A Study On The Relationship Between The Quality Of Teacher-child Interaction Of Rural Public-Interest Kindergartens And The Social Emotional Development Of Children

In the past decade,China’s preschool education has achieved rapid development.The problems of difficult and expensive admission have been effectively alleviated with the emergence of a large number of inclusive kindergartens.The pursuit of high-level kindergarten education quality and children’s development has become a new direction for the development of preschool education in the next stage.Many studies have shown that there is a close relationship between the quality of teacher-child interaction in kindergartens and the level of children’s social development,but there are relatively few studies on the quality of interaction between different objects and situations in kindergartens and children’s social development.Moreover,township inclusive kindergartens have always been a depression in the development of educational quality of educational kindergartens in China.Due to the long-term uneven distribution of educational resources,there are some problems,such as the low quality of kindergarten teachers,unfair education and low educational quality.Accordingly,the development of children in this area is relatively slow in cognition,sociality and early reading.Then,in the township areas where the quality of preschool education is relatively backward,how does the interactive quality of inclusive kindergartens affect the level of children’s social development? Not yet clear.Based on this,this study focuses on the current national spiritual call of "educational equity" and the era background of "balanced development between urban and rural areas",combines it with the actual situation of kindergarten education development in township areas of Guangxi,pays attention to the relationship between the interactive quality of township inclusive kindergartens and children’s social development,and tries to provide operable suggestions for the improvement of the interactive quality of township inclusive kindergartens and the level of children’s social development.This study takes 319 children from 4 kindergartens in rural areas of Guangxi as the research object,and comprehensively uses the methods of measurement,observation and interview to analyze the current situation and relationship between the quality of teacher-child interaction and children’s social emotional development in rural inclusive kindergartens.The researcher used the classroom interaction evaluation system（CLASS）to enter the class to evaluate the quality of their teacher child interaction,and used the "social emotion" sub scale in the Asia Pacific early childhood development scale（EAP-ECDS）to measure the level of children’s social emotion development.Through data processing and analysis,the following conclusions are obtained:（1）The quality of teacher-child interaction in inclusive kindergartens in townships needs to be improved,and there are internal differences and imbalances.Embodied in: teacher-children interaction quality overall is in medium level,emotional support dimension scores highest,activity organization dimension scores times,education support dimension minimum;Teacher-children interaction quality in different grades,the system of kindergarten,significant differences exist in the teacher education.（2）The level of social emotional development of township children needs to be improved,and the development of different dimensions is different.The specific manifestations are as follows: the overall level of children’s social emotional development is not high,and there are developmental differences among various dimensions;Significant difference was found in children’s social emotional development age,each dimension development imbalance.（3）There is a significant positive correlation between the quality of teacher-child interaction and children’s social emotional development in inclusive kindergartens in townships.Atmosphere in the dimension of emotional support,negative and positive atmosphere and teachers’ sensitivity and all dimensions was significantly positively related to children’s social emotional development,emphasizing the view dimensions and children perceive emotions,to distinguish the mood there is no significant positive correlation;In the dimension of activity organization,activity arrangement efficiency and teaching activity guidance are significantly positively correlated with all dimensions of children’s social and emotional development,while behavior management is not significantly positively correlated with children’s conflict resolution.In the teaching support dimension,and children’s social emotional development and demonstration of dimensions of speech all dimensions are significant positive correlation,cognitive development and feedback the quality dimensions of children’s social emotional development dimension and part only positively correlated relationship.（4）Each dimension of teacher-child interaction quality in township inclusive kindergartens has different predictive effects on children’s social emotional development.Among them,teacher sensitivity can strongly predict children’s social emotional development;Negative atmosphere,activities efficiency and positive atmosphere can moderate intensity predict children’s social emotional development;Teaching support and its child d no significant prediction effects on children’s social emotional growth.In view of the above research conclusions,this study puts forward the following educational suggestions:（1）improve the educational literacy of teachers in inclusive kindergartens in townships and promote the quality of teacher-child interaction.（2）According to the law of children’s physical and mental development,grasp the key stage of rural children’s social emotional development.（3）to create a good atmosphere of young emotional support,inspire the enthusiasm of children’s social communication.（4）Enhance the professional sensitivity of teachers and improve the overall development level of children’s social emotions.