A Study Of The Relationship Between Teacher Expectations, Self-control Ability And Peer Communication Ability Perceived By Young Children

In the kindergarten environment, the children's life scope is enlarged, which causes the frequent teacher-child interaction and peer interaction increasing. The studies have shown that teachers' attitudes and expectations have great influence on the development of children, and teachers' expectations are closely related to the self control ability and peer interaction. National policies have positive attention to teachers' expectations, children's self control and peer interaction. In recent years, children perceived expectations of teachers as a component of teacher expectations has aroused the interest of scholars. The level of children perceived teachers' expectations plays an important role in the process of teacher expectations which has an impact on children.On the basis of previous studies, this study discusses the relationship among Children perceived teachers' expectations, self-control ability and peer interaction ability.In this study, a total of 375 children in the large, medium and small classes participates the survey. Researcher makes dialogue with every child to complete the measurement of children's perception of teachers' expectation. And the measurement of children's self control ability and the ability to associate with partners are completed by the teachers using teacher rating scale. Analyzing the characteristics of the development, the relationships, the mediating effect among the three parts, the author draws the following conclusions:1, the development of children's perception of teachers'expectation has significant differences in gender and age:the level of girls'perception of teachers'expectation is higher than boys; Children's perception of teachers'expectation decreases as they grow, which shows the highest score in small classes, the lowest score in large classes, small classes and medium classes perceived teacher expectations develop rapidly,while medium classes and large classes perceived teachers' expectations develop more slowly and tends to be stable. In the four dimensions (attitude feedback, strength of evaluation, support guidance and opportunity privilege) of children's perception of teachers' expectation, the strength of evaluation develops well, while the attitude feedback develops slowly.The development of children's self-control ability shows significant difference between gender and age:the development of girl's self-control ability is higher than the boy's; ability of children's self control increases as they grow. There are very significant differences in small and middle shift, middle and large shift. The differences between middle and large shift is greater than differences between small and middle shift. In other words, the period of middle classes to large classes is children's self control rapid period of development.The development of peers Interaction ability also exist significant differences in gender and age:girl's peer interaction ability is higher than the boys'; Children's peer interaction ability increase with the development of the age. The significant difference between the ages mainly reflect in the small and middle shift. In four dimensions, there are significant differences of social initiative, social disorder and pro social behavior between small and middle shift; Between the middle and top class showing significant differences are the social barriers and pro social behavior; Significant differences of social disorder are showed between the small and large classes.2, Research shows there is a very significant positive correlation between the children's perception of teachers' expectation and self control ability. The relationship between attitude feedback and self control ability scores, consciousness, insist, perseverance, self delay satisfaction shows a significant positive correlation. There is a significant positive correlation between Intensive evaluation and total score of self-control ability, possessiveness, self-delay satisfaction. And there is a significant correlation between the support guidance and possessiveness.From the correlation analysis, we can conclude that the relationship between children's peer interaction ability and the self-control ability shows a very significant positive correlation.The relationship between children's peer communication ability and children's perception of teachers' expectation in large stage shows significant positive correlation. 3, By stepwise regression analysis, in the large stage, children's self control ability is a partial mediator variable which is the young children's perception of teacher expectation influencing the peer interaction skills.