| In kindergartens, the interactions between teachers and children which runs through children's daily life is the core interpersonal interaction. Teacher-child interaction become one of the study topics in preschool-education only from 1980s. To date, little is known about how teachers interact with social withdrawal children. Social withdrawal means solitude behavior, which includes auto-play and idle behavior. These behaviors are beyond time and circumstance. The study on social withdrawal increased from 1980s. However, the research at hand want study on teachers. The interaction between child and teacher is desiderated.On the base of the latest development of social withdrawal, 448 cases of Teacher-child interactions were analyzed, and the themes, frequencies, the nature and consequences of interaction were quantitified. The characteristics the child social withdrawal are summarized as follows: 1, the terchers'concern about children follows the trend of bipolarization; 2, teachers are dominant in their interactions with children of withdrawal; 3, children of withdrawal are lack of their subject identity in the interactions; 4, half percent of children of withdrawal refuse the enlightens by their teachers; 5, the models of interactions between teachers and children of withdrawal are monotonous; 6, teachers have negative emotional attitudes to the interactions. In order to have an deep understanding of the above characteristics, the attributive analysis are made from the traditional culture, teaching concepts, the feature of children of withdrawal and children'family. At last, there are 4 suggestions indicating to promote the quality of the interactions. 1, to cultivate the positive value of children; 2, to establish the new teacher-child relationship of democracy, equality, respect for teachers and love for children, and mental compatibity; 3, to improve teachers'capability of observation of children, understanding and retrospectivity; 4, to... |
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