Study On The Relationship Between The Teacher Group Of Children In The Field Of Class

Due to the special nature of early childhood education, the main class teachers need to carry out closer cooperation with vice class teachers and nurses in interpersonal and teaching work, which also put forward higher requirements to the quality of early childhood teachers’group relations objectively. In the Field class, harmonious relationship between preschool teachers are not only the premise of individual teacher achieve perfect life, but also promote the development of children’s physical and mental health, and while it is the important way to improve the quality of kindergarten Therefore, the study of the relationship between kinder ten teachers in the Field class has profound practical significance.First, this study selected Wuhan, Zhengzhou City, the two main classes in kindergarten teachers, vice teachers and nursery for questionnaire survey. In addition, the researcher use the observation method, interview method to further investigating the 2 kindergarten of Wuhan city, aimed at a more specific understanding of the situation between teacher community relations.Second, on the basis of the analysis of previous literature the, combining with the actual investigation and study, the researcher divided the teachers’relationship into harmonious and unharmonious two types. Among them, unharmonious relationship has the following performance:inserting cooperative community; faithful instrumental relationship; imbalance of social and ecological characteristics. The harmonious relationship has the following performance:foster cooperation of the Community; positive feelings of sexual relations, parallel social and ecological characteristics.Again, through the in-depth analysis of the relationship between preschool teachers groups, combining the social exchange theory, field theory of sociology theory, the researcher discussed the influence factors of relationship between preschool teachers’ group. These factors include social stratification factors; teacher management factors (vice class management system, rewards and penalties); teachers’individual factors (personality, ability to work, work attitude, leadership style main course) and so on.Finally, the researcher put forward some group construction strategies in social, kindergarten and preschool teachers’three aspects. The social should improve the social status of the community preschool teacher groups; and gradually establish a fair mechanism for early childhood teachers to hire. The kindergarten should actively optimize preschool teachers with class management system; and establish cooperation oriented preschool teacher evaluation system; promote early childhood teachers to create a mutually supportive interpersonal environment. The kindergarten teachers should have their own personality traits to enhance self-conscious cultivation; correctly handle the relationship between competition and cooperation between them; actively expand communication space between each other.