This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: N = 141; girls: N = 98; mean (SD) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.

中文翻译：

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父母自我效能感介导的日常家教沟通、儿童问题行为与亲子关系之间的关联

本研究调查了托儿所家长和老师之间的日常交流在提高父母自我效能感方面的作用，这反过来又减少了孩子的问题行为并改善了亲子关系。数据来自日本儿童面板调查-学前调查的 239 名正规托儿机构的儿童（男孩：N = 141;女孩：N = 98;平均 （SD） 年龄 = 4.95 （0.99） 岁）。结果显示，家长与老师的日常沟通与家长自我效能感呈正相关，而家长自我效能感与儿童的问题行为和冲突的亲子关系呈负相关。中介分析显示，父母自我效能感在亲师沟通与儿童结局和亲子关系之间的关联中起中介作用。此外，家长-教师沟通与家长自我效能感之间的关联受到社会经济地位 （SES） 的调节，这表明与低 SES 父母相比，高 SES 父母从日常家长-教师沟通中受益更多。孩子在托儿中心的日常经历与父母的自我效能或任何其他结果无关。这些发现表明，托儿所家长和老师之间的日常沟通在支持父母方面发挥着不可或缺的作用，最终导致积极的儿童发展和家庭幸福。