Research On The Relationship Between Kindergarten Caring Teachers And Children From The Perspective Of Caring Theory

Teacher-child relationship refers to the bilateral relationship between teachers and children in kindergartens.It is one of the most important relationships in preschool education and also the core relationship in early childhood,The quality of preschool education will be directly affected by the quality of preschool relationship.However,teacher-child relationship in different regions have all kinds of probiems incurrent.The harmony of teacher-child relationship is affected by various factors.The study of the teacher-child relationship is conducive to enriching the relevant theories of the teacher-child relationship and also provides a reference for the future preschool teachers to establish a correct view of the teacher-child relationship.Through the collation and analysis of the literature,it is found that there are a lot of disharmony in the current kindergarten teacher-child relationship,the most typical phenomenon is child abuse,cold violence against children and so on,some even preschool teachers poisoned in children,has seriously threatened the safety of children's lives.Based on this situation,this study based on the caring theory,8 of GuangXi District four downtown kindergarten director interview,teachers,children,and in the field of nanning 2 kindergarten held a week of observation,found in the kindergarten for junior college students there are many young relations harmonious phenomenon,such as: preschool teachers of children with emotional care,early childhood teachers admit that the main body status of young children,preschool teachers to recognize the differences of children being and so on.However,we also know that the lack of care between children and teachers is quite common at present,such as the failure to unify teachers' cognition and behavior,the general neglect of children's subject status,the neglect of children's subject differences,the disregard of children's rights,the neglect of children's emotional development and so on.These problems are not only manifested in preschool teachers,but also in kindergarten managers,society and family.Based on this,this study analyzes the reasons for the lack of concern for the kindergarten teacher-child relationship,which are mainly affected by four factors: one is the kindergarten factor,which is mainly manifested in the lack of humanistic care in the material environment,spiritual environment and institutional environment of the kindergarten.The second is the preschool teacher factor,which is mainly manifested in the preschool teacher's educational view,child view and preschool teacher's professional concept can also affect the construction of the caring teacher-child relationship.Third,children's own reasons,includingchildren'sindividualdevelopment differences,internal temperament differences,quality differences;Fourth,the impact of social environment and family environment constraints.Aiming at the existing problems and influencing factors,the author puts forward strategies to optimize the kindergarten caring teacher-child relationship from four aspects,namely,kindergarten,teachers,society and family.At the teacher level,teachers should improve their own quality of care and aim at promoting the ability of children's care.At the social level,it is necessary to strengthen the legal protection of children and improve the professional concept of preschool teachers.The family level is to change parents' views on children and create a caring family atmosphere.