A Case Study On Teacher-child Interaction In Curriculum For Early Education Of Children 0?3 Years Old

Chinese early education is growing rapidly and in great demand.However,the early education market is in chaos and the quality of teaching is uneven.In this paper,a combination of quantitative and qualitative research methods is used to select a Chinese leading institution for early education as an individual case,and the internationally recognized classroom interaction evaluation tool "CLASS" is adopted to evaluate and analyze the teacher-child interaction situation in the curriculum,thereby exploring the curriculum quality and growth space of advanced Chinese institutions for early education.The study finds that:In the CLASS scoring of this institution for early education,the indicators for emotional support are above the average level,mainly reflected in friendly emotional atmosphere,positive emotional connection,individual coaching,and close attention to joint development of all children.The indicators for class organization are at the average level,mainly reflected in elaborate and reasonable educational and learning arrangements,inconsistency in behavior management between rules and expectations,weak productive subjectivity and blindly following the teaching arrangement.The indicators for education supporting are below the average level,mainly reflected in cognitive development:lack of more opportunities and relationships;feedback quality:solidified and single information and feedback loop;language instruction:relatively less advanced vocabulary and parallel-type description.Based on the evaluation results,the author puts forward the improvement suggestions for existing problems.