Harmonious interpersonal relationship is an important foundation of a harmonious society. Without interpersonal harmony, there is no social harmony. Similarly, children's education needs such a harmonious interpersonal relationship, which can reflect the purpose of kindergartens, that is, "to provide quality services for children." Among them, good communication with children's parents is an important link to provide quality services for children. The Guiding Outline of Kindergarten Education clearly points out: "Family is an important partner of kindergarten. Based on the principles of respect, equality and cooperation, we should strive for parents' understanding, support and active participation, and actively support and help parents improve their educational ability. "It can be seen that family education in the new era is very important. To provide the quality of young children, it is difficult to achieve it only by kindergartens or any family. Only by attaching importance to the communication between teachers and parents and letting parents actively participate in preschool education can we effectively improve the quality of kindergarten education and promote the all-round and healthy development of children.
Keywords: skills, parents, preschool teachers, communication, family education
First, the analysis of the current situation of communication between preschool teachers and parents
Preschool teachers should not only face different children, but also face different parents. It is really important for kindergarten teachers to get along with so many parents. Moreover, the frequency of contact between kindergarten teachers and parents is much higher than that of primary and secondary school teachers. Kindergarten teachers meet their children's parents at least twice a day, which is an essential procedure. Children's education is three-dimensional, in which the influence of family is very important. Teachers should first understand the children's family situation, including the economic situation of the children's family, the political outlook of family members, the cultural and moral cultivation of parents and the educational requirements for children. This has a subtle influence on children's world outlook, outlook on life and outlook on learning. What are the differences between teachers and parents of young children? How should we deal with these differences?
1) Face up to the difference
(A) the differences in the evaluation of children
In one case, parents' evaluation of children is higher than that of kindergarten teachers. These parents regard their children as flowers and jade is flawless; And kindergarten teachers, when looking after children, are not perfect or outstanding. It is not excluded that the kindergarten teacher neglected some advantages of the child, but the parents overestimated the child, but the teacher reflected that the child's performance in kindergarten was ok, but the parents said that the child was useless. "Hate iron not to produce steel", criticizing and reprimanding children all day.
(b) Differences in children's expectations
Teachers' expectations of children are generally general and objective. They expect every child to make progress and grow up healthily. Parents' expectations of their children are often specific, with obvious directionality, and sometimes it is inevitable to have subjective elements. Some parents are eager for their children's success and often put forward unrealistic expectations for their children. The difference between preschool teachers and parents' expectations of children will lead to the difference between training objectives and education implementation.
Differences in child care
Parents' care for children has two obvious characteristics. One is individual directivity, and the other is nuance. Parents' care for their children points to their own children. Undoubtedly, this kind of care is very meticulous. Teachers work with dozens of children in the class. It is inevitable that they have to take care of dozens of children instead of one child or several children.
(d) There are different opinions on the attribution analysis of children's stunting.
When children grow up smoothly, the relationship between kindergartens and parents is often harmonious. However, once children encounter some problems in the process of growing up, education is difficult and satisfactory results cannot be achieved, the two sides may blame each other and have differences. Parents complain that kindergarten teachers have not done a good job in education, and kindergarten teachers complain that parents do not cooperate with their work, and they all have grievances. This resentment is manifested in various forms, whether audio or silent, causing psychological barriers.
Differences in attitudes, ways and methods towards children's education
This difference exists in daily education. One side is strict with the management of children, and there is love in strictness, while the other side indulges and dotes; On the one hand, it pays attention to the development of ability and intelligence, on the other hand, it requires literacy and knowledge; On the one hand, it pays attention to the cultivation of independence, labor concept and ability, on the other hand, it is afraid that children will be tired and moved, and it is simply overprotective; On the one hand, we pay attention to children's games, let them learn in games, on the other hand, we force them to have formal learning and training. ...
2) Reasons for differences
(A) the relationship with children is different
The relationship between teachers and children is mainly the relationship between teachers and students. Teachers are educators and children are educated. Teachers care and love children out of a sense of responsibility, with a strong rational color. The relationship between parents and children is not only the relationship between educators and educatees, but also the parent-child relationship between parents and children, which is a strong emotional relationship.
The teacher-student relationship between teachers and children is temporary. Once a child enters higher education, this relationship between teachers and students has actually ended, leaving behind the friendship between teachers and students, rather than the real relationship between teachers and students. The parent-child relationship between parents and children is lifelong. The growth of children affects the hearts of parents and affects the harmony and happiness of the family. This long-term and closely related relationship makes parents have to pay more attention to their children, sometimes even to the point of "going too far".
