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The Relationship Between Kindergarten Teachers' Cognitive Complexity In Children And Teacher-child Relationship:The Mediating Effect Of Empathy

Posted on:2019-12-05Degree:MasterType:Thesis
Country:ChinaCandidate:J HuFull Text:PDF
GTID:2417330566978773Subject:Pre-primary Education
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The development of children has many characteristics,such as multidisciplinary development,unbalanced development and complexity.Kindergarten teachers play an important role in the process of children's development.They are "important people" in the development of children.Their cognitive evaluation of children has a vital role in the psychological development of children.However,in reality,preschool teachers' simple cognitive evaluation of young children has a negative impact on the development of children,so it is necessary to explore the cognitive complexity of kindergarten teachers.The cognitive complexity of kindergarten teachers belongs to a kind of social cognitive complexity.It means that kindergarten teachers use complex thinking to understand and understand children.It refers to the number of visual angles or dimensions used by teachers in the cognition of children,and the degree of differentiation,clarity and integration of children.At the same time,good relationship between teachers and children is very important for children's development.It will affect children's sense of safety,sense of belonging and self-efficacy.According to the theory of interpersonal cognition,the cognitive complexity of kindergarten teachers is not only the result of the close interaction between teachers and children,but also can effectively improve the social skills of preschool teachers,which can effectively predict the level of the relationship between teachers and children.At the same time,empathy will also affect the relationship between teachers and children.Therefore,we assume that preschool teachers' cognitive complexity of children has an impact on the relationship between teachers and children,and through the intermediary role of empathy to influence the relationship between teachers and children,through this study to verify.Since the existing cognitive complexity measurement tools are limited to only cognitive differentiation,the workability of test assignments is not strong,and it is not suitable for measuring the cognitive complexity of preschool teachers.Therefore,thisstudy builds the theoretical dimension on the basis of the existing social cognitive complexity theory,and then through in-depth interviews with the kindergarten teachers and consulting expert opinions,the structure of kindergarten teachers' cognitive complexity of preschool children is determined.After the revised revision and revision of the predictive and statistical analysis,the kindergarten teachers are compiled into the kindergarten teachers to the young.A questionnaire on cognitive complexity of children.The questionnaire has four dimensions: diversity,differentiation,clarity and integration.The 5 level scoring system is adopted.In Chongqing,Guizhou,Gansu,Shanxi,Shandong,Beijing,Zhejiang,Hainan and other provinces and cities selected 427 kindergarten teachers as the investigation object,through the statistical analysis of the data,to explore the relationship between the kindergarten teachers in kindergarten teachers' cognitive complexity and the relationship between teachers and children in the relationship.The conclusions of the study are as follows:First,the self-made kindergarten teachers' cognitive complexity questionnaire includes four aspects: diversity,differentiation,clarity and integration.The scale has good reliability and validity and meets the standards of measurement.It can be used as a tool for measuring the cognitive complexity of preschool teachers.Second,preschool teachers' cognitive complexity is in the middle and upper level.Among the four dimensions,diversity scores are the highest,followed by differentiation,clarity,and the lowest integration score.Third,there are no significant differences in the level of kindergarten teachers' cognitive complexity in kindergarten,the nature of kindergartens,the professional and teaching grades of kindergarten teachers.Fourth,the intimacy dimension and conflict dimension of teacher child relationship are in the upper middle level,and the dependency dimension is at the middle and lower level.Fifth,the empathy ability of kindergarten teachers is in the middle and upper level.Among the four dimensions,empathy has the highest score,followed by the choice of views,imagination,and the lowest score of personal sadness.Sixth,kindergarten teachers' cognition complexity not only directly affects the relationship between teachers and children,but also plays an indirect role in the relationship between teachers and children based on empathy.
Keywords/Search Tags:kindergarten teacher, theory of social cognitive complexity, teacher-child relationship, empathy
PDF Full Text Request
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