Home-kindergarten co-education represents a vital approach to implementing the "Quality Early Childhood Education" policy; however, its effectiveness is significantly hindered by the predominantly unidirectional nature of communication. This study, conducted at No.1 Kindergarten of Jinshui District, Zhengzhou City, systematically identifies current challenges in home-kindergarten communication—characterized by a dominance of notifications, lack of feedback, superficial content, and limited communication formats—through the administration of 239 questionnaires and in-depth interviews. The causes of these issues are analyzed across four dimensions: conceptual understanding, communication mechanisms, stakeholder capabilities, and needs. Drawing on a six-month pilot intervention, the study proposes strategies to establish a bidirectional collaborative communication system encompassing mechanism development, format innovation, content enrichment, and empowerment of participants. Empirical data indicate that following the pilot, the proportion of parents providing proactive feedback increased from 11% to 48%, while satisfaction with co-education improved from 52% to 89%. This research offers a practical framework for kindergartens to transcend the limitations of unidirectional communication and advance high-quality home-kindergarten co-education.

Liyuan Wu. The Construction and Practice of a Home-School Co-Education Communication Mechanism from the Perspective of “Good Early Childhood Education”. Frontiers in Educational Research (2026), Vol. 9, Issue 4: 92-98. https://doi.org/10.25236/FER.2026.090414.

[1] Ministry of Education of the People's Republic of China. (2012). Guidelines for the Learning and Development of Children Aged 3-6[S]. Beijing: Capital Normal University Press.

[2] Hong, X. M. (2021). Value reconstruction and practical pathways of home-kindergarten co-education under the background of "Quality Early Childhood Education" [J]. Educational Research, (8), 76-84.

[3] Wang, H. Y. (2020). Constructing a two-way empowerment mechanism for home-kindergarten co-education [J]. Studies in Preschool Education, (5), 3-11.

[4] Liu, J. B. (2020). Realistic dilemmas and breakthrough paths in home-kindergarten co-education [J]. Early Childhood Education, (12), 1-5.

[5] Li, M. (2023). Innovative research on home-kindergarten co-education communication models in the context of digital transformation [J]. Studies in Preschool Education, (4), 56-63.

[6] Chen, X. M. (2022). Research on cultivating teachers' communication skills in home-kindergarten co-education [M]. Beijing: Educational Science Publishing House, 145-168.

[7] Zhang, H. (2024). Constructing a home-kindergarten collaborative education mechanism under the "Quality Early Childhood Education" policy [J]. Educational Development Research, (2), 34-41.

[8] Zhengzhou Municipal Education Bureau. (2024). Implementation plan for expanding and upgrading preschool education resources in Zhengzhou City [Z].