(2) Observe children's different time and space conditions.
Parents mostly observe their children at home. There are few members in the family, and the children are in the position of being taken care of. Teachers mainly observe children in kindergartens. In kindergarten, many children live, play and study together. Children are not only under the care of teachers, but also in the interaction of children of the same age. Children encounter many contradictions in kindergarten that they cannot meet at home. In kindergarten, these smart children know that their behavior is restricted, so they are more able to control their behavior. This leads to the situation that parents are not sensible and obedient when looking after their children, while kindergarten teachers look after their children very well.
Different educational levels
Preschool teachers are generally professionally trained and have certain educational attainments. Parents' educational literacy varies from person to person, some are high and some are low, which often shows a big gap. Teachers and parents have different educational attainments, so there will be differences in the perspective of observing children and the degree of understanding children, the evaluation of children will be different, and the educational methods and means will be very different.
(D) lack of timely contact and communication
At present, kindergartens generally attach importance to parents' work and maintain close relations with parents. However, the work of some parents of preschool teachers is often general and lacks in-depth and meticulous work. This makes it impossible for teachers and parents to exchange views on children's education in time. If we can contact and exchange views in time, this difference will be gradually eliminated, so that the views and education tend to be consistent, or basically the same. However, if teachers lack contact with their parents, especially frank conversation, they will deepen their differences and expand their psychological barriers.
3) Resolving differences
(A) empathy, mutual understanding
The world needs to understand, the more it understands, the more harmonious it is, and the more it trusts. If kindergarten teachers and parents can take a look and think from each other's standpoint, they will have more understanding and consideration for each other.
(two) to master the knowledge of family education and improve their prestige.
Education is a systematic project. To achieve the educational goal, teachers should not only understand the kindergarten education theory, but also understand the corresponding family knowledge. Teachers with knowledge of family education will better report their children's growth, development and shortcomings to parents, answer parents' questions about children, publicize some knowledge and methods of scientific parenting in a targeted manner, analyze and point out some problems and doubts encountered by parents in the process of educating their children, and make suggestions to help parents solve specific difficulties, thus improving parents' scientific parenting level and improving parents' respect and trust in teachers.
Conduct a comprehensive and impartial assessment of children.
From the perspective of preschool teachers, we should overcome prejudice and prevent overestimation of well-developed and well-behaved children in the class and underestimation of introverted, slow-developing or undisciplined children.
In order to evaluate children comprehensively and fairly, kindergarten teachers and parents should learn and master the content and evaluation index of children's development, and comprehensively evaluate children from the aspects of body, intelligence, morality and beauty. Overcome the one-sided practice of evaluating children only from cognitive aspects and even from the degree of knowledge mastery.
(4) Love children deeply and reasonably.
Kindergarten teachers' deepening love and care for children is the basis for kindergarten teachers to educate children well and communicate with parents psychologically. Teachers should love every child, be good at discovering the advantages of every child, and give enough attention and encouragement. Teachers face dozens of children every day. They all have advantages and disadvantages, but some have more advantages and fewer disadvantages, while others have fewer advantages and disadvantages. Some advantages are revealed, others are hidden. It is the bounden duty of teachers to carefully observe and analyze every child. Facts have proved that only kindergarten teachers sincerely love every child can they open the door of parents' hearts and do a good job in psychological communication with parents.
(5) Strengthen contact and be honest with each other.
Preschool teachers should often visit children's homes, communicate directly with parents face to face, inform each other about children's situation at home and in kindergartens, fully exchange views, and enhance mutual understanding and trust between teachers and parents. Kindergarten teachers' home visits must be sincere and friendly, fully consider the advantages of children, point out the problems existing in children, and actively study solutions. The process of communication is that teachers and parents talk to each other, learn from each other and discuss with each other. With the progress of society, parents' parenting level has generally improved. Teachers should put down their airs, encourage parents to participate in kindergarten education, affirm parents' good educational methods and actively adopt parents' reasonable suggestions. This will not only help teachers broaden their thinking, but also mobilize parents' enthusiasm and initiative, make parents interested in participating in early childhood education, make parents feel that their values are being used, have a sense of accomplishment and self-esteem, help to form a joint force of family education and education, make kindergarten education get twice the result with half the effort, promote the cooperation between parents and teachers, and close the relationship between families.
