Effect On The Quality Of Teacher-Children Interaction For Children's Approaches To Learning And Its Education Promoting

Approaches to learning is an important area to school readiness for children.It had an important effect on children in the present and the future study,mainly including problem solving flexibility,ability,motivation,attention or perseverance,learning attitude,and sociality.The development of approaches to learning determines current and future outcome of learning and development and plays an irreplaceable role in to preschool children.The studies of Bell(2013)and Chen Jie qi(2007)showed that the Approaches to learning in early childhood developed at full speed and continuously improved with age.As one of the important core factors affecting the approaches to learning,the quality of teacher-children interaction has a long-term impact on the Approaches to learning.Howes et al.(Howes et al.,2008;Ladd,Birch,& Buhs,2003;Pianta,Steinberg,& Rollins,1995)found that the positive teacher-children interaction was more likely to prompt children to actively participate in learning activities and complete more advanced learning tasks.Children with less teacher-children interaction rarely participated in learning activities.Birch & Ladd(1997)found that the conflict between preschool children and teachers can reverse predict the active and cooperative of approaches to learning.Ximena Domínguez(2011)found that if teachers can provide a one-year emotional supporting environment at the beginning of the year when children were assessed the problems in the teacher-children interaction or participate in activities,the behavioral problems and the negative impact to approaches to learning of children will be reduced.Therefore,this study will promote the development of Approaches to learning for preschool children,the teacher's professional level,and the quality of preschool education through improving the development of approaches to learning in a positive teacher-children interaction.In order to investigate the impact of the quality of teacher-children interaction on the approaches to learning,we selected 36 teachers and 388 children as subjects from 3 private kindergartens in Changhun,used the CLASS to assess the quality of teacher-children interaction,adopted“the evaluation of preschool children learning ”and “the Observation for Approaches to learning of preschool children ”to measure the approaches to learning.We also used educational experiment to improve the quality of teacher-children interaction,and to explore its influence on approaches to learning development.Through the statistical analysis of the data,we found:The status for the quality of teacher-children interaction:1.The quality of teacher-children interaction in kindergarten from Changchun city was above the intermediate level.The highest score was the emotional support area,the middle score was the class organization,and the teaching support field of the teacher-children interaction has the lowest score.2.There were significant differences between the four kinds of activities which included regular activities,group activities,meal time,and group activities in the quality of teacher-children interaction.In emotional support,there had significant differences between collective activities,routine activities,meal time;in classroom organization,there had significant differences between the collective activities,routine activities,meal time difference,and routine activities between meal time;in teaching support,there were significant differences between regular activities,group activities,and meal time.3.There were significant differences between science,art and other content which was mainly reflected in the field of teaching support.4.The quality of teacher-children interaction in the top class of kindergarten was significantly higher than that of primary and middle class.In emotional support,there was a significant difference between the middle class and the top class;in classroom organization,there were significant differences between the primary and middle class,the middle class and the top class;in teaching support,there was a significant difference between the middle class and the top class in quality of interaction between the teachers and children.The development of Approaches to learning for preschool children:1.The development of approaches to learning for preschool children was significantly increased with age.4 to 6 year-old was the high speed period of development to approaches to learning.2.Approaches to learning for preschool children was significant different in age.3.There was no significant difference in gender to approaches to learning of preschool childrenThe relationship between the quality of teacher-children interaction and the approaches to learning for preschool children:There were significant correlation between the quality of the teacher-children interaction and the approaches to learning.The emotional support,classroom organization,teaching support in the quality of teacher-children interaction were significantly related with assessment task of approaches to learning.The influence of the quality of teacher-children interaction on the approaches to learning for preschool children:1.The curriculum of the quality for teacher-children interaction has positive effect.There were significant increase in total score,emotional support,classroom organization,positive atmosphere,teachers' sensitivity,production,education and learning arrangement,feedback quality,and language demonstration.There were significant increase in negative atmosphere,respect for attitudes of children,behavior management and development.2.The increase of the quality for teacher-children interaction can improve the approaches to learning of preschool children.There were significant differences in the number of cognition,motivation,ability and social attention or adherence.3.There was a certain degree of difficulty in the quality of teacher-children interaction,and the difficulty level which from easy to difficult was emotional support,classroom organization,and teaching support.The research discussed from teachers' professional level and chracteristic,chilidren's age characteristic,environment,material and so on.According to the above research conclusion,it put forward the suggestions on education from the education policy,training courses,education practice.