Parent-Teacher Interaction and Its Role in Preschool Children's Development in Russia

Autor/inn/en	Ivanova, Rimma; Berechikidze, Iza; Gazizova, Farida; Gorozhanina, Elena; Ismailova, Nailya
Titel	Parent-Teacher Interaction and Its Role in Preschool Children's Development in Russia
Quelle	In: Education 3-13, 48 (2020) 6, S.704-715 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1646296
Schlagwörter	Foreign Countries; Preschool Children; Preschool Teachers; Child Development; Kindergarten; Parents; Parent School Relationship; Teaching Methods; Preschool Education; Parent Teacher Cooperation; Parent Attitudes; Teacher Attitudes; Computer Uses in Education; Russia + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Kindesentwicklung; Eltern; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Lehrerverhalten; Computernutzung; Russland
Abstract	Family and preschool institutions are the most influential environments for education and development. Therefore, the aim of this research is to study the prospects and drawbacks of early childhood development in the interaction of preschool and family education in Russia. The participants were 79 preschool teachers and 327 parents of children who attend kindergartens. Findings show that the most convenient forms of family-preschool interaction are group lessons, tours and group celebrations. Employees of preschool institutions are the least interested in the utilisation of information and commutation technologies. Commonly, the staff may have children aged 3-5 listening to music, playing board games, reading books, modelling, making applique, drawing and performing small routine tasks (collecting toys and dishes, watering the flowers). In contrast to the institute of family education, preschool education draws more attention to the child development. Findings demonstrate that unlike educators, parents endorse the use of digital technologies but 74.7% of them use technologies for leisure applications, rather than for educational and developmental purposes. The mentioned development methods are applied to reach child development by 28% of parents and 43.65% of educators. The findings may be applied to facilitate communication between parents and preschool teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01