Examination of the relation between parent teacher communication, collaboration and children's social skills

The scope of this thesis is to present the relation between family teacher communication/ collaboration and children's social skills. Relational screening model was preffered. Stratified and random sampling methods were used in determining the study group. 350 children between 48-72 months and their families attending the pre-school education institution in Aksaray city center and districts were participated. Family Teacher Communication and Cooperation Scale, Pre-School Social Skills Assessment Scale and Personal Information Form were used as data collection tools. Nonparametric and parametric tests were used in the analysis of the data. As a result of the analysis, it was found that the teacher family communication and cooperation were in high level in total and sub dimensions, the scores of the Family Teacher Communication and Cooperation Scale increased as the teachers' age and professional experience increased. Children's social skill were in high level. Children ages did not have a significant effect on social skills, the girls' total and academic support subscale scores were higher than boys. The academic support skills of the children increased as mother education level was increased. Father education level did not have a significant effect on children's social skills. It has been determined that there is a significant relationship between parent teacher communication and cooperation and children's social skills on the basis of total and sub-dimensions. Lastly, various suggestions for researchers, teachers and parents about the findings were developed by underlining the importance of family teacher cooperation and communication on the development of children's social skills.