Teacher-child Interaction Of Role Play In Four-five Years Old Children

In recent years,domestic and foreign scholars take early childhood education research very seriously,teacher—child interaction has become one of the important aspects of early child education research and the interaction between teachers and children would bring about a great advance in children’s social development,children’s cognitive development and language development.The role play as the main gaming mode of early childhood plays an important role in the development of children’s social cognitive development and language development which can not be ignored,and four-five years old children is the peak period of the role play,also the best stage of the role game.In the role game,good teacher-child interaction not only can improve the level of role play,to meet the needs of children in all aspects of physical and mental development,but also provide some help to the kindergarten teachers with professional development.Therefore,to understand the status quo of role play in a public kindergarten in Baoding,analyzes the problems and explore the causes of the problems,and puts forward feasible opinions and suggestions.This paper will be associate the role play in four-five years old with the interaction between teachers and children,mainly apply the observation,and combines the interview method and the case study,the author carries out statistics and analysis on the present situation of the interaction between teachers and children in a public kindergarten in Baoding.Based on the present situation,the author comes forward some problems,namely,teachers are still in the dominant position in the process of interaction between teachers and children,the emphasis of themes is imbalance whether teacher opens the interaction or early child.Finally propose some suggestions on the basis of the reality of the problem and the practice situation in the kindergarten.