The parent-teacher interaction between pre-school teachers and new immigrant mothers

• Main Authors: Chen, YI-YI, 陳怡怡
• Other Authors: Lee, Pyng-Na
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/24479496134720559328

碩士 === 國立臺南大學 === 幼兒教育學系碩士在職專班 === 103 === This study is based on the interviews taken in qualitative researchas the main research method, which is aimed a tunderstanding the interaction process between kindergarten teachers and new inhabitant mothers, the interactive methods taken by teachers, as well as the appropriate assistance taken by teachers to help with these mothers. The researcher worked with 7 kindergarten teachers to complete the interviews, transferred the interviews into written documents, and then combined other relevant documents altogether to do further analysis. This research has obtained the conclusion as followings. 1. The interaction between kindergarten teachers and new inhabitant mothers i. Often, most of the teachers make face to face interaction orally with new inhabitant mothers when they bring children to the school and come to take children home from the school. In particular, teachers select the time when new inhabitant mothers pick their children up in the afternoon. On the other hands, teachers ill take the opportunities of school activities, phone calls, writing notes, and parents contact book to make deeper connection with these mothers. The main contents of bilateral interaction mainly focus on the discussion of the children of new inhabitant on their academic performance and behavior at home as well as in the school. ii. The interviewed teachers explain the advantages and needs of children to their mother, and guide the mothers with practical illustration, encouragement, or demonstration of children’s classmate works to increase the depth of mother’s understanding. However, new inhabitant mothers still have language obstacles in communicating with teachers. Therefore, teachers explain the topic in an easier way, or slow down the speaking speed, or use kids language and body language to make better explanation and guidance in every discussion, until the mothers can fully understand the topic. 2. The assistance from teachers toward new inhabitant mothers i. Through school activities, teachers often have chances to encourage new inhabitant family members to feel the dedication made by the mother, and further encourage them to be proud of mother’s language. Besides, teachers will conduct the program with topic of “New Inhabitant Mother” to make school children to be able to know the cultures of different countries and further establish the concept of “Global Village” and “World Vision”, and progressively trained the school kids to have wider view of points, dreams, and ambitions. ii. The teachers provide relevant information of social resources for new inhabitant mothers to take part with, such as adult vocabulary learning class, consultation programs. iii. The teachers work together with new inhabitant mothers to help improve kid’s behavior and see obvious and positive progress afterwards.