| Teacher-child interaction is the external manifestation of teacher-child relationship and an important perspective to examine the quality of teacher-child relationship.High-quality teacher-child interaction can promote children’s development.In the past,most of the research conducted by researchers on the types of teacher-child relationship and the quality of teacher-child interaction was from the top-down perspective of teachers,ignoring the subject experience of children to a certain extent.In recent years,with the rise of "children’s perspective",people pay more and more attention to understanding and analyzing teacher-child interaction from the perspective of children.Children’s ideas and needs are of great significance to improving the quality of teacher-child interaction.Based on the perspective of children,this study takes the teacher-child interaction in the eyes of children as the breakthrough point to analyze the current situation of teacher-child interaction in the eyes of children aged 4-5.This study adopts a qualitative research method.The researchers entered the Class 3 class of L Kindergarten in Xining City,Qinghai Province without any presupposition from September to October 2021,and conducted semi-structured interviews with 20 children in the class.The basic framework of this thesis is formed by sorting,coding and analyzing the collected interview data.First,through coding the interview data,this study found that the teacher-child interaction situation from the perspective of children can be divided into teacher-child interaction initiated by teachers and teacher-child interaction initiated by children according to the initiator of the interaction.Children’s feelings about teacher-child interaction can be divided into positive feelings and negative feelings,and there are many sources of each feeling.Secondly,based on the results and analysis of coding,this study discusses the characteristics and influencing factors of teacher-child interaction from the perspective of 4-5 years old children.It is found that the characteristics of teacher-child interaction situations from the perspective of 4-5 years old children are:teacher-child interaction situations focus on life activities and teaching activities;teachers are dominant in teacher-child interaction;teacher-initiated teacher-child interaction types are more transactional,lack of emotional communication with young children.Teachers’ emotions,time constraints,game types,and teachers’ teaching methods are the main factors that affect 4-5-year-old children’s feelings of teacher-child interaction;children’s interaction experience and teachers’ educational outlook are the main factors affecting whether children start teacher-child interaction.Finally,this study draws the following conclusions after analysis: positive teacher-child interaction is what children expect;teachers’ negative emotions are the direct source of children’s negative feelings;teachers’ professional quality is an important factor in teacher-child interaction;children’s interaction experience is an important basis for children to start teacher-child interaction.In view of the characteristics and influencing factors of teacher-child interaction in the eyes of children,this study puts forward the following suggestions for improving the quality of teacher-child interaction from the perspective of preschool teachers: attach importance to emotional communication and provide children emotional support in the interaction;improve teachers’ emotional labor ability and improve teachers’ emotional expression;establish three scientific views and respect the dominant position of children in interaction;optimize the psychological environment,so that children are willing to actively interact with teachers.It is hoped that the research content of this study will enable preschool teachers working in the front line to effectively improve the quality of teacher-child interaction with children on the basis of paying attention to children’s perspectives. |
