Teacher C With Her Children

In realistic educational situations,the teacher-child relationship is not necessarily the harmonious type advocated by educators.In recent years,people reflect on the teacher-child relationship in kindergartens for a few cases of“corporal punishment of children” and “child abuse” by kindergarten teachers.Previous studies on teacher-child relationships have focused on constructing theoretical models of teacher-child relationships,and lack a description of teacher-child relationships in specific educational contexts.This study uses the case study method of qualitative research methods,and selects observation method,interview method,document method and physical analysis method to collect and analyze data.The propose of the description and explanation of the teacher-child relationship,which is formed between a kindergarten teacher and her children in class in a specific educational context,is helping preschool teachers to update their ideas,improving education methods and management models,and making suggestions and ideas for building a good teacher-child relationship..This study finds that in a good teacher-child relationship,both teachers and children love each other.Teacher-childrelationships have all the characteristics of "I-you" interpersonal relationships such as equality and respect,understanding and trust,and mutual needs.Among the factors that affect teacher-child relationship,"impression" and personal factors of teachers play an important role in teacher-child relationship.Good teacher-child relationship is not only reflected in the benign teacher-child interaction in the education and teaching process,but also in life companionship.Therefore,to establish a good teacher-child relationship,teachers need to give young children a "good impression" and enhance their personality charm.Based on the role of "educator",teachers should become a companion in the life of young children.In addition,the culture of the garden and other interpersonal relationships need to play a vital catalytic role in promoting the teacher-child relationship.The full text is divided into five chapters.The first chapter introduces the origin,purpose,significance and relevant foreign literature reviews of the research,followed by methods and ideas of this research.The second chapter analyzes the data,describes the interpersonal impression in the teacher-child relationship,and understands the views and expectations of the teacher and the child on each other.Thethird chapter describes the characteristics of the teacher-child relationship.The fourth chapter analyzes the main factors affecting the teacher-child relationship.The fifth chapter considers how to build a good teacher-child relationship,and proposes corresponding measures and suggestions,which learns from the teacher's experience,for the improvement of teacher-child relationship.