A Study On The Teacher-special Child Interaction In Collective Teaching Activities Of Inclusive Kindergarten

Pre-school inclusive education has gradually become the main way for pre-school special children to receive education.In inclusive kindergartens,the effective teacher-special-child interaction is of great significance to the development of special children,the professionalization of teachers and the improvement of classroom education quality.However,there are only a few studies on the teacher-special-child interaction in integration of the kindergarten.This study builds on the existing research on pre-school inclusive education and teacher-child interaction,taking Chengdu A inclusive kindergarten as an example,adopting observation methods and interview method,from five dimensions of the teacher-special child interaction: the subject,theme,behavior,nature,and result,the current situation of the teacher-special child interaction in the collective teaching activities of kindergarten A is combed.This paper analyzes the problems existing in the teacher-special child interaction,and finds out the influence factors of the teacher-special child interaction among them,and gives out suggestions for improving the quality of teacher-child interaction.Based on the ecosystem theory,this study found that in the collective teaching activities of kindergarten A,the teacher-special child interaction has the advantages of a higher frequency and less negative interaction behaviors in the teacher-special child interaction.But there are also some problems,some of them are in common,including the unequal status of teachers and special children during the interaction;excessive discipline restraint in the interaction;lack of emotional communication in the interaction process;special children being ignored in the interaction;children’s talk and behavior in the interaction is limited.There are some problems that only exist in a certain group of teachers and special children,including teachers(T11、T12)who rarely initiate teaching-related interactions to C1;teachers(T21、T22)misunderstand the real purpose of C2 initiating interactions;C3 initiates very few interactions.Through analysis,the main factors affecting the teacher-child interaction in kindergarten collective teaching activities include the inclusive education literacy of kindergarten teachers,children’s obstacles,the class size of the kindergarten and seating allocation,interactive atmosphere,managers and management models,parents’ concepts,etc.In view of the problems of interaction between teachers and special children in kindergarten collective teaching activities,this research puts forward the following suggestions: 1.Kindergartens should increase training to improve teachers’ integrated education literacy;2.Kindergartens should appropriately control the class size,and rationally arrange the workload of the teachers;3.Teachers should establish a correct view of special children and create an inclusive and interactive atmosphere;5.Teachers should increase the awareness of family cooperation and actively communicate with parents.