Abstract

This qualitative study aimed to enhance our comprehension of how first-grade teachers communicated and collaborated with the parents of their pupils during the COVID-19 pandemic. Participants’ experiences of teacher-parent communication were gathered using semi-structured in-depth non-directive interviews, which yielded three patterns: pressure; positive, enjoyable communication; and communication difficulties. Recognizing the significance of maintaining ongoing communication with parents, especially for young children, teachers remained committed and attentive, taking the initiative to establish platforms that facilitated communication. The study acknowledges its limitations and suggests future research opportunities to further deepen our understanding of the two-way dialogue between teachers and parents of first graders, who often bear significant concerns as their children enter the education system.

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