Study On The Relationship Between The Quality Of Teacher-Child Interactions And Fundamental Motor Skills Of Children In Preschool’s Physical Collective Teaching Activities

A healthy body is the foundation of a good life,and good motor skills are the basis for all movement development.The latest Report on National Physical Fitness Surveillance shows that the body shape and somatic function of young children have improved year by year,but some of the motor skills have regressed,indicating that the current physical quality of young children in China is not well enough.According to Bronfenbrenner’s Ecosystem Theory,preschool teachers have a tremendous impact on young children.Teachers need to focus on how to improve children’s motor skills and ensure their motor effectiveness on a daily basis.Teacher-child interactions as part of the teacher’s pedagogical skills influence children’s sporting experiences.Therefore,there is a need to specifically examine the relationship between teacher-child interactions and fundamental motor skills of children.The study randomly selected 30 classes in four preschools in Shanghai,with the lead teacher and eight children in each class participating in the test.And used measurement,observation,interview and mathematical statistics as research methods.Using the TGMD-3 to test young children’s fundamental motor skills and the Classroom Assessment Scoring System to observe and score 90 sessions of physical collective teaching activities by 30 teachers.Then we used SPSS to statistically analyze the current situation and relationship between children’s fundamental motor skills and the quality of teacher-child interactions and to identify the ways of teacher-child interaction that contribute to the development of children’s fundamental motor skills by analyzing specific cases.The rich content and specific intepretation of the CLASS is the innovation of this study.It increased the applicability of this tool in the field of sports.The results show that:（1）The average quality of teacher-child interactions in physical collective teaching activities is moderately low,with the highest scores in the Emotional Support sub-dimension.（2）There are significant differences in the quality of teacher-child interactions in physical collective teaching activities in terms of children’s age,teacher’s major and teaching experience,and no statistical differences in terms of teacher’s gender,education background,or job title.（3）The development of fundamental motor skills increases with age,with higher scores for locomotor skills than for object control skills.（4）Significant differences in the fundamental motor skills of 3-6 year olds in terms of child’s age,teacher’s major and teaching experience,and no significant differences in terms of teacher’s gender,education background,job title,child’s gender or dominant hand and foot.（5）Fundamental motor skills were significantly and moderately strongly related to teacher-child interaction quality and its three sub-dimensions.Object control skills were significantly and moderately strongly related to teacher-child interaction quality and its three sub-dimensions.Locomotor skills were only significantly related to the Classroom Organization sub-dimension.（6）The quality of teacher-child interaction was a predictor of both fundamental motor skills and its two sub-dimensions.The climate had a negative predictive effect on fundamental motor skills and its two sub-dimensions,while the remaining sub-dimensions had a positive predictive effect.