The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children

Abstract

This qualitative study explored the importance of positive interactions between parents and teachers towards the socio-emotional development of the young child. The purpose of this study was to understand the dynamics of the parent-teacher relationship in the young child's (3-4 years old) socio-emotional development and hence stimulate the need for intentional parent-teacher meetings and positive relationship building. Eight parents and eight teachers were observed, and a semi-structured interview was conducted with each of them relating to their relationship and the socio-emotional development of the young child. The children were merely observed to understand and analyse their socio-emotional behaviour in relation to the required age-appropriate developmental milestones. The study illuminated good parent-teacher relationships to ensure the optimal socio-emotional development of young children, effective planning, and communication in ensuring a good parent-teacher relationship and the importance of a “Parent-Teacher Relationship Building” module in the teacher education programme.