A Study Of Teacher-Child Interaction Based On The Situational Half Day Activity In Kindergarten

The purpose of this research is to investigate the current situation of teacher-children interaction based on the half day activity in kindergarten, and the characteristics of the high quality interaction between teacher and children. The research is done via161teachers in41kindergartens in Shanghai. The researching is based on the quantification observation of the 《CLASS(Classroom Assessment Scoring System)》, to take on the live observation. Approaching from "Emotional support"、"Classroom Organization"、"Instructional Support", the research takes advantage of descriptive statistic, correlate analysis and some other related methods to investigate the situation of interaction between teachers and children, and the relationship among the mentioned approaches. It also utilizes the T Inspection, single factor variance and other related approaches to discuss the variance and influential factors of the interaction between children and teachers under different conditions. Qualitative analysis has also been adopted for the features of high quality interaction between teachers and children.Followings are the summary of the research:1.The general interactive ability of161teachers hold a medium high level concerning "Emotional support"; a medium level as for "Classroom Organization"; a medium low level as for "Instructional Support".2.the interactive ability of161teachers possess a strong relation among "Emotional support"、"Classroom Organization"and"Instructional Support"3. The characteristics of interaction between children and teachers varied in different types and organizations.4. The quality of interaction between teachers and children is influenced not only by teachers and children, but also by kindergarten environment, parents, professionalism of early childhood teachers, and some objective factors.5. Followings are the features of high quality interaction between children and teachers:dominated by active behaviors; variation in the forms and contents of interaction; possessing a dual nature in the dominate factor of interaction; revealing the formality of visible and invisible features during the process of interaction.