Research On The Correlation Between Preschool Teachers’ Nonverbal Behavior And Emotional Support In Group Teaching Activities

Teachers’ non-verbal behavior is the main form of communication besides speech in collective teaching activities in kindergartens.The emotional support of teachers’ non-verbal behavior is an important factor affecting teacher-child interaction.Whether teachers can discover the hidden problems behind them,and finally improve the ability to use non-verbal behaviors and improve the level of emotional support is a question worthy of our attention.The non-verbal behavior of preschool teachers refers to the actions that appear in the context of collective teaching activities in kindergarten education and that teachers use individual body posture symbols to send out actions.There are 5 dimensions including symbolic action,expressive action,instrumental action,distance action,and adaptive action.Emotional support refers to the positive and harmonious relationship established between teachers and students.It mainly focuses on teachers’ building a positive atmosphere in classroom interaction,being able to perceive and respond to students’ needs(that is,feedback)and fully respect students’ views."Emotional support" includes four dimensions: Positive Atmosphere(PC),Negative Atmosphere(NC),Teacher Sensitivity(TS),and Concern for Children’s Viewpoint(RSP).This research mainly focuses on the non-verbal behavior of teachers in collective teaching activities as the starting point to study the level of emotional support.This research mainly adopts observation method,evaluation method,interview method and other research methods.It uses self-compiled preschool teacher non-verbal behavior observation table and CLASS classroom interaction evaluation system emotional support field observation table as research tools,and selects 3 kindergartens,colleges and universities in Chongqing.The videos of collective teaching activities in five major areas of two teachers in each of the middle and small classes were used as research samples,and a total of 90 teachers’ non-verbal behaviors in collective teaching activities were investigated.It aims to understand the current status of the use of non-verbal behaviors,the relationship between non-verbal behaviors and emotional support and influencing factors,and to provide targeted educational suggestions for improving the emotional support level of teachers’ non-verbal behaviors in collective teaching activities.The results of the research show that the nonverbal behaviors most used by teachers are symbolic actions,and the least used are adaptive actions.In the collective teaching activities of kindergartens,teachers are at the upper-middle level in the field of emotional support as a whole.Among them,positive atmosphere,teacher sensitivity,and attention to children’s viewpoints are all at the middle level.By analyzing the correlation between the frequency of use of each type of nonverbal behavior of teachers and the scores of emotional support,it can be seen that random distance actions and uncoordinated instrumental actions are not related to emotional support;teachers’ sensitivity and attention to children’s point of view scores are higher Low,greatly affected by adaptive actions.Through the analysis of influencing factors,it can be seen that emotional support is related to different classes and different collective teaching areas,and is not related to non-verbal behaviors of teachers of different ages.Based on the research results and the analysis of influencing factors,combined with the content of the interviews,there are many aspects from improving teachers’ nonverbal behavior use ability,respecting children’s age characteristics and learning level,breaking the boundaries of collective teaching activities in different fields,and the efforts of kindergartens and talent training departments.Put forward educational suggestions to improve teachers’ non-verbal behavior and emotional support level in collective teaching activities,to achieve the purpose of promoting good teacher-child interaction and child-child interaction.