The Parent-teacher Relationships And Its Correlation With Children’s Social Adaptation

Parent-teacher relationships(PTR) are a cooperative and harmonious human relations established through social interaction in which parents and teachers work together towards a shared goal of student development. The purpose of establishing PTR is to provide an equal and cooperative collaboration between parents and teachers to help children development. Numerous studies,which have demonstrated that the PTR influence the quality of child development, have been receiving a growing attention from researchers.Based on the relative researches, at home or abroad, this study examined the PTR of pre-school children.First of all, the research designed questionnaire measuring the quality of PTR. Concerning the characteristics of the interaction between teachers and parents, the research employed multiple methodologies including documentation researches, interviews, and questionnaires. A various of psychological measurement theories and techniques, such as Classical Test Theory and structural equation modeling, were applied in this study. Taking into account the different perception of teachers and parents, the questionnaires were designed in parent edition and teacher edition..Each version contains 20 items, including the parent-teacher cognitive dimension, parent-teacher emotional dimension, and parent-teacher conduct dimension. The reliabilities and validities show that both questionnaires can be used as effective assessment tools to measure the quality of PTR.Furthermore, the research investigated the PTR in Shanghai kindergartens. A correlation between the PTR and the children’s social adaptation and. the influence of the PTR on the social adaptation of children in the kindergartens were examined.According to the survey result of the PTR, the overall level of teachers‘ PTR is upper above the average in the kindergartens in Shanghai, as well as some room for improvement. From the various dimensions of view, the best is the conduct dimension of teachers‘ PTR and the cognitive dimension of teachers‘ PTR is the worst. Total score of PTR is significantly different by different levels of kindergartens, teachers‘ professional levels, and teachers‘ ages.The PTR of teachers with professional background is significantly better than the teachers who don‘t have any professional backgrounds. The PTR of teachers who have formal establishment is significantly better than those without formal teacher preparation. The overall level of parents‘ PTR is upper above the average in the kindergartens? In Shanghai, as well as some room for improvement. From the various dimensions of view, the best is the emotional dimension of parents‘ PTR and the conduct dimension of parents‘ PTR is the worst. The results show that parental roles in emotional dimensions of PTR are significantly different by gender. The emotional dimension of mother is significantly better than the father‘s. There are significant differences in total score and three dimensions by mother education level.Correlation research between the PTR and children’s social adaptation indicated that the cognitive dimension, the emotional dimension, and the scores of teachers‘ PTR are significantly negatively correlated with learning problems, internalizing and externalizing behavior problems of children, and are significantly positively correlated with social competence. The cognitive dimension and the emotional dimension of teachers‘ PTR are significant negative predictors of learning problems and significant positive predictors of social competence. The emotional dimension of teachers‘ PTR are significant negative predictors of internalizing and externalizing behavior problems of children. Teacher-child relationship plays a role of intermediary between the quality of parent-teacher relationships and social adaptation of children. On learning problems and social competence in two dimensions, teacher-child relationship is partially mediated. On internalizing and externalizing behavior problems in two dimensions, teacher-child relationship is fully mediated. There is a significant negative correlation between the cognitive dimension of parents‘ PTR and learning problems of children. There is a significant negative correlation between the conduct dimension of parents‘ PTR and internalizing behavior problems of children.Finally, based on the research findings of parent-teacher relationships in Shanghai kindergartens, researcher made strategic recommendations to enhance the PTR. For teachers, it is necessary to provide them both before and after hiring trainings. In order to improve cognitive level of PTR, for college students who are majoring in preschool education, I suggest adding ―Family- Kindergarten System Knowledge Module: Focus on the Child Development‖ as part of undergraduate curriculum in early childhood education. To increase the depth of the emotional experience of PTR, I suggest building a training simulation system, which allows learners to deepen the emotional experience. To promote learner behavior practical ability of PTR, I suggest building two types of high-quality practice base, including kindergartens and family volunteers. After the pre-service training of teachers, universities and other professional institutions should design project plan to support teacher. There are two ways to support parents: universities and kindergartens. For existing family, we suggest "third party intervention programs" directed by universities. For future family, we suggest promoting family education courses in all colleges and universities across the country. Another way is through kindergarten, guided by the kindergarten design, establish and maintain a platform between parents and teachers. The family education guidance by pre-school teachers should improve the parent-teacher relationships through teacher‘s professional standards and trustworthiness.Currently there are not many test tools of the parent-teacher relationships for preschool children available on abroad and is a virgin area in our country. Correlation researches between the parent-teacher relationships and children’s social adaptation are also blank in our country. In this study, the questionnaire compiled two editions to measure PTR filled up the domestic lack. And through the survey and related research, we should improve social awareness and emphasis on the relationship between parents and teachers. The suggestion of improving the parent-teacher relationships establishes the foundation for further research into practice.