The Study of Teacher-child Relationship Competencies of Early Childhood Teachers in Oab-ruk Affiliated Schools (Pseudonym)
DOI:
https://doi.org/10.60027/iarj.2024.277167Keywords:
Competencies of Early Childhood Teachers; , Relationships between Teachers and ChildrenAbstract
Background and Aims: Early childhood educators can cultivate positive relationships with children by valuing and appreciating each child's individual qualities. Children should receive an education that is tailored to their individual needs and abilities, taking into account their humanity in a setting that differs from that of adults. This exploratory research aims to study the competencies of early childhood teachers in the relationship between teachers and children in the Obrak School Group (pseudonyms) in 6 areas: 1) respecting individual differences, 2) accepting commonality, 3) respecting diversity, 4) building psychological attachment and safety, 5) Uses of language and tone reflecting respect, and 6) building trust.
Methodology: The sample group used to collect quantitative data was 103 people and qualitative data was 18 people. Tools used in the research included questionnaires, behavioral observation forms, interviews, and surveys. Data were analyzed using statistics of mean values, percentage values, standard deviation and content analysis.
Results: Early childhood educators are highly competent in their interactions with students. Taking into account all the factors, it was discovered that the use of language and tone of voice that conveys acceptance and respect is highly proficient. has the highest average score, with building trust coming in second. Increasing psychological safety and engagement, appreciating each child's individuality, accepting age, developmental, and ability differences, and valuing diversity within the framework of a multicultural society are all important. Examine the early childhood teachers' trust-related competencies were the ones that caused the most issues in the relationships between teachers and students in the Obrak School Group (pseudonyms). When it comes to teaching kids how to follow routines and activities. Respect for diversity in a multicultural society comes next. Regarding the subject of embracing linguistic, religious, and multicultural diversity.
Conclusion: The results demonstrate how exceptionally skilled early childhood educators are at creating positive interactions, especially when they use language and tone that communicates acceptance and respect—a crucial component in developing trust. To improve teacher-student relationships, it is crucial to address trust-related competencies, with a particular focus on embracing linguistic, religious, and multicultural diversity for inclusive education. Nevertheless, challenges primarily stem from these competencies.
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