A STUDY ON PRESCHOOL TEACHERS’ COMMUNICATION WITH PARENTS OF CHILDREN IN THE CONTEXT OF EARLY CHILDHOOD EDUCATION IN HO CHI MINH CITY

In the context of educational reform and increasing demands for quality in preschool education, preschool teachers’ communication skills with parents play a pivotal role in fostering effective home school collaboration. This study surveys the current status of preschool teachers’ communication skills with parents in Ho Chi Minh City, Vietnam. Data was collected from 120 teachers and 60 parents in both public and private preschools through questionnaires, in-depth interviews, observations, and descriptive statistical analysis. The findings show that while most teachers recognize the importance of parent–teacher communication, their practical skills remain limited in areas such as active listening, flexible interaction, and managing sensitive situations. Key challenges include heavy workloads, time constraints, differing perspectives between teachers and parents, and insufficient professional training in pedagogical communication. Based on these findings, the study proposes several directions and measures to strengthen preschool teachers’ communication competence with parents in Ho Chi Minh City.