Teacher and Family Cooperation in Fostering Life Skills in Preschool Children

Abstract

This study explores the critical collaboration between families and teachers in fostering life skills among preschool children, highlighting the significance of strong communication and joint efforts in shaping a child's foundational skills for future development. Employing a qualitative descriptive analysis method, the study gathered insights from 16 preschool teachers and 16 parents via semi-structured interviews. Results revealed that frequent and diverse communication via face-to-face meetings, phone conversations, or digital platforms significantly enhances children's life skill acquisition by bridging school and home environments. Parents and teachers emphasized skills like critical thinking, social adaptation, self-care, and creative problem-solving, though some participants limited life skills to daily tasks, indicating a gap in broader conceptual understanding. The study underscores the crucial role of synchronized family involvement in solidifying life skills through both classroom and home practices. Teachers noted that active parental participation improved children's self-confidence, responsibility, and emotional development, while collaborative events reinforced these gains. Recommendations include expanding awareness of life skills education, enhancing communication frameworks, providing resource materials, and implementing professional development programs for teachers. These findings advocate for integrated, culturally responsive approaches to school-family partnerships, emphasizing the shared responsibility of educators and parents in equipping children with holistic developmental skills.