The Research To Teacher-child Interaction Of The Area Activities In Kindergarten

There is teacher-child interaction through each link in a day of life in kindergarten. And Teachers could promote the children’ development in body and mentality by a variety of interactive ways. At present, many kindergartens are developing area activities in succession. The area activities could provide children with abundant materials and autonomous learning space. It also provides teachers and children with more opportunities for interaction. There are more researches on the area activities in academia. But the researches are less about teacher-child interaction in the area activities. In this case, exploring the interactive conditions not only to provide the theoretical basis for promoting the harmonious interaction, but also to provide the practical guidance for better developing area activities.This study selected tow public kindergartens in Kaifeng. 12 teachers and 210 children of class were chosen as the sample randomly in the tow kindergartens. This article uses the method of observation to observe and record the teacher-child interaction in the area activities. From the interactive subject, interactive dynamic behavior, interactive feedback behavior, emotional characteristics of the interaction and the result of the interaction, these five dimensions analyze the present situation and the existing difference of the teacher-children interaction in different age classes, different area activities and teachers with different stages of development. The results are as follows:First: In the interactive subject, teachers and children lack of common share and emotion. Opening the interactive subject of top class children is more the statement. Opening the asking interactive subject of novice teachers is outstanding. Opening interaction of teachers is to main in the learning area.Second: There are the more language and body movements in the interactive dynamic behavior, but it lacks of the expression to cooperate. Dynamic behavior of bottom class children is relatively single, and they use plenty of body movements. There are the less body movements and facial expression to participate in the opening interaction of novice teachers. Teachers and children have expressiveness in the play area.Third: In the interactive feedback behavior, children are given priority to use body movements. Teachers are given priority to use language.Fourth: In the emotional characteristics of interaction, teachers open interaction with the more positive emotion, but relatively children open interaction with the less inimical emotion. When facing the novice teachers, children show the more emotional characteristics of fear.Fifth: In the result of the interaction, opening interaction of teachers are passively accepted by children. Teachers’ experiences influence the outcome of the interaction.According to the result, the objective factors and the subjective factors impact on the teacher-children interaction in the area activities. There are the area environment settings, material delivery and time arrangement in the objective factors. There are the cognition of teachers’ role, the differences of children’s individual and the idea of management in the subject factors. Consequently, this paper puts forward the following suggestions: first, the object conditions should be improved in the area activities. Second, preschool teachers should change the concept of the teacher-child interaction. Third, every child should be equally treated by teachers. Fourth, it should strengthen the positive emotional communication between teachers and children to promote the harmonious teacher-child relations. Fifth, the managers should optimize their own ideas.