Parent-Teacher Interaction Study In The Parenting Education

Nowadays,0-3 year-old infants parenting has become a focus and an important study field of international society. Parents and teachers are the "significant others" during the development process of 0-3 years old infants, the effect of their communication and interaction will affect the quality of Parenting Education of the 0-3 years old infants directly. Therefore, the Parent-Teacher interaction is the dynamic representation of the relationship between parents and teachers in parenting education. It will be the key factor of affecting the quality of parenting education. However, some shortcomings were found when we searched the literature, what’s more, the present situation of Parent-Teacher interaction in parenting education is not optimistic. There are still many practical problem need to be solved. So helping parents and teachers to form the benign interaction is the key to promote the quality of parenting education, improve the value and social statue of educational institutions.Based on this, in the parenting education activities, teachers and parents interact, using the purposive random sampling, five parenting education institutions as sample is selected in A City, the depth of its specific parenting education activities carried out for 20 weeks study. A targeted selection of 19-24 months,25-30 months,31-36 age segment in two classes, each month, a total of 20 teachers in six classes, parenting activities with 80 parents in this study.The integrated use of event sampling observation, interview and questionnaire from the parenting education, parents and teachers interact with the background, the initiation of an interactive, interactive response, interactive theme, the results of the interactive form and interactive six-dimensional degrees, in-depth study and research of the basic status of the parents and teachers to interact specifically.The result showed that Parent-Teacher interaction mainly took the parenting education activities as the carrier, launched and responded the interaction by focusing on the concrete behavior of site of parenting education activities. The main background of the interaction is separate activities and group activities. There are 359 times of launch and 703 times of responses in Parent-Teacher interaction. In Separate activities, the launch times of interaction between parents and teachers are 174 times and the total response times are 341; In total, there are 185 times launch of interaction between parents and teachers and 362 times response.Both the launch times and the response times of interaction between parents and teachers in group activities are more than in separate activities.There is the characteristic of dissymmetry in the four basic forms of the interaction of parents and teachers. The main results of the interaction of parents and teachers are more enthusiasm, sensitiveness, frequency and sentiment, but shorter time and less efficiency in the interaction. This reflects some questions like the dislocation of parent-teacher interaction roles, singleness in interactive content and form, no depth, inefficiency and so forth.By further observations, interviews and surveys, the research found that the main factors affecting the parent-teacher interaction are environment building, provisions for materials and equipment, professional qualities and competence of teachers, parents’ literacy and parenting skills, the characteristics of the physical and mental development of infants and young children,government support and system security related. As far as parenting problems in parent-teacher interaction, the researcher believe that these measurements like the attempt to the creation of flexible and diverse activities,putting in the scientific and suitable operating materials, improving teachers’professional knowledge and skills, improving parents’literacy and interactive skills, broadening the channels and platforms of the parents and teachers to interact and strengthening government support and system security can improve the relationship between the parents and teachers and promote positive interaction between parents and teachers in order to improve the quality of parenting and the social status and value of parenting educational institutions.