| The quality of early teacher-child interaction is closely related to the development of children.The period from 0 to 3 years old is the foundation period for the development of children's brain,nervous system and psychological skills(thinking,language,emotion and personality,etc.).With the development of child-care under 3 years old in China,the quality and improvement of Rearing and Caring Service Institutions have become the key to its development.The quality of teacher-child interaction is an important part of the process quality of Rearing and Caring Service Institutions.How to select and use the tool of teacher-child interaction quality evaluation scientifically to understand and promote the quality of teacher-child interaction in Rearing and Caring Service Institutions has become the primary problem to be solved.This study uses CLASS Toddler and ITERS-3 as research tools,combining with purposeful sampling and stratified random sampling method to extract 48 toddler classes of six cities in Zhejiang province.After the system training of markers,with four markers in each class(two CLASS Toddler markers,two ITERS-3 markers)for observation and measurement of this 48 samples and analyze the basic situation of the Rearing and Caring Service Institutions and classes.Based on the CLASS Toddler scale and ITERS-3 scale to probe Rearing and Caring Service Institutions' teacher-child interaction quality in Zhejiang province and compare the similarities and differences of this two scales.It is found from the analysis that from the basic information of nursing institutions,the majority of institutions are run by the local people,the children are mainly over 24 months old,the actual ratio of teachers to children is 1:2.5 to 1:9,and the professional quality of teachers is low.From the scale structure and consistency,inter-rater reliability of CLASS Toddler and ITERS-3 reached a high level,and the internal consistency of the scale reached a good level as a whole.From the relevance validity of the scale,CLASS Toddler and ITERS-3 have good internal correlation,the scale has good suitability.Two domain of CLASS Toddler and two sub-scale of ITERS-3(Language/Books and Interaction)have significant correlation.It shows that the sub-scale of " Language/Books " and " Interaction " can effectively measure the interaction quality,which is consistent with the existing research.From the comparative analysis of the scale,contrast observation program and score found that there were differences in observation procedures and scoring methods of CLASS Toddler and ITERS-3.Comparing the scores of CLASS Toddler and ITERS-3,the scores of teacher-child interaction quality measurement were all in the medium level of 3-5.The teacher-child interaction quality in China is at a medium level,which is consistent with the existing research.Compare the content of CLASS Toddler and ITERS-3 found that the indicators of CLASS Toddler and the sub-items of ITERS-3 showed the progression of indicators(sub-items)from low to high.High indicators(sub-items)tend to be deeper or more frequent than low and middle scores.However,the CLASS Toddler scale focuses more on the evaluation of the overall atmosphere in a certain field or dimension.ITERS-3 scale pay more attention to the observation in a particular situation,and pay more attention to the teacher sensitivity in informal activities and group/individual activities,which is different from the one-day(half-day)activities in Zhejiang province.To sum up,the researchers suggest: 1.To improve the quality of teachers to promote the quality of teacher-child interaction;2.Fully understand the characteristics of quality evaluation tools,to achieve appropriate evaluation;3.Grasp the use of evaluation tools to improve the effectiveness of teacher-child interaction quality evaluation;4.Develop the quality evaluation tools suitable for local,and construct the evaluation system of local Rearing and Caring Service Institutions. |
PDF Full Text Request