The relationship between parent-teacher collaboration and the social-emotional development of young children in Physical Education rehabilitation: a systematic review
DOI:
https://doi.org/10.47197/retos.v69.116713Keywords:
Early childhood, social-emotional competence, parent-teachers relation-ship, a systematic reviewAbstract
Introduction: Early childhood (0-6 years) is a foundational period for acquiring social-emotional competence. This systematic review synthesized findings from 15 peer-reviewed studies drawn from ERIC, PsycINFO, Scopus, Web of Science, and Google Scholar to examine how the quality of the parent-teacher relationship influences young children’s social-emotional development.
Objectives: Study aims to find out diverse cultural and programmatic contexts, consistent evidence indicated that stronger, more collaborative relationships between parents and teachers are associated with higher levels of children’s social-emotional competence.
Methodology: To ensure everything was clear and reproducible, the research followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.
Discussion: Systematic reviews provide useful data, but they also have some drawbacks. One significant challenge is that most of the available studies come with differences in their methods and how useful they are for the current question.
Conclusion: healthy parent-teacher relationships are a critical factor in young children’s social-emotional development. By integrating evidence across home and school contexts, this study shows that fostering strong, collaborative parent-teacher partnerships can yield practical benefits for children, while also charting a course for research to optimize these relational processes.
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