Study On Teacher-child Interaction In The Free Play Sharing Session

As the basic activity form in the kindergarten, play is the most concered educationalactivity.Free play is a type of real play that is necessary in the daily life of the kindergarten. Children develop so much in the free play. After the full observation and understanding of children’s free activitives, preschool teachers organization children to share some problems and emotional experience they enciunter in the free play. They repeat it,discuss it,and maybe analyze it. All of those can promote the development of children’s language skills, thinking ability and other aspects.Thus,the free play sharing session is of great significance in free play activities, and quality of teacher-child interaction is a key part to achieve the functions of free play sharing.Reacher take 150 teacher-child interaction events from 3 kindergartens in Henan by random sample drawn. Use observation, interviews and data analysis to achieve it. Do an overall analysis of teacher-child interaction in the free play sharing session.Then the teacher-child interaction in variance age class,and teacher-child interactions by different doer. At last,take the different age classes and different doer as the variable to anaysis the teacher-child interact and the differences among the various. Finally, the reacher put forward the characteristion,problems of the teacher-child interaction, then raise some suggestion.The results of this study showed that: teacher-child interaction in free game sharing session has the characteristics of the following aspects, as children growing, teacher-child interaction on edcation surport grows. Teacher-child interaction on emotional experience has a significant increase with children grow older. Teacher-child interaction on activity organization in a inverted ‘U’shaped distribution. As children’s growth, the invalid teacher-child interaction descreas. There are differences in the interaction on educatio surpport. The invalid teacher-child interaction launched an inverted ‘U’ shaped distribution. The interaction about emotional expression is the least during intermediate. The invalid teacher-child interaction that child-initiated lanuched ‘ U ’ shaped distribution.The teacher-child interdctions in free play sharing session have those some problems: The levelof the teacher-child interaction in free play sharing session is not high,and the time of the free play sharing session is short. The invalid teacher-child interaction is excessive.The conern of children’s emotional experience is lack.The teacher-child interaction in free play sharing session can easily contral children’s thinking. The reasons for those problems are teachers’ awareness of of free play sgaring session is not all right. Teachers’ ability of organizing free play sgaring session is not high. Lack of targeted training.Thus, according to the problems and the reasons,the artical propses those suggestions:Deepen kindergarten teachers’ awareness of free play sgaring session, and improve the sharing efficiency. Teachers provide appropriate guidance, hiahlighting children’s subjectivity in free play sharing. Enhance children’sawareness of play sharing, and improve children’s play sharing autonomy. Focus on young children’s emotional experience in a free play sharing,enhance the targeted training.