The impact of parent-teacher collaboration on kindergarteners' social-emotional learning

Jiahui Li; Barbara Elena M. Lagos

doi:10.37291/2717638X.202671709

Authors

Jiahui Li Saint Louis University https://orcid.org/0009-0003-8255-1921
Barbara Elena M. Lagos Saint Louis University https://orcid.org/0009-0008-7971-6699

DOI:

https://doi.org/10.37291/2717638X.202671709

Keywords:

Parent-teacher collaboration, Kindergarten children, Social-emotional learning, Interpretative phenomenological analysis, Communication barriers

Abstract

This study explores the role of parent-teacher collaboration on the social and emotional learning of kindergarten children. The background shows that home-school collaboration is crucial for children's early SEL, but the mechanisms and challenges in non-Western contexts have not been fully revealed. The study used interpretive phenomenological analysis to conduct semi-structured interviews with 8 parents and 10 teachers in a kindergarten in Hebei Province, China. The results showed that parent-teacher collaboration improved children's self-efficacy, emotion regulation and interpersonal communication skills through two-way positive feedback and contextualized collaborative guidance, but differences in educational concepts, communication barriers and trust issues restricted the effectiveness of the collaboration. The study recommends building a structured collaboration framework to systematically support the development of children's social and emotional learning and provide empirical reference for home-school collaboration in early education.

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