Research On The Relationship Between Kindergarten Teachers And Children In The Perspective Of Ecology

The teacher-child relationship is the most important relationship in the Kindergarten's system, also is the core of the educational process in the kindergarten. The quality of teacher-child relationship will restrict the development of quality pre-school education, also impact the teacher-child "bilateral" sustainable development. However, in reality, there are many problems in the relationship between kindergarten teacher and child in different fields, so as to hinder the harmonious and orderly development of teacher-child relationship. Nowadays with the construction of ecological civilization, "eco" has become a new hot words. With further research, niche, mutualism, sustainable development will open a new perspective of teacher-child relationship, providing new opportunity to build ecological teacher-child relationship. Build ecological teacher-child relationship for building a new relationship, regression children's subjectivity, enhancing teachers' ecological education and literacy has great value. This study was based on ecology theory, investigating the state of the kindergarten teacher-child relationship, revealing the value of the kindergarten teacher-child relationship between the ecological, analyzing the situation and problems to put forward a ecological teacher and children relations strategy system, so as to providing a theoretical basis and practical support for the construction of full respect for life and care of the new teacher-child relationship, building the nursery full of respect for life and care of the new teacher-child relationship provides a theoretical and practical support, ultimately to promote early childhood comprehensive, proactive and full of character development, and enhance the professionalism of teachers. In this study, using theory, literature analysis, observation, interview and cases to analyze the ecological loss of the teacher-child relationship to propose strategies to build ecological teacher-child relationships.The first chapter explains the essence features and value of the kindergarten teacher-child relationship between the ecological. The present study suggests that ecological teacher-child relationship is under the guidance of the concept of ecology in preschool nursery groups and groups of teachers within the field, through mutual communication, mutual accommodation, mutual understanding, a feeling of the formation of democratic equality new teacher-child relationship, difference and sustainable development, aimed at promoting sustainable multilateral development of children, teachers, kindergarten. Among them, the proposed teacher-child relationship can help build new relationships; promote early childhood subjectivity return; enhance teachers' ecological philosophy of education and literacy,including ecology, teacher-child relationship, ecological teacher-child relationship; reveal the value of ecological teacher-child relationship. The study is from five parts to analyze the basic characteristics ofecological teacher-child relationships:the blend of equality, diversity, sustainability, emotional, mutualism.Kindergarten teacher and children to establish ecological relationship has important theoretical and practical significance, not only enrich the theory of constructing perspective of Ecology teacher-child relationship, and to provide practical guidance for the construction of ecological teacher-child relationships.The second chapter analyzes revealed ecological kindergarten teacher-child relationship and the loss of the actual performance reasons. Through observation and interviews found that the ecological loss between kindergarten teacher-child relationship can be generalized for four dimensions: the equality, diversity, sustainability, emotional, symbiotic. Embodying, authority control: life devoid of freedom and spirituality;ignoring individual differences: abandon the uniqueness of life; sustainability of biased understanding: obstruction sustainable development of life; weak emotion: split the link ecosystems; lack of dialogue: two-way impede the flow of information within the system. Trying to analyze from the kindergarten level, teacher themselves, children themselves, society and family level.The third chapter combined with core theory of ecology, contacting the kindergarten teaching practice, proposing construction of ecological teacher-child relationship related countermeasures. Analyzing the problem and the reasons in the previous section and trying to do something,by the way of changing teachers' concept, enhancing emotional, building ecology and cultural environment,relying on the ecology of the core ideas put forward constructing ecological teacher-child relationship of specific targeted strategies. Firstly, the concept of change is the key of teacher-child relation's construction, including strengthening the concept of life, from teachers, their own ideas and innovation to enhance the ecological quality of teachers through training; secondly, the emotional lift is the impetus of ecological teacher-child relationship's construction, including full fear of life love, respect, understanding children and provide a positive emotional energy to build bridges emotional connection;Thirdly, improve teacher's ecological behavior is the signs of teacher-child relationship construction, mainly, through supporting for the theoretical perspectives of ecology to differentiate early childhood development, sustainable development and co-symbiotic; and finally, building the kindergarten ecological culture is the safeguards to infant relationship construction, including the principal ideas to lead, build their homes and improve the ecological environment education cooperation mechanisms.