Second, the importance of family education in communication between teachers and parents
Family education is the foundation of children's healthy growth and has always been an important part of kindergarten work. It is the common wish of teachers and parents that children can thrive. With the continuous updating of educational concepts, many parents no longer attach importance to teachers' educational guidance. They attach importance to early childhood education and have their own educational ideas. Family and kindergarten education are two major aspects that affect children's physical and mental development. These two aspects must be in the same direction and carried out simultaneously in order to achieve twice the result with half the effort. Therefore, in the communication between kindergarten teachers and parents, the quality of communication between the two sides directly affects the feedback teaching in kindergarten. Some parents' parenting ideas will conflict with teachers, which will make teachers' work not good, thus leading to unhappy cooperation between the two sides. In order to realize synchronous family education, both families should keep in touch, communicate with each other, pay attention to the ways around children's development, let parents know the specific educational goals and children's development in all aspects, and acquire knowledge together with kindergartens, so that synchronous family education can promote children's development more effectively.
(A) is conducive to the mutual cooperation between home and home, * * * to promote children's better growth.
The essence of "family education" is that families and kindergartens educate children together. Only when kindergarten teachers and parents cooperate with each other can children grow better. Early childhood education cannot be separated from family education. Teachers need parents' support to implement preschool education, and parents also need teachers' understanding and help.
Due to the influence of various factors, parents have different attitudes and ideas about children's education, so their behaviors and methods of dealing with problems are naturally different, even extreme. Some parents advocate rough beating and cursing, while others advocate coaxing. At this time, kindergarten teachers have the responsibility to change these incorrect ideas and behaviors of parents through unremitting communication. Parents' ideas have changed, so parents' tutoring level has also improved, and naturally they will consciously cooperate with the work of kindergarten teachers.
To achieve the goal of "family education", it is not enough for preschool teachers to change parents' ideas. Through long-term communication with parents, parents can face up to the relationship between family education and kindergarten education, and at the same time, parents can understand the educational goals of kindergartens, the work of teachers and the importance of home cooperation. Only on the basis of mutual understanding can parents cooperate with all the work of kindergartens. Real "family education".
(2) It is conducive to the mutual learning between preschool teachers and parents, the enjoyment of resources and the improvement of * * *.
When communicating with parents, preschool teachers should never think that kindergartens are only unilaterally helping parents improve their scientific parenting level. They should also realize that while communicating with parents, kindergarten teachers are also a good opportunity to learn from parents. This will not only help teachers broaden their thinking, but also arouse parents' initiative and enthusiasm, and make parents interested in participating in early childhood education, which will help promote the cooperation between parents and teachers and close the relationship between families.
As a kindergarten teacher, effective communication with parents is an essential ability for every kindergarten teacher. In fact, children spend much more time with their parents than with their teachers. Of course, parents know their children's temper, personality and hobbies better than teachers, and have accumulated some experience in educating their children more or less. Although it is not necessarily a successful experience, there is always something for kindergarten teachers to learn from. When communicating with parents, preschool teachers can exchange necessary experience with parents, which can not only further understand children's performance at home, but also find their own shortcomings in education and adjust their educational methods in time.
Early childhood education is a systematic project, which requires the joint efforts of families, kindergartens and society to promote the healthy growth of young children. Establishing a harmonious relationship between preschool teachers and parents through communication is an important foundation for the success of preschool education.
Thirdly, the methods and skills of communication between preschool teachers and parents.
Today, with the emphasis on family education, there are various ways for teachers to carry out parent work, such as parent schools, tutor lectures, parents' open days and so on. However, because educating children is different from other jobs, every child is a unique individual with personality characteristics and differences in development level; In addition, children's family status, parents' educational views and parenting styles are also different. Teachers must treat each child and parents differently and conduct targeted dialogue and communication. Only by making full use of parents' resources to synchronize their homes can children get better development. So, how can kindergarten teachers communicate effectively with their parents?
