A Comparative Study On The Responding Strategies Of Novices And Proficient Teachers In Kindergartens To Crying Behaviors In Small Classes

Crying behavior is an explicit behavior of young children’s emotional expression,and it is also a common behavior in small children’s daily life.Guiding small children to express their emotions reasonably can not only make the children develop physically and mentally,but also smoothly adapt to the school and promote their interpersonal communication and social adaptability.And how to respond to children’s crying is an education problem that every teacher will face.Therefore,this study will focus on exploring the similarities and differences in the response strategies to crying behaviors of small class children at different stages of professional development,and the influencing factors behind them.Based on this,combining relevant theories,try to put forward effective suggestions.With a view to providing teachers with different professional development stages to better respond to small class children crying to provide inspiration and reflection.In this study,three novice teachers and three skilled teachers in a small class in a kindergarten in C City,Sichuan Province,and their children in their class were selected as the research objects.The author mainly uses observation methods in the natural context from five aspects of teachers’ response goals,types of response strategies,response emotions,response actions,and response results.The novice and proficient teacher’s response strategies to crying behaviors of small children in small classes are carried out in the overall situation and different response background Comparative research,combined with interview data,found the commonality,personality andinfluencing factors of the two in response strategies.The common characteristics of novice and experienced teachers’ response strategies to crying behaviors of small class children are:(1)the purpose of the response is clear,and attention is paid to the children’s emotions in the garden;(2)the types of response strategies mostly adopt diversion attention,and different types of strategies match each other;(3)The response emotions are mainly positive;(4)the positive action is used to assist the response;(5)the response results are mostly successful.The differences between the novice and experienced teachers’ response strategies to crying behaviors of small class children are:(1)Novice teachers ignore many phenomena in the implementation of response strategies,and experienced teachers prefer to use emotional buffering and cold processing strategies with flexible and natural processes and more detailed processing.situation.(2)Responsively,novice teachers respond better to their emotional state in daily life activities,but overall the responding emotions are susceptible to environmental influences,while experienced teachers have more emotional control.(3)In response to actions,novice teachers are more likely to ignore the use of actions,and novice teachers are sure to recognize the effectiveness of negative actions.(4)In response results,novice teachers mostly reflect on the causes of failure from their own,while experienced teachers mostly attribute the failure results to home education.(5)Compared with novice teachers,experienced teachers focus more on the response behavior itself.The factors that influence teachers’ response strategies to crying behaviors of small class children are mainly explored from the inside and outside of the responding subject.The factors within the subject include the teacher’s educational experience and educational tact,the emotional state of the teacher,the professional knowledge possessed by the teacher,and the teacher.The relationship with parents and the personality characteristics of young children,the factors outside the subject are the influence of colleagues,parent education concepts and kindergarten-related work.On this basis,the author attempts to make relevant suggestions:(1)optimize teacher response strategies and improve teacher response levels;(2)improve teachers’ emotional management capabilities and lead by example to ensure fair responses;(3)strengthen teachers’ reflective ability and promote education wit(4)The homeland values children’s emotions and works together to solve problems.