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

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.