(1) Communication with new parents
It is often said that children have anxiety about entering the park, but in fact, new parents will also have anxiety about entering the park. Because I want to give my beloved baby to strangers, even my carefully selected kindergartens and teachers will feel uneasy and uncomfortable. They will constantly ask the teacher about their children's situation in kindergarten, observe their various performances, and feel the teacher's care and love for them. At this time, teachers need to pay more understanding and help, guide parents and children to adapt to the new lifestyle slowly, and gradually accept teachers, so that teachers can truly become their assistants in educating their children. Teachers can make use of this good learning opportunity, accumulate parents' working experience through communication, reflection and study, gain professional growth and enhance happiness. So, how do teachers communicate with new parents? Through years of teaching experience, the following are summarized:
First of all, teachers should create a good emotional atmosphere with a warm and friendly attitude.
Just like dealing with strangers, the first contact between teachers and new parents is very important. At this time, if you are warm, friendly, cordial and gentle, you will leave the impression of "getting along well" with your parents. At the same time, they will also speculate on how the teacher will treat the children in the future through the friendly information you send, which will become the emotional basis for teachers and parents to get along and communicate for a long time in the future. So how to create this warm and friendly attitude?
First, teachers should learn to "smile". Smiling is the simplest and most effective way to convey friendly feelings between people. When communicating with parents, a friendly smile and a polite nod can always communicate and understand in a good atmosphere.
Secondly, teachers should learn some simple manners. For example, when talking to your parents, look at each other with your eyes, that is, stand up or let your parents sit down and talk to you; When parents talk to you, you should be polite. You can call your children "grandma" or "grandpa". When welcoming or saying goodbye to children, respond positively to children and parents … and so on.
Third, teachers should learn to observe and take the initiative to give parents some help and care. At present, children's parents are very busy, and grandparents usually pick them up. Teachers can convey their concern to their elders by helping their children put on their coats, tidying up their clothes and trousers, telling them to listen to their grandparents, and writing notices as small notes for their children to take back. Only by establishing such a warm and friendly emotional atmosphere can it help to build understanding and trust between teachers and parents.
2. Teachers should communicate with all kinds of parents in a positive and patient way.
Everyone is a unique individual, and everyone has different ideas. At work, we often meet some difficult parents, who are generally demanding and full of distrust and anxiety about teachers. In fact, these parents often have a certain understanding of early childhood education and high expectations for their children. For example, Jiajia's mother in our class is very careful. Whenever she has a problem, she will call the teacher and talk for at least half an hour. One day, she called again and asked, "How was our lunch in Jia Jia yesterday?" I said, "Not bad, but it seems that she doesn't want to eat eggs, so she pulled them out herself." "Ha ha, I'm just saying, I went home and asked her how she was eating. She said that the teacher had dumped the rice. I just don't believe it, so please ask the teacher. " Hearing this, I thought: this is a test for us! Believe in yourself and pay enough attention to her. In this case, we can find how important it is for teachers to observe children. Only by careful observation in children's daily activities can parents' questions be answered reasonably. Moreover, when answering parents' questions, you can't just say "fine", but you should be able to tell the process of children's performance and your own objective evaluation. This is the information that parents really need. The more parents communicate with their teachers, the more they can temper their patience and sense of responsibility. If we don't treat it as trouble, but as a way to promote our own improvement and continuous growth, it is also a process of experiencing happiness and growth.
Then, teachers should learn to judge problems from multiple angles and reduce misunderstandings about parents. For example, Lele, a new class in our class, participated in the rehearsal of the program, and I asked each of them to bring a paper windmill as a prop. The next day, she didn't bring it. During rehearsal, I dismissed her because she was too slow to listen to music. I was afraid that Lele's mother would misunderstand that she wouldn't let her rehearse because she didn't bring a windmill, so I called Lele's mother and explained the matter. During the telephone conversation, I learned why Lele didn't bring a windmill. It turned out that he went home and said to his father, "The teacher told me to buy a windmill. If I don't buy it, the teacher will hit the doll." Dad didn't believe Lele, so he didn't buy it for her. Among them, Lele told his father that it was true to buy a windmill. She said to her father, "If you don't buy it, the teacher will play with dolls." This is Lele's lie. That father doesn't believe in children and trusts teachers. He doesn't believe that kindergarten teachers will hit children. But on the day when Lele didn't bring a windmill, Lele was torn down. If I didn't communicate with Lele's mother in time, the misunderstanding of my parents would be like this: because Lele didn't bring a windmill, the teacher punished the child in another way, although he didn't hit the child. It can be seen that when encountering doubts, it is not enough to rely only on subjective judgment, but also to learn to analyze the problem from multiple angles, so as to understand the problem and make valuable judgments. In fact, parents, like children, need teachers' attention. Our teacher should learn to communicate with them actively. The content of heart-to-heart talk can include both the performance of children in kindergarten and the interesting things that happened to children in kindergarten, so that everyone can share their relaxation and happiness through heart-to-heart talk.
