A Comparative Study On Teacher-Child Interaction Between Different Class Management Styles

Benign teacher-child interaction can meet children's internal growth needs and is an effective way to implement teaching.During the internship in the kindergarten,the researcher witnessed the various management styles of preschool teachers in the management of classes.The quality of teacher-child interaction varies among teachers with different class management styles.This study explores and compares the quality of teacher-child interaction under different teachers' class management styles to provide Suggestions for improving the effectiveness of teacher-child interaction.In this study,the three teachers' activity videos were scored by the internationally widely used classroom evaluation scoring system(CLASS)through the combination of qualitative and quantitative methods,non-participant observation and free style interview.The most common three kinds of activities in the kindergarten were selected: teaching activities,life activities and game activities.Three teachers were selected by the method of peer nomination: authoritarian teacher X,democratic teacher L and laissez faire teacher Q,and the quality of teacher-child interaction of the three types of teachers was compared.Research results show that:1.Democratic teachers have the highest quality of teacher-child interaction,followed by authoritarian teachers and finally laissez-faire teachers.In the field of emotional support,the three types of teachers had the highest average scores of teacher-child interaction quality,with a significant difference.In the field of class organization,the average score of the three categories of teacher-child interaction quality was in the middle with significant difference,while in the field of educational support,the average score of the three categories of teacher-child interaction quality was the lowest with no significant difference.2.Authoritarian teachers have strict requirements on children,clear rules,changeable teaching methods and effective behavior management.Most of the activities are teacher-centered and the teacher's language is relatively simple.The democratic teacher has a warm atmosphere in the interaction with children,manages children's behavior properly,takes children as the center,attaches importance to the role of guidance,but has low efficiency in the arrangement of education and learning,and relatively superficial feedback.Laisseuse teachers can maintain a positive emotional atmosphere with children,but there is no effective strategy for children's behavior management and educational learning arrangement.Sometimes,teachers and children do not understand each other and the feedback quality is low.3.The quality of teacher-child interaction among the three types of teachers is generally at a medium level,and the quality of teacher-child interaction needs to be improved.Through the above research,three types of teachers have their own advantages and disadvantages in the process of teacher-child interaction.The researchers propose the following Suggestions to improve the quality of teacher-child interaction.First,teachers should be good at creating a positive emotional atmosphere to enhance the sensitivity of interaction with children;Second,it is necessary to make rational use of expectation to improve the efficiency of activity arrangement.Third,it is necessary to change the educational concept and improve the ability of innovation.Fourth,it is necessary to pay attention to the accumulation of teaching experience and enhance the consciousness of self-reflection.Fifth,teachers should complement each other's advantages and enhance post-service education and training.