A Study On The Relationship Between Teacher-child Interaction Quality And Children's Self-control

The early childhood stage is in the key stage of self-control development.The formation of child self-control in this stage mainly depends on the internalization of value.The internalization of value mainly originates from the influence of adults.After children enter kindergarten,teachers become important others of children,teachers' words and deeds will affect the internalization of children's value,and the interaction between teachers and children is also related to children's physical and mental development.Therefore,it is of great theoretical value and practical significance to explore the quality of teacher-child interaction and its influence on children's self-control.In this study,18 teachers and 243 young children in 9 classes of 3 kindergartens in Shenyang were investigated.The centralized teaching activities of each class were observed for 4 days by non-participatory observation method,and 36 cases of centralized teaching activities were collected to evaluate and measure the quality of teacher-child interaction.In addition,the self-control level of children in all classes was measured by Yang Lizhu and Dong Guangheng's "Early Childhood Self-control teacher Assessment questionnaire ".Finally,through quantitative analysis,we conclude that:1.the quality of teacher-child interaction in kindergarten has reached the middle level,among which,the emotional support level is the highest,the activity organization is the second,and the teaching support level is the lowest;there are significant differences in teacher-child interaction in education,teaching age,grade,teacher-child ratio and areas of activity.Among them,teachers with bachelor degree or above are significantly better than teachers with college degree or below;proficient teachers with more than 5 years of work are significantly better than novice teachers;large classes are significantly better than small classes;classes with lower teacher-child ratio are significantly better than those with higher teacher-child ratio;and language,art and science activities are significantly better than health activities.2.children's self-control reached the upper middle level,the four dimensions scored from high to low were self-control,delayed satisfaction,self-consciousness and persistence the children's self-control had significant grade and gender differences,among which the large class was significantly better than the middle class,the middle class was significantly better than the small class;and the girls were significantly better than the boys.3.the total score of teacher-child interaction,activity organization and teaching support were significantly positively correlated with self-control,but emotional support was not significantly correlated with self-control.Among the 10 indicators set up below,there is a significant correlation between attention to young children's views,educational activity guidance,cognitive development and children's self-control,and there is an extremely significant correlation between behavior management,activity arrangement efficiency,feedback quality,language demonstration and children's self-control.4.Cognitive development and feedback quality in educational support can significantly positively predict children's self-control.Based on the above results,two suggestions are put forward: first,multi-pronged approach to improve the overall level of teacher-child interaction;secondly,effective interaction to promote the continuous development of children's self-control.