Research The Strategies On Teachers’ Emotional Support And Teaching Support In Project Approach

Project approach is the main educational activity in Reggio early childhood education system.However,in project approach,teachers become "participants" from "administrators" in traditional teaching activities.At the same time,they have to change their roles between children’s companions and organizers who care about and support children.Therefore,there are higher requirements for teachers’ support.The value of teacher support mainly focuses on promoting children’s language development,cognitive development,and the development of children’s ability to solve social problems,and the frequency of teacher support is positively correlated with children’s development.Therefore,the empirical research based on project approach is of great significance to obtain better teachers’ emotional support and teaching support strategies.The author’s Shanghai D kindergarten takes Reggio’s project approach as a characteristic course.Under this background,this study takes one semester’s projectbased teaching as the time limit,observes the project approach of a middle class for a total of 8 times,including three stages of planning,implementation and summary,and uses the two dimensions of "emotional support" and "teaching support" in the "classroom interactive evaluation system(CLASS)",combined with the interviews with teachers of different teaching ages,to study teachers’ support strategies in project approach.The research results present the data of eight project approaches,sort out and analyze the characteristics and forms of support strategies used by teachers in the whole project approach,and draw the following conclusions: 1.Teachers use more "emotional support" than "teaching support" in each stage of project approach;2.Teachers and children respect each other,and have positive verbal and physical communication.Teachers often encourage children to improve their participation and persistence;3.Teachers often encourage children to talk and express,and often use open-ended questions to promote children’s analysis and reasoning,and provide opportunities for children to be creative or form their own ideas;4.Teachers plan their own and children’s behavior through language and description,and adopt different "scaffolds" according to children’s proximal development to promote project approach;5.Teachers can pay attention to children’s problems and give them support and help.At the same time,children can freely seek support from teachers and share ideas with teachers;6.Teachers can use flexible plans that follow children’s ideas.There is much room for improvement in the application of support strategies that allow young children to move freely in activities,use a diverse vocabulary,and link knowledge to activities and prior knowledge.