Research On The Relationship Between Parent-child Attachment And Teacher-child Interaction Of Child Of Low Classes

The parent-child attachment in the early stage of life affects the growth and development of human life.This involves both personal growth and relationship building.When child of low classes come to kindergarten from the family,their social relationship extends from the most intimate parent-child attachment to the teacher-child relationship,and the parent-child attachment tendency formed in the family has various influences on the teacher-child interaction.Many studies have shown that there are differences in kindergarten adjustment,teacher-child relationship,peer relationship and other aspects among child of low classes with different attachment types.However,the existing researches mainly focus on the influence of parent-child attachment on the teacher-child relationship,and lack the research on the influence of parent-child attachment on the dynamic process of teacher-child interaction.This study mainly discusses the relationship between parent-child attachment and teacher-child interaction in child of low classes,as well as the differences in teacher-child interaction among children with different parent-child attachment tendencies.This study mainly contains two parts of research content.One is to prepare a scale,and use the scale to carry out a practical investigation,to explore the correlation between parent-child attachment and the teacher-child relationship(the static result representation of teacher-child interaction).The second is a case study,which further describes the relationship between the two and compares their different behavioral representations by observing the teacher-child interaction behavior of the cases with different parent-child attachment tendencies.The main conclusions of this study are:(1)The parent-child attachment safety level of children in small class is above the average level,and the scores of the three dimensions are ranked as follows: interaction smoothness < safe base < intimacy seeking.(2)On the whole,the parent-child attachment of child of low classes has significant differences to some extent in the gender of children and whether the mother is the only child and whether the mother is the main child rearing person.There is no significant difference in the parent-child attachment of child of low classes in whether the mother is a stay-at-home mother or not,mother's age and mother's education.(3)The teacher-child relationship of child of low classes is in a good state,with high degree of intimacy,low degree of conflict and intermediate degree of dependence.(4)On the whole,in the teacher-child relationship of children of different genders,the quality level of girls' teacher-child relationship is better than that of boys.The conflict of teacherchild relationship was significantly higher in children with single child than in children without single child.(5)There was a significant correlation between parent-child attachment and every dimension of parent-child relationship in small-class children(p<0.01),in which the intimacy and conflict of the parent-child relationship in smallclass children were moderately correlated with the three dimensions of parent-child attachment,and the dependence was only moderately positively correlated with the interaction smoothness of parent-child attachment.(6)All of the three dimensions of parent-child attachment have significant predictive effects on the teacher-child relationship intimacy conflict,only “interaction smoothness” has significant positive predictive effects on the teacher-child relationship dependence.(7)Children with different parent-child attachment tendencies show obvious differences in parent-child interaction behaviors: Children with attachment security tendencies are superior to other children with attachment security tendencies in terms of initiative,breadth of interaction content and emotional characteristics of both sides,and are more likely to form "positive-positive" good teacher-child interaction behaviors;Compared with the other two kinds of attachment tendencies,the attachment resistance tendency of children in the teacher-child interaction initiative,the breadth of interaction content,the emotional characteristics of both sides of the interaction performance is moderate;Compared with the other two attachment tendencies,children with attachment avoidance tendency have the lowest initiative,the smallest scope of interaction content,and the obvious tendency of avoidance.On the basis of the above research conclusions,this study puts forward the corresponding countermeasures and Suggestions on how to improve the safety of parent-child attachment and promote the high-quality interaction between teachers and children by improving the parent-child attachment relationship.At the micro level,parents and teachers play important roles as important others.At the middle level,we should build a "good enough" family environment,home environment and community service environment.At the macro social level,we need to have a strong system and a team of talents to ensure the protection.