Study On The Interaction Between Teachers And Children In The Picture Book Reading Activity In Private Kindergartens

The quality of teacher-child interaction is an important symbol to measure the quality of kindergarten education and teaching.Children and teachers in each exchange and interaction,are constantly building and developing themselves;Teachers also perform the duty of educators in the interaction with children and constantly improve and perfect their own educational ideas.The purpose of this study is to investigate the current situation of teacher-child interaction in picture book reading activities in private kindergartens,summarize its characteristics and influencing factors,and put forward educational suggestions,so as to provide support for improving teacher-child interaction quality in picture book reading activities and improving education quality in private kindergartens.This study selected two private kindergartens in Luzhai County,Guangxi,randomly selected one class in each of small,medium and large classes,and took the interaction between 6teachers and children in 6 classes as the research object.Based on the three first-level dimensions and 10 second-level dimensions provided by the CLASS evaluation system,the evaluation and observation were made by combining the CLASS observation scorecard.In this study,descriptive statistics,correlation analysis and other methods were used to investigate the overall status analysis of teacher-child interaction in private kindergartens’ picture book reading activities and the relationship between various dimensions.One-way ANOVA was used to analyze the differences of teacher-child interaction in picture book reading activities of different age classes in private kindergartens.From a new perspective,this paper analyzes and explores the characteristics and influencing factors of teacher-child interaction in the reading activity of picture books in private kindergartens,and puts forward corresponding educational suggestions.According to the analysis of the research results,the teacher-child interaction in the picture book reading activity of private kindergartens presents the following characteristics: 1.The teacher-child interaction presents a positive atmosphere(PC);2.Teachers’ sensitivity(TS)is weak in teacher-child interaction and lack of awareness of individual differences;3.Imbalanced teacher-child interaction: teachers are highly dominant and do not pay attention to children’s autonomy;4.The "predictability" of the organization of teachers’ activities is insufficient,and the teaching guidance form needs to be improved;5.Lack of exploration of children’s advanced thinking and creativity in teacher-child interaction;6.Teachers provide insufficient "scaffolding" and thinking direction,and ignore the quality of feedback;7.Lack of teacher language demonstration(LM)in teacher-child interaction;The researchers analyzed the factors affecting teacher-child interaction in private kindergartens’ picture book reading activity from both objective and subjective aspects.The objective factors mainly consider four aspects: the commonness and universality of the development of private kindergartens,the kindergarten and family environment,the proportion of teachers and children in class,and the education concept of kindergartens.Subjective factors are mainly teachers and children.Teachers consider teachers’ professional quality and personality characteristics,while children consider children’s personality characteristics and early experience.Based on the research results,the following suggestions are put forward: 1.Create a positive reading atmosphere and build a harmonious teacher-child relationship;2.2.Pay attention to individualized guidance and expand the interaction channels between teachers and children;3.Enhance the professional identity of private kindergarten teachers and enhance job satisfaction;4.Pay attention to the professional ability development of teachers in private kindergartens and strengthen on-the-job training;5.Make full use of family resources and build a "home-based cooperation" model.