The Research Of Teacher Child Interaction From The Perspective Of Children

In recent years the quality of kindergarten education has become a much-talked-about topic.At the same time,the interaction between teacher and child as the core and key factor of kindergarten education quality has become the focus of research.As one of the most basic forms of kindergarten education,teacher child interaction exists in every aspect of life in kindergarten,a good teacher child interaction is the key to promote the conditions and achieve the goal of education,is the important premise to promote the comprehensive development of all aspects of children's body and mind,therefore,in the national policy to promote the quality of kindergarten today,the quality of interaction between teachers and children should be given more attention and concern.The interaction between teachers and children is naturally teachers and children,however,there are few researches on children's perspective,children's perspective has not been able to arouse the attention of researchers and front-line teachers,and as the main part of the interaction between teachers and children the idea and needs of children is one of the core factors related to the quality of interaction between teachers and children.In reality,we can often see a variety of top-down assessment of the quality of the interaction between teachers and children,the quality of kindergarten evaluation,however it ignores the evaluation from one subject--as the object of education of children,they are an independent individual,they have their own ideas and needs,we tend to ignore their voices.Only fully understand the needs of children,fully listen to the voices of children,In order to better interact with young children,to promote the professional development of teachers,improve the quality of education,and promote the development of children's physical and mental health.Therefore,it is very valuable and necessary to study the interaction between teachers and children from the perspective of children.This study selected 31 children in the class 2 of third year,A kindergarten in Kunming,as the research object,learning from the grounded theory,Enter the researchclass without any preset,first of all,through children to draw a picture“one thing with the teacher”and let them tell their own paintings;Secondly,let the children talk about the story between themselves and the teacher;Finally,let the children play the role of the teacher's favorite words to themselves,through these three ways to explore the children's perspective of the basic point of interaction between teachers and children,research shows that children are most concerned about the “discipline and restraint of me”,the second concern is "take care of my life",the least attention is "close to teachers".After in-depth interviews with children's focus,to explore the likes and dislikes of the specific reasons for this interaction,and it presents six types of interaction: warm interaction,supportive interaction,participatory interaction,expressive interaction,interactive control and emotional interaction,and then dig out the real needs of the children inside incentre: communication demand,self realization needs,entertainment needs,the demand for knowledge and new things,love and be love needs,positive guidance needs,esteem needs,finally,according to the needs of the children,the inspiration for the development of children and the inspiration for the development of teachers and the suggestions of improving the quality of the interaction between teachers and children are put forward.