A Study On The Relationship Between Teacher-child Relationship And Mental Health Of Preschool Migrant Children

Teacher-child relationship is an important interpersonal relationship in early childhood development,which to some extent affects the development of children’s mental health.There are few studies on the relationship between teachers and children in preschool floating children in China,and the relationship between teachers and children and the mental health of preschool floating children is discussed.As an important other for the development of pre-school migrant children,will the close relationship or conflict between teachers and children affect the mental health of pre-school migrant children? This issue remains to be explored.Therefore,this study selects 212 3-6-year-old migrant children from two private kindergartens in the suburb of Guangzhou as the research object,and uses the teacher-child relationship scale and the preschool child mental health assessment scale as the research tools to investigate the current situation of the teacher-child relationship and mental health of migrant children,as well as the relationship between them.With the help of observation and interview,the purpose is to further explore the causes of the current situation of the relationship between teachers and children of pre-school mobile children,and put forward more targeted suggestions for building a more active relationship between teachers and children.The findings of this study are as follows: 1.The relationship between teachers and children of preschool floating children is in the middle level,in which the intimacy dimension is in the middle level and the conflict dimension is in the low level.In the density dimension,girls’ teacher-child intimacy is slightly higher than boy’ s,but there is no gender difference.There is no significant difference between different ages.From the average score of each age group,the score of the 4-5-year-old group is the highest,the 5-6-year-old group is the second,and the 3-4-year-old group is the lowest.There are significant gender and age differences in the dimensions of conflict.The conflict between teachers and children in boys is significantly higher than that in girls,and the conflict between teachers and children in 5-6-year-old group is significantly higher than that in 4-5-year-old group.2.The mental health of pre-school floating children is in the upper middle level,the relatively prominent problem is in the three dimensions of conduct disorder,character defect and emotional disorder,but not obvious.There are significant gender differences in emotional disorders,conduct disorders and social maladjustment,and boys’ problems are significantly higher than girls’ in these dimensions.Only the dimension of social maladjustment has significant age difference,among which the 5-6-year-old group has the lowest score,the4-5-year-old group is the second,and the 3-4-year-old group has the highest score,indicating that the 3-4-year-old group has the worst social adaptability.3.The conflict dimension of teacher-child relationship is significantly related to the emotional disorders and personality defