Teacher-child Interaction Research From The Perspective Of Children Aged 5-6

Children's perspective is based on their own cognitive level of understanding of the objective things.On the premise of fully respecting the subject of children's rights,the research on children's perspective is a process of bottom-up research in the way of children.In previous studies,children often exist as research objects.With the change of researchers' views on children in recent years,"children's perspective" has become a new research orientation with children as the main body.At the same time,the interaction between teachers and children,as an important indicator of kindergarten education quality,also needs a bottom-up perspective of children.The purpose of this study is to understand children's emotional experience and preferences about teacher-child interaction,as well as their views and attitudes towards teacher-child interaction through the investigation of teacher-child interaction in children's eyes,so as to better improve the quality of teacher-child interaction in kindergartens.In this study,27 children in the large class of D kindergarten in Changchun City were selected for research.First,children were guided to draw "the story of me and the teacher" and invited to tell their own painting.Then,according to the key information presented in the painting,an interview outline was prepared and a semi-structured interview was conducted for children.All the research materials are based on grounded theory,without pre-set collection,coding and analysis.Since this research draws on the research ideas of the rooted theory,all the theories formed after the research are derived from the basic data collected during the research process,so the collation of data and analysis of results are the core part of this research,mainly concentrated in the following Aspects: First,it analyzes the types ofteacher-child interaction from the perspective of children through children's paintings;secondly,children's descriptions of teacher-child interactions;and finally,children's experience and views of teacher-child interactions.Based on the analysis of the data,the discussion section summarizes the three main characteristics of the lack of emotional communication between teachers and children,teacher-led,and the existence of a large number of teachers' language control in the process of teacher-child interaction from the perspective of children;and the impact is analyzed from the analysis Several main factors of teacher-child interaction from the perspective of children: teacher-child relationship,children's needs,children's "imaginative rehearsal",children's gender impression and "customer-self" image.According to the results of the analysis and discussion,some suggestions are put forward for preschool teachers from the aspects of improving the relationship between teachers and children,meeting children's needs,making rational use of children's "imaginative rehearsal" and guiding children to establish correct gender impression and "objective image".I hope that through my research,the kindergarten teachers who work in the front line can improve the quality of interaction between teachers and children on the basis of attaching importance to children's perspective.