3. Teachers should build a platform for understanding through "empathy" and experience the happiness of understanding.
Understanding is to use your own experience to feel the idea of the other party's question, and it is also an interpretation. To experience feelings from different angles is to understand differences. Everyone's interpretation of a thing is not necessarily the same, because everyone has different feelings and experiences about it, and understanding is determined by the analysis of things by everyone's brain. Understanding is different from experience, and there are obvious differences between the two words. Understanding refers to the individual's identification with the logic of events, not excluding personal experience, but mainly recognizing the logical relationship of events. From the definition of "understanding", we can see that understanding is both sides, and a platform needs to be built. Only when the two sides stand on the same platform can they understand each other easily. In kindergarten, teachers and parents need a platform for mutual understanding. Its establishment aims at the happy growth of children and requires the efforts and maintenance of both teachers and parents. In the initial stage of communication between teachers and parents, it is particularly important to establish such a harmonious, friendly and mutual understanding platform.
Xixi in our class is in poor health and eats slowly. She is always taken by her grandparents and usually picked up by them, so there are few opportunities to communicate with her parents. Last semester in the small class, Xixi often asked for leave, and next semester in the small class, three of our teachers finally ate a meal by themselves, but at the end of a summer vacation, he stopped eating. Grandparents always lend medicine to the children in the garden, sometimes quietly listen to the teacher's activities in the back window, and sometimes take them away in advance on the pretext of taking them to see a doctor. Because of the doting of grandparents and anxiety about teachers, Xixi's hands-on ability in class is very poor, and his temper is also very big. I think to cultivate children's self-care ability and improve their practical ability, we should first talk to his parents, so that they can have a clear understanding of their children's development in the classroom, and let them encourage their children to do what they can at home, reach an understanding with their grandparents, and let them safely hand over their children to the teachers. After repeated telephone communication, Xixi's parents personally sent their children to kindergarten, and they also took the initiative to communicate with the teacher at any time to understand the situation of their children in the park. Children's health is good, their comprehensive quality is improved, and their illness time is reduced. His grandparents are also very relieved to give their children to the teachers, and rarely come to the kindergarten to "visit" halfway; At the same time, transfer the task to the children's parents as much as possible. Teachers should learn to understand parents' anxiety, help parents analyze and solve problems through "empathy", learn to talk with parents with a "peaceful heart", and do a good job of running-in bond between two generations of parents.
(2) Three effective measures of conversation and communication.
1, exert the charm of language art.
Our class shows that children's communication skills are particularly poor, and they are particularly imitative and aggressive. Conflicts often arise between children and toys. If you don't master the method of friendly communication with others, you will often hurt your peers and yourself. Moreover, the language expression ability is also hungry, and the ability to judge right and wrong is lacking. He says what others say and does what others do. We decided to communicate with his parents. At this time, communication requires teachers to skillfully use language and speak according to parents' mentality, so that parents can understand it easily, and they must not stay at the level of complaining. First of all, we must first promote and then suppress, that is, first affirm the advantages of children, and then point out the shortcomings, so that parents can easily accept them. Secondly, we should avoid the reality, that is, don't cut to the chase at the beginning, and then naturally lead to the theme when parents' emotions tend to calm down. If parents know that their children are in trouble at any time in kindergarten, they will often wait for the teacher's criticism with trepidation. At this time, if the teacher does not exaggerate the child's "mistakes" first, but talks about other topics, parents will reduce their psychological worries. Usually, parents can't help but apologize to the teacher instead of the child. At this time, teachers should analyze and find out the reasons with their parents and actively seek solutions. To downplay children's shortcomings and mistakes, children are children after all, and teachers can't demand children by adult standards. What parents are worried about is not the mistakes made by their children, but the teachers' understanding and attitude towards the mistakes made by their children. Therefore, in front of parents who are already very nervous, the key for teachers is to express a wish, that is, to let parents know that communication is to get parents' support and let the family guide their children to form good behavior habits.
By using this measure to communicate, the mother of Xianxian's child is very willing to cooperate with the teacher to educate the child. Over the past year, fairy children have made great progress in communicating with their peers, and aggressive behavior has decreased significantly.
