communicate with parents in an achievable situation. Teachers also need to pay

attention to the use of consultative tone to communicate with parents, maintain a

friendly attitude and narrow the distance between parents.

5. Communication Strategies between Kindergarten Teachers and

Parents

(1) Enriching the content of parents’ work

Parents work is carried out in the case of parental cooperation, so to obtain

the support and training of parents, we should be aware of the development of

kindergarten parents work, not “educating parents”, but joint parents to make

corresponding contributions to the growth and development of children. Therefore,

the kindergarten leader should play a leading role, do a good job in the reception

activities of the master, and carry out the work of parents in an orderly manner.

Teachers should fully understand the actual family situation of each child, and

parents should focus on parents’ time when communicating with teachers. In

the process of communication, teachers should try their best to help parents

establish scientific education concepts. At the same time, kindergartens can

combine collective and individual parental work to carry out parental work more

comprehensively, enrich the interaction with parents and improve the efficiency and

effectiveness of communication.

(2) Exploring family education resources

Family education resources are the resources that can educate children’s

physical and mental development in the family. Therefore, kindergartens should

excavate family education resources, strengthen communication with parents,

establish parents communication folders, and carry out appropriate leading and

education guidance for parents according to parents’ problems and children’s

performance in schools. Therefore, parents should show parents the role of family

education resources for children, so that parents can set a good example for their

children. In addition, education needs a certain environment and atmosphere, so

does family education. Parents should create a more relaxed and warm atmosphere

in the family to promote children’s better learning. Teachers should clearly tell

parents that children’s growth education is related to families and schools, and

parents and kindergartens should be responsible for children’s education, so

parents need to cooperate with kindergarten education, pay attention to improving

30

Psychological Differences and Communication Skills between Kindergarten Teachers and Parents

children’s habits and learning ability, help children better understand knowledge

and promote students’ learning.

6. Conclusion

In short, family-kindergarten co-education is a difficult, long-term work,

which has an important influence on the promotion of children’s growth and

development. Children’s education should not only be regarded as kindergarten

education, because family education is also an important part of its education. With

the development of the new curriculum reform, new education is popularized in

different classes. Kindergarten education is an important educational content for

students’ growth and development. To cope with the reform and transformation

of education, many problems have arisen in children’s education. Therefore,

kindergarten teachers should pay attention to communication with parents,

according to the actual situation of the family, take effective communication

methods to communicate, improve the efficiency of communication with parents,

transmit the concept of education to parents at this stage, and put forward useful

information in communication with parents, better adjust the actual education

activities of children.

References

[1] Zhang Yonghong. “Psychological Differences and Communication Skills between

Kindergarten Teachers and Parents.” [ J ]

Urban Tutors : first half

, 2013.

[2] Li Xiaohong. “Psychological Differences and Communication Skills between Kin-

dergarten Teachers and Parents” [ J ].

Urban Tutors ( first half month )

, 2013 ( 7 ).

[3] Hu Yu. “Psychological Differences and Communication Skills between Kindergar-

ten Teachers and Parents” [ J ].

Urban Home Education Monthly

, 2013,000 ( 007 ) :

237-37.

[4] Xiong Yiqun. “Strengthening the Psychological Communication between Preschool

Teachers and Parents” [ J ].

Contemporary Teacher Education,

1999 ( 2 ) : 26-29.

[5] Huang Qianyuan. “Skills of Communication between Preschool Teachers and Par-

ents” [ J ].

Educational Guidance : the second half of the month

( 8 ) : 51-53.

31