The Study On Shildren’s Refusal Behavior In Teacther-Child Interaction In Senior Class Of Kindergarten

In order to understand the status quo,characteristics and causes of children’s rejection behaviors in teacher-child interaction,this study observed all teachers and children in three senior classes in three first-level kindergartens in Chengdu for three weeks respectively,and interviewed the teachers who caused children’s rejection behaviors.The results showed that the teacher-initiated interaction with discipline as the theme was the most likely to lead to children’s rejection behavior,and the frequency of children’s rejection behavior was very low in the interaction of teacher’s questions,appeasing emotions or expressing emotions.In verbal noncompliance,children mainly protest to the teacher,while in non-verbal noncompliance,children mainly keep silent.In addition,among all the refusal behaviors,children’s non-verbal obedience refusal behaviors are more likely to succeed.In general,children’s refusal behavior in teacher-child interaction also presents four characteristics: contradiction,which means that on the one hand,children spare no effort to resist the rules of the human world,on the other hand,they also have a tendency to actively maintain and obey the rules;strategy,which means that in order to maximize their own interests,children will show extraordinary rejection skills in the process of rejecting teachers;flexibility means that children can flexibly adjust their rejection methods by observing and learning the experience of their peers in rejecting teachers,so as to more directly and effectively reject teachers;directivity means that with the increase in the frequency of different refusal behaviors and the accumulation of successful experiences,a specific connection mode is gradually formed between the children’s rejection and the interaction initiated by the teacher.The influencing factors of teacher-induced children’s rejection behavior include:teachers’ maintenance of routine,the identity of teachers’ caregivers and teachers’ safety pressure.The causes of children’s refusal behaviors can be divided into internal factors,external factors and cultural factors.The internal factors means that the children’s control of autonomy and the unconfident psychological state.External factors means that the unstable implementation of rules by teachers and the inconsistent requirements between kindergarten and family。Cultural factor refers to the social education mode of "shame" cultivation and teachers’ authority also has a certain influence on children’s refusal.