Exploring Parent-Teacher Communication: Understanding Mutual Perspectives and Support During the Transition to First Grade

Abstract

The transition to first grade represents a pivotal stage in a child’s educational journey, marked by significant adjustments for both children and their parents. This study explores the expectations and needs of parents during this transition, as well as the perspectives of teachers regarding parental engagement. The findings highlight the critical importance of accessible communication, genuine attentiveness to children’s emotional states, and continuous transparency in sharing classroom activities. Challenges such as inconsistent communication and varying levels of responsiveness are identified. Teachers, despite lacking formal training in parent engagement, have developed strategies to manage interactions effectively. The study underscores the necessity for targeted professional development to enhance teacher-parent interactions, ensuring a smoother transition for students. The research also reveals the complex emotional landscape parents navigate, emphasizing the need for sensitive communication and robust support systems to facilitate positive educational outcomes.