Case Study On Teacher-child Interaction Of The Drama Theme Activities In Kindergarten’s Senior Class

Children and drama have a natural connection.Drama activities have unique value for the children’s comprehensive development.The growth and development of children in kindergartens are gained from the interaction with teachers and peers.The quality of teacher-child interaction reflects the process quality of nursery care and education,and becomes an important index to evaluate the quality.This study selected two kindergartens in Chengdu-S and L kindergartens that were carrying out drama theme activities.A total of 12 activity videos organized by three teachers were filmed.The video samples were scored with the American classroom assessment scoring system-CLASS,and the scores were input into IBM SPSS Statistics 21.0 for descriptive statistics and quantitative analysis.After that,typical cases in video were extracted to analyze the characteristics of teacher-child interaction in drama theme activities for qualitative analysis,and the affecting factors were analyzed by comparing teachers with the highest score of A and those with the lowest score of C.Finally,based on the above research,education suggestions are put forward from the aspects of kindergarten and teachers respectively.The research conclusions are as follows: 1.The overall level of teacher-child interaction in the drama theme activities of the two kindergartens is different: Kinderarten S is of high level in the field of "Emotional support" and "Classroom organization",while Kindergarten L is of medium level;in the field of "teaching support",S garden is medium level as L garden is low.2.The three teachers had great differences in the scores: teacher A had the highest overall level,teacher B was slightly lower than teacher A,and teacher C was significantly lower than teacher A and B.In this study,the teacher’s educational background had no effect on the level of teacher-child interaction,while the teaching age had a positive effect.3.The characteristics of teacher-child interaction in drama theme activities are as follows: the experienced teachers pay more attention to positive behaviors to reduce children’s behavioral problems,while green teachers will directly point out children’s improper behaviors and take up activity time;the experienced teacher is more sensitive than the green teacher to the problems in the dramatic activities.The more experienced teachers are more flexible and pay more attention to children’s ideas than the green teachers.4.Factors influencing the interaction between teachers and children in drama theme activities include: kindergarten’s teaching and research,supporting system;Teacher’s view of children,the activity time and the drama stratigies;Children’s own character.In view of the research conclusions,the following educational suggestions are put forward accordingly: kindergarten’s aspect--promote educational quality through researching with full participation;Introducing interactive programs and courses for professional trainers;attach importance to the evaluation of the quality of teacher-child interaction;the implementation of the experienced and green teacher "one to one" help system.Teachers’ aspect: establish a correct view of children,respect children’s subjectivity;expand space for children’s drama activities and prolong the time;use positive teacher-child interaction strategies.