幼兒階段的家校合作：家長及教師的發展需要

「家長參與幼兒教育」對於幼兒學習極其重要，然而它卻往往受制於家長及教師溝通和合作的意願和能力。本文指出，若要加強家長參與子女的教育，應該考慮家長和教師的發展階段和需要。從社會心理學及自我效能感理論去分析，幼兒機構的領導者應視自己為家校活動的策劃者，活動的目的在於促進家長間及家長與教師間的互動，以便提供機會讓他 / 她們去彼此學習、回饋、及塑造行為。在設計活動時，應考慮不同背景家長和教師的需要，及如何提昇「家長效能感」和「教師的家長工作效能感」。
Parent involvement in early childhood education is critical to children’s learning, and yet it is often hindered by the reluctance and the incompetence of parents and teachers in communication and cooperation. To enhance the parent involvement in children’s education, it is argued that the development stages and the training needs of the parents and teachers concerned should be taken into account. Based on the theories of social psychology and the theory of self efficacy, the leaders of the early childhood organizations should see themselves as designers of home-school programmes. The Programmes should aim at facilitating the interactions among parents and between parents and teachers, so as to provide opportunities for learning, behavior shaping and positive feedback. In designing the activities, due consideration should be given to the diverse needs of parents and teachers and the enhancement of parent efficacy and teacher efficacy in working with parents. Copyright © 2004 The Hong Kong Institute of Education.