Introduction: Living as a Teacher of Generation Alpha!

Chapter 1.
Meet the teachers and parents

1.
The perspectives of parents and teachers of infants and toddlers
What is my image of my parents as a teacher? My family of origin, a complex emotional condensation!
The teacher's perspective when I was a parent
When looking at parents through the eyes of a teacher: The most burdensome name, parents
How can you do this as a parent?
Questioning the motives behind parenthood
Parents' Gate for Good Parents

2.
Attributes and characteristics of parents of infants and toddlers
Parents' Roles at Each Developmental Stage
│Infancy
│Infancy
│Childhood
│Adolescence
Parents' ages have diversified: from single mothers to older mothers and families with four children.
Parents and teachers of infants and toddlers: similar appearances, different roles
Causes of Conflict Between Parents and Teachers of Young Children
What Tests Do Parents of Young Children Want vs. What Do They Want?
Tests parents should undergo
│Overall Developmental Test
│Infant Temperament Test
Language development test
Intelligence Test for Infants and Children
│Autism Spectrum Disorder and ADHD Scale Tests
│Parent-Child Relationship Test
Parenting Efficacy Test

3.
Reading the Desires of Parents of Young Children
Psychology and needs of parents of infants and toddlers
Negative emotional experiences of parents of young children vs.
Positive request topic

Chapter 2.
Infant and Toddler Parent Needs and Counseling Basics

1.
Parents, even if the child is young, parents, even if the child is clumsy
Parents of Young Children, Who on Earth Are They?
Teachers' Experience of Parental Emotional Labor

2.
Key Needs of Parents of Young Children
Problems faced by parents of young children
What Parents of Young Children Think Is the Ideal Counseling Method and Why?
The experiences and realities of early childhood teachers based on the primary needs of parents of young children

3.
Key Counseling Materials for Teachers in Counseling Parents of Young Children
│Observation Record
Behavioral Development Checklist
│Parent questionnaire for counseling
│Artworks by infants and toddlers
│Video and photo materials
│Infant and Toddler Life Record Book
│Various inspection data
Difficulties Teachers Experience When Counseling Parents of Young Children: Key Coping Strategies
Main flow of counseling services for parents of infants and toddlers

Chapter 3.
Early Childhood Teacher-Parent Relationships

1.
Early Childhood Teacher-Parent Roles
Roles and attitudes of parents of infants and toddlers
Roles and Qualifications of Early Childhood Teachers
Parent-Teacher Communication with Infants and Toddlers

2.
Collaborative relationship between early childhood educators and parents
Types of Early Childhood Teacher-Parent Partnerships
Early Childhood Teacher-Parent Partnership Scale

Chapter 4.
Counseling and problem-solving for parents of infants and toddlers

1.
Parent Counseling
Counseling for parents of infants and toddlers
Counseling methods for parents of infants and toddlers
│Phone consultation
│Internet and SNS consultation
│Face-to-face consultation

2.
Counseling skills of early childhood teachers
Parent Counseling Competencies Required for Early Childhood Teachers
Strategies for Effective Counseling with Parents of Young Children
│Information seeking and pre-practice strategies
│Strategies for Building a Positive Counseling Atmosphere
│Professional understanding of children and strategies for teachers to develop a positive perspective
Careful language choice and conversational skills strategies

3.
Counseling course for parents of infants and toddlers

4.
Counseling skills for parents of infants and toddlers
Core skills for counseling parents of infants and toddlers
│Active listening
│Questions and Rephrasing
Managing uncomfortable or painful emotions
│Encouragement
Feedback
│Silence
│Interpret
│Support and Suggest

5.
Guidelines to Use in Crisis Situations

Americas
References

Parent Counseling Skills for Early Childhood Teachers

The area that childcare workers find particularly difficult is not the children's overflowing energy or behavioral problems, but rather counseling with parents.
There are many issues that need to be resolved before meeting parents, such as KakaoTalk messages that come out of nowhere, phone calls that ring constantly, and unannounced visits.
Additionally, with the development of the Internet and the establishment of websites in most childcare facilities, the number of complaints has increased, which is also a challenge.

Regular parent-teacher conferences are never easy.
I have to spend all day meeting and explaining to a large number of sensitive parents, explaining to them the characteristics of their children that I cannot see at home, and sometimes even trying to persuade them.
There are also frequent misunderstandings.
The time spent enduring the compressed tension with parents in a set time and space feels more like an evaluation than a consultation.

Parents of young children are not the only ones who need to meet.
In addition to grandparents, great-grandparents sometimes come to visit, and communication difficulties are added when meeting parents from multicultural families.
Especially when counseling elderly grandparents or parents who have communication difficulties, it can sometimes be frustrating or difficult to correct misunderstandings.
On days like that, my relationship with the director is not easy either.

Caring for children is never easy, but it's a life-changing business, and although I started this job because I loved caring, there are many unexpected challenges, and it's easy to get exhausted from handling tasks outside of my primary job.
These days, with children being more precious and parents' interest growing, and with the number of inquiries for counseling increasing, parent counseling skills are a topic that is urgently needed by childcare teachers.
This book interviews 35 childcare teachers, listening to their concerns and hardships, and examining what is needed and urgent.

The structure of this book is as follows.
Chapter 1 describes parents from a teacher's perspective and covers the attributes and characteristics of parents of infants and toddlers.
Furthermore, the desires and emotional experiences of parents of infants and toddlers were also addressed.
Chapter 2 examines the psychology and needs of parents of infants and toddlers and examines the counseling situations of infant and toddler teachers.
The basic materials for parent counseling for infants and toddlers used in this process, the main coping methods of teachers, and the main flow of parent counseling services for infants and toddlers were also presented.
Chapter 3 describes the roles of teachers and parents and the partnership for a collaborative relationship, and presents a scale for the partnership between early childhood teachers and parents.
Finally, Chapter 4 examines the counseling methods and counseling competencies of teachers required for the counseling process for infants and toddlers, and presents the counseling process and techniques for parents of infants and toddlers.

Through this book, early childhood educators will be able to acquire parent counseling skills.
I also hope that parents will read this book, understand childcare teachers, and work together to help their children.