An Research On Teacher’s Body Language In Kindergarten Regional Activity

Pre-school education is the Foundation of the entire educational system,which is at an initial phase of lifelong education and plays an essential role in the education system.Lacking of perceptual experience and listening ability,involuntary attention and unsustainable cognitive characteristics determine children’s process of receiving information,which cannot be achieved the ideal effect by preschool teachers’ single teaching words.Early childhood teachers’ body languages convert abstract text and monotonous activities into intuitive interpretation of experience and fun activities,which can promote children’s attention paid to the picture and understanding of the difficulties in the regional activities.The research uses documentation,naturalistic-observation method,interviews and case studies to do field research on preschool teachers’ use of body languages in a kindergarten that locates in Ruichang city,Jiangxi province.6 kindergarten teachers are chosen to participate in the study,and sampling and anecdotal records are selected to observed and record the use of body language in the preschool teachers’ organizations by 36 regional activities.The observations are quantitative and qualitative analyzing,which can get preschool teachers’ the use of body language in kindergartens’ regional activities in reality.Through on data of finishing and analyzing,the conclusion can be obtained as follows :(1)the use of body language of times in kindergarten children’s teachers are declining.(2)the performance of children teachers regional activities in the body language is declining: Emblems,Adaptors,Affect display,Regulators,Distances,Instruments,Illustrators.(3)the use of displaying body languages in Regional activities mostly utilize at the beginning,and illustrators are used at the part of activities’ displaying.Instruments are commonly used in at the end of the activities.(4)teachers’ body languages possess regional,and differences,and ambiguity anddiversity,and random,and unconsciousness,and Emotional and binding and time features.(5)the kindergarten teachers’ understanding of body languages exist distinctions,so they are paid enough attention.Using body languages exist in the area:single facial expression,eyes narrow,negative body language abuse,the irregular use of body language.Focusing on above problems,the recommendation are proposed as follows:(1)children teachers in regional activities use body language consciously and reasonably,overcome negative body languages,and shape active body languages.(2)kindergarten should strengthen children teachers body languages’ supervision.(3)College school through compressing the theory teaching time,increasing skills practice,improving students of basic cultivation and professional quality strengthen preschool normal health body languages training.(4)Regional activities of the teachers’ body language in use varies depending on the person,place and time.