2. Learn to affirm and appreciate children.
Children's immorality refers to children rubbing their genitals, accompanied by blushing and staring. This phenomenon often appears before or just after falling asleep and lasts for several minutes. Girls sometimes rub their feet up and down, so it is also called emotional crossing. Nail sucking refers to children who like to bite their nails. If parents scold them, they will smoke more frequently. This kind of children don't like to cut their nails, and some even suck their fingers out of shape. At the same time, he suffers from various digestive tract diseases caused by various diseases, which leads to poor physical fitness and emaciated children. The children I have taught have both of these phenomena. For example, Yan Yan and Lily are immoral, so they can't sit there idle. Children in Yue Yue love to suck their fingers, and both thumbs are deformed.
But all three families hid this special situation of their children from their teachers. In view of this situation, on the one hand, we treat this phenomenon of children coldly, on the other hand, we guide children to gradually correct their behavior, on the other hand, we communicate and talk with parents actively, calmly and euphemistically to minimize their pressure and self-confidence. First of all, in front of parents, we should stand on the original basis of children, speak according to their characteristics, convince parents, learn to affirm and appreciate children, and a trivial compliment from the teacher will make parents feel happy until it affects their attitude towards children. This kind of affirmation will make parents face the teacher easily, confidently and happily, and then talk about the problems of their children in an understatement. Parents are willing to take the initiative to mention some shortcomings of their children to the teacher, hoping to get guidance and help from the teacher. This extends the theme of communication and can promote home interaction more effectively.
This is how I deal with the problem of three children, so that parents can understand that the teacher's purpose is to let the children develop good behavior habits and strive for the consistency and continuity of education. Finally, Yan Yan's grandmother said, "Teacher, I'm sorry to say that there are special people watching her at home for fear that she will behave like this. If she can really get rid of this habit, how can you cooperate with us? " Through a semester of family education. We are surprised to find that children obviously forget bad habits when they are in class or playing.
3. Pay attention to multi-angle communication.
Family is the cradle of children's growth, and parents who weave the cradle are creating a good family environment for their children. These can be called individual resources, which play a good educational role in children's future physical and mental development. If some parents can create a relaxed and happy family life environment for their children; Some parents have strong educational awareness; Some parents can take corresponding countermeasures against their children's problems. These are the successful and effective experiences of parents in practice. If these superior resources are transformed into the common resources of other families and kindergartens, we can give full play to the exemplary radiation function of individual resources. Therefore, family communication cannot be limited to one-way communication between teachers and families, but should be multi-angle communication between teachers and parents, teachers and children, parents and parents, parents and children, and children and children.
For example, the Yuyu children I taught before never dared to speak alone in front of the group, but they were particularly naughty. In order to arouse the children's enthusiasm, we invited his mother to come to the garden to give lessons to the children on the parents' open day. We participate, plan and prepare together in selecting teaching materials, determining teaching objectives and designing teaching ideas. During the activity, Yu Yu's child boldly raised his hand for the first time, and he was very happy and confident throughout the activity. After the activity, his mother said, "I didn't expect a class in kindergarten to be so troublesome. The teachers are really hard. I will take part in this activity in the future. My son has made great progress today. " Many parents are eager to see her success: telling stories, solve riddles on the lanterns, playing games. The atmosphere of parents' open day is very active. Parents' different knowledge and professional background can provide rich information sources for kindergartens. Using parents' specialties to carry out activities not only enriches the curriculum content of kindergartens. At the same time, it also provides opportunities for teachers, parents and children to communicate. The participation of parents provides opportunities for children to communicate and stimulates their enthusiasm. It promotes the social development of children.
The key to the art of communication between teachers and parents lies in the establishment of mutual trust, mutual respect and mutual support partnership and intimate feelings between teachers and parents. The establishment of this relationship and affection depends on the attitude and behavior of teachers: caring for children, being responsible for work, and respecting and understanding parents. When parents feel that teachers care for their children and are conscientious about their children's work, they will naturally have a sense of trust, sincerely respect their teachers, and naturally eliminate their psychological distance, so that they are willing to approach teachers and communicate with them, and the relationship between parents and teachers will be very harmonious. In the communication with parents, teachers' educational ideas, parenting methods, knowledge and skills can be improved to varying degrees. Doing a good job of talking with individual parents will benefit teachers a lot.