Abstract:

The transition to distance learning changed the division of roles between parents and teachers and forced parents to be more involved in the learning process. Preschool children were the population most affected during the distance learning period because they are completely dependent on their parents’ support (OECD, 2020). The need for increased parental involvement in the learning process raised both logistic and educational challenges (Andrew et al., 2020).

The first year of the teaching internship is a unique intermediary stage between the training stage and the service stage. Pre-service teachers experience the complexity of the relationship with parents of young children for the first time. Thus, it is not surprising that they report feelings of stress and anxiety while communicating with parents and difficulties in solving conflicts (Levy et al., 2019; Peleg et al., 2019).

The current study is a qualitative study, which examined the perceptions of pre-service ECE teachers regarding their relationships with parents during the Covid-19 crisis. The study was conducted in May, 2020. Participants included 50 pre-service preschool teachers. The study tools included a questionnaire containing four multiple choice questions and eight open, short-answer questions. In addition, participants were asked to describe their relationship with parents in drawing and add a verbal explanation. Data were analyzed by categorical content analysis, according to grounded theory (Charmaz, 2012; Corbin & Strauss, 2008).

Data analysis showed that pre-service ECE teachers experienced a positive change in their relations with parents during the Covid-19 crisis. The participation of the parents in the learning process exposed them to the teachers' diverse pedagogical strategies and adaptations and to their close interactions with their children; many parents were impressed and touched by the teachers' dedication, flexibility and creativity. These reactions strengthened the teachers' self–confidence and involvement. Yet, the change was gradual and accompanied by confusion, worry about parents' criticism and trial and error. Images of mazes and puzzles were used by the teachers to describe their complex experience of loss of track and their relentless efforts to find new ways to meet the parents' and children' needs, while overcoming different obstacles. These obstacles included shortage of technological means, parents' low digital literacy, and lack of emotional availability. The teachers reported that this process forced them to improve their interpersonal skills, such as active listening, empathy, collaboration and problem solving.

The study findings emphasize the significance of parents- teachers partnership to the learning of young children as well as to the professional development of pre-service ECE teachers. Direct and close communication with parents, empathetic collaboration and positive feedback from parents contribute to the quality of the kindergarten educational climate, raise the teachers' professional self-capacity and function, and reduce their anxiety. Thus, it is crucial that teacher education institutions will include the subject of working with parents as a core subject in their programs and offer their students relevant courses which train them to lead effective interactions with parents in routine times as well as in emergency situations.

Keywords:

Early childhood education, pearnts-kindergarten teachers relations, COVID19, distance learning, interpersonal skills, teacher education.