The Relationship of Parents’ and Teachers’ Perceptions of Students’ Social-Emotional Development with Their Chinese Language Learning Achievement in Nursery 2 at a Trilingual International School in Bangkok
Keywords:
Social-Emotional Development, Parents’ Perception, Teachers’ Perception, Chinese language Learning Achievement, Early Childhood Education, Trilingual International SchoolAbstract
The purpose of this research were to examine the level of parents’ and teachers’ perceptions of students’ social-emotional development, and the relationship of the students’ social-emotional development with their Chinese language learning achievement of Nursery 2 (N2) at a trilingual international school in Bangkok. In this research, 81 parents and 28 teachers of 81 N2 students enrolled in the 2017-2018 school year in this school participated. This research followed a quantitative research methodology employing the questionnaires of parents’ and teachers’ perceptions of students’ social-emotional development, and the N2 Term 3 Chinese language summative assessment of the 2017-2018 school year to determine the level of students’ Chinese language learning achievement. There were four main elements included in this research: the level of parents’ and teachers’ perceptions of students’ social-emotional development, the level of Chinese language learning achievement, and the relationship between students’ social-emotional development and their Chinese language learning achievement. In this research, the students’ social-emotional development focused on three areas: paying attention-following direction, self-regulation, communication and interaction. Chinese language learning achievement focused on listening, speaking, communicating, also reading and tracing Chinese characters. There were four main findings: 1) the parents’ perception of students’ social-emotional development was on schedule; 2) the teachers’ perception of students’ social-emotional development was on schedule; 3) the students’ Chinese language learning achievement was exceeding the expectation; 4) there was a significant relationship of the parents’ and teachers’ perceptions of the students’ social-emotional development with their Chinese language learning achievement in N2 level at a trilingual international school in Bangkok.
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