The Relationship Between Teachers’ Social Affective Competence And 3-6 Year Old Children’s Sociality

Sociality,as an important component of non-intellectual factors,is of great significance for children to develop into an autonomous and responsible member of society in the future.Preschool education is the key period of children’s sociality,which requires us to pay attention to children’s social cultivation.Existing studies have shown that the interaction between teachers and children is affected by the dynamics of teachers’ social emotional ability,and the interaction between teachers and children is closely related to children’s sociality.However,more empirical studies are needed to clarify the relationship and mechanism of these three factors.This leads researchers to ponder: Will teachers’ social emotional ability affect children’s sociality,and can teacher-child interaction play an intermediary role between the two? Based on this,this study constructed a structural model mediated by teacher-child interaction to clarify the relationship among the three.The study conducted a questionnaire survey on 60 teachers and 446 parents from 30 classes in 8 kindergartens in G City and D City,and used CLASS tools to observe and evaluate the teacher-child interaction in one-day activities,so as to obtain the situation of teacher-child interaction.After statistical analysis and discussion,the following conclusions are reached:First,the overall level of teachers’ social emotional ability is well developed,but the imbalance and difference coexist,and there are significant differences in professional titles,teaching years and kindergarten nature.Second,the teacher-child interaction was at a medium level,with significant differences in titles,teaching years and kindergarten nature.Thirdly,the sociality of 3-6 year old children is above the middle level,and the development of all dimensions is more balanced,showing significant differences in the location of kindergartens,the nature of kindergartens,gender,age and family economic and social status.Fourth,teachers’ social emotional ability,teacher-child interaction and3-6 years old children’s sociality are closely related,and there is a significant positive correlation between the two.Fifth,in the structural equation model of mediating effect,both teacher-child interaction and teachers’ social-emotional ability can significantly positively predict the sociality of 3-6 year old children,and teacher-child interaction plays a partial mediating role in the process of teachers’ social-emotional ability.Based on the above conclusions,the researchers put forward the following educational recommendations to promote teachers’ emotional ability,teacher-child interaction and children’s social development: First,attach importance to the development of teachers’ social emotional ability and provide multi-dimensional support.Educational administrative departments use the policy-oriented function to change the concept of teacher professional development;The establishment of teachers’ social emotional ability development organization,research and development of social emotional ability training courses;Pay attention to the situation of different groups of teachers and promote the development of teachers’ social emotional ability.Second,kindergartens pay attention to the social emotional ability of novice teachers and enhance their self-confidence.Create a harmonious and united collective atmosphere,enhance the sense of collective integration,give full play to the power of the collective,improve the working ability of novice teachers.Third,play the role of teacher-child interaction,effectively promote children’s social development.Teachers maintain good social emotional ability,learn the skills of teacher-child interaction,improve the ability of interaction,to provide warm and positive emotional support for children;Equal and democratic class management system and high quality teaching support.