Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors

Sigal Tish; Iris Levy; Pninat Tal; Alona Peleg

doi:10.29333/pr/12724

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Sigal Tish ¹ ^* , Iris Levy ¹ , Pninat Tal ¹ , Alona Peleg ¹

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¹ The Academic College Levinsky- Wingate, Tel Aviv, ISRAEL^* Corresponding Author

Abstract

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher’s relations with the pre-school children and parents during the first lockdown. The study is based on a mixed-method, quantitative and qualitative, research design among ten third-year student-teachers in Israel. 56% reported that relations with parents during the first lockdown were strengthened, which they attributed to several factors (e.g., parental desire to establish a routine and maintain the child’s connection with their friends and teacher, and a desire to advance their children). Other factors were perceived to undermine parent-teacher relations (e.g., number of siblings, busy parents, economic and emotional stress, technological illiteracy). The study underscores the importance of a holistic and ecologic approach to relations among early childhood education teachers, student-teachers, parents, and children, and the critical need for partnership and transparency between the pre-school teacher and student-teacher.

Keywords

student-teacher perceptions
parents-teacher relationships
COVID-19
early childhood
promoters and undermining factors

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2023, Volume 8, Issue 1, Article No: em0149

https://doi.org/10.29333/pr/12724

Online publication date: 15 Dec 2022

Article Views: 889

Article Downloads: 781

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How to cite this article

APA

Tish, S., Levy, I., Tal, P., & Peleg, A. (2023). Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors. Pedagogical Research, 8(1), em0149. https://doi.org/10.29333/pr/12724

Vancouver

Tish S, Levy I, Tal P, Peleg A. Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors. PEDAGOGICAL RES. 2023;8(1):em0149. https://doi.org/10.29333/pr/12724

AMA

Tish S, Levy I, Tal P, Peleg A. Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors. PEDAGOGICAL RES. 2023;8(1), em0149. https://doi.org/10.29333/pr/12724

Chicago

Tish, Sigal, Iris Levy, Pninat Tal, and Alona Peleg. "Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors". Pedagogical Research 2023 8 no. 1 (2023): em0149. https://doi.org/10.29333/pr/12724

Harvard

Tish, S., Levy, I., Tal, P., and Peleg, A. (2023). Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors. Pedagogical Research, 8(1), em0149. https://doi.org/10.29333/pr/12724

MLA

Tish, Sigal et al. "Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors". Pedagogical Research, vol. 8, no. 1, 2023, em0149. https://doi.org/10.29333/pr/12724