Tripartite interaction among teachers, parents and young children in Chinese parent-child program.

ABSTRACT:

Introduction

Tripartite interaction among teachers, parents, and young children is a cornerstone of early childhood education, especially in China's parent-child programs designed to support children's development and enhance parental engagement. Despite their intentions, these interactions often follow rigid patterns, limit children's agency, and involve minimal communication between adults. This research investigates the dynamics and challenges of such tripartite interactions within Chinese preschools.

Methods

A qualitative approach was adopted using purposive sampling in two preschools in Nanjing, China. Participants included 29 children (Mage = 30 months), their parents, and four teachers, engaged in 28 structured parent-child activities. Data collection comprised 1,130

SUBMITTER: Kang J 

PROVIDER: S-EPMC12402806 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature