Research On The Relationship Between Teachers And Children In Regional Activities

The research on the teacher-children relationship has always been a hot topic in the research of preschool education,In recent years,with the deepening of regional activities,studying the basic interpersonal relationship between teachers and children in regional activities has helped to promote the development of the teacher-children relationship in the regional activities.A good relationship between teachers and children helps to improve the quality of kindergarten education.Problems which existing in the current teacher-children relationship in the kindergarten regional activities must be solved,In order to promote the development of children and teachers,and improve the quality of teacher-children relationship in regional activities.This study takes a class of Kunming A kindergarten as an example,recorded the basic behavior of interpersonal communication and emotional expression of interpersonal interactions among teachers and children,this study used three methods,observation,interview and questionnaires.After coded and collated the data,I summarized three dimensions as conflict,Intimacy and dependence.On the basis of this,the basic performance and he quality of the relationship of teachers and children respectively as actors were understood under three dimensions,and summed up four types of teacher-children relationship in the class regional activities of A Kindergarten:controlled,indifferent,warm and dependent.It is founded that there are three major characteristics of teacher-children relationship: controllability and inequality,democracy and dependence coexistence,and unidirectional.In addition,it was also found that the relationship in the class of A kindergarten had excessively high teacher control,the degree of intimacy between teachers and children was low;and teachers had absolute right to speak;the dialogue between teachers and children;unclear roles of teachers and children;the unequal status of the two parties and the teacher’understanding of the relationship between teachers and children is not in place;dual-subject relationship is not clear.These problems may have a great relationship with the academic qualifications,teaching age,professional knowledge and abilitiesand education concepts of the teacher,and may also be related to the subjective initiative and individual differences of the children.So we should strengthen the teachers’ professional training,and improve their professional qualities,clarify their own awareness of roles,pay attention to the individual differences of children,play a child’s subjective initiative at the same time,and then care for children,construct a warm teacher-child relationship.In addition,children need to be aware of their own role awareness,strengthen their subjective initiative,and actively communicate with teachers.So that promote children’ development,improve the quality of kindergarten education.