The Influence Of The Quality Of Teacher-child Interaction On The Sociality Of Children From Different Socioeconomic Status

In the process of children's development,they gradually formed the social characteristics that are compatible with social norms.The dimensions of existing social assessment approaches for young children are different and systematic,lacking of theoretical basis,and most of them are evaluated by likert scale.Evaluators can understand children's social level according to norms,but cannot understand its dynamic development trend.At the same time,there have been studies to prove the social development differences of children from different family socioeconomic status.The close or conflict between teachers and children also has positive or negative effects on children's social development.However,there are few studies on the quality of the malleable dynamic process of the teacher-child relationship,that is,the quality of teacher-child interaction and the social relationship between children.It is not known whether the quality of teacher-child interaction has different influences on the sociality of children with different family socioeconomic status.Therefore,in this study,the children's sociality scale(CSS)with behavioral standards as the reference was compiled by ourselves to carry out the investigation on the children's sociality of 3-6 years old children,and observed the class of middle class children and teachers,to explore the influence of the quality of teacher-child interaction on the children's sociality of different family socioeconomic status.Based on the comprehensive research I and ii,the conclusions are as follows:1.The Children's Sociality Scale is applicable to children aged 3-6 years,and is evaluated by parents.The items of the scale have reached the ideal level of average discrimination,internal consistency reliability,retest reliability,criterion correlation validity and structure validity.2.The Children's Sociality Scale takes the behavioral standards shown by different options as the reference,and the differences of all ages and before and after test are significant,which can well reflect the development trend of infant sociality with age.3.Unbalanced characteristics of teacher-child interaction in different activities of kindergartens.The interaction between teachers and children is the most frequent in collective teaching activities.In life activities,the negative interaction between teachers and children is the most frequent.4.The quality of teacher-child interaction has different influences on the sociality of children from different family socioeconomic status.Children with high socioeconomic status are less affected by the quality of teacher-child interaction.Children with low socioeconomic status are greatly influenced by the quality of teacherchild interaction.The social total score of low family socioeconomic children's interaction quality in normal universities is significantly higher than that in low family socioeconomic children's interaction quality.The social development of children with low social and economic status in normal universities is close to that of children with high social and economic status.It shows that the quality of interaction between teachers and children compensates for the social development of children with low social and economic status...