Teachers’ Nonverbal Behaviors In The Kindergarten Regional Activity Of Case Studies

The activities of the specific situations in nursery school, the teacher’s nonverbalbehavior according to the characteristics of the teaching content and young children,for the purpose of communication, knowledge, play in the kindergarten teachingactivities to strengthen and cooperate with the words convey, implementation,feedback, the important role of feelings. But at present our country to the kindergartenteaching activities, there are many teachers for the use of it is just in the stage ofinvoluntary, haven’t really realized the important role of it in the kindergarten teaching.This study was based on the problem, from early childhood teachers nonverbalbehavior in the area of activity of two preschool teachers as the research object, tocarry out a case study for the kindergarten regional activity situation, teachers in thearea to be appointed as references are provided for the use of nonverbal behavior.Research through the field observation and interview with teachers obtain twoteachers in the kindergarten regional activity nonverbal behavior of various data,through the analysis of data, form this article, in order to reflect the real educationpractice, teachers’ nonverbal behavior in the regional activities of the status quo.In the kindergarten regional activity, the teacher’s nonverbal behavior can bedivided into declarative nonverbal behaviors, nonverbal behavior, symbolic show sexindependent nonverbal behaviors, nonverbal behavior, instrumental nonverbalbehavior, distance of nonverbal behavior the six classes. Research from the sixdimensions analysis, compare the two teachers nonverbal behavior of statistical dataand cases, it is concluded that the two preschool teachers in the area of activity ofsimilarities and differences of nonverbal behavior is:1, in the area, two teachers toyoung children’s interest and on the existing experience, nonverbal behavior is givenpriority to with illustrative nonverbal behavior, is advantageous for the young childrenaccept knowledge. But because of differences of teaching experience, the two teachersfor illustrative nonverbal behavior intervention timing is different;2, live in the area,the two use of teacher’s nonverbal behavior is more pay attention to emotionalcommunication, to show the use of the different nonverbal lead to differences between children’s response;3, live in the area, the two teachers for the use of nonverbalbehavior flexible, but different "degree" of control;4, live in the area, the two teachersnonverbal behavior problems "performance" simplification.According to the analysis of the present study, combined with the interview as aresult, the research to find out the main factors influencing the preschool teachersnonverbal behavior is teachers’ teaching experience, teaching idea, personalitycharacteristics and the content of the regional activities. According to the results ofthis study, preschool teachers in the area to be appointed for the activities ofnonverbal behavior put forward some Suggestions for education:1, let the nonverbalbehavior of "love" through regional activities always;2, improve the preschoolteachers use nonverbal behavior to be appointed teacher baby communication skills;3,strengthen the preschool teachers to be appointed in the area using nonverbal behaviorof self-control;4, beginning early childhood teachers in the area using nonverbalbehavior to grasp the "degree" problem;5, nonverbal behavior from a single"performance" to "show rich, the real" shift.