ABSTRACT

Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. Findings further suggest that pre-service teachers may need support in understanding the impact of positioning themselves as the expert on the developing relationship.

中文翻译：

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家庭须知：支持职前幼儿教育教师建立真实的家庭关系

摘要

幼儿教育中的家庭教师关系被认为既重要又具有挑战性。本定性案例研究使用内容分析来检验婴儿心理健康原则对职前教师与需要早期干预的儿童家长沟通的影响。对学生作业的分析表明，他们提高了学生从家长的角度出发并注重在沟通中建立真实关系的能力。调查结果进一步表明，职前教师可能需要支持，以了解将自己定位为专家对发展关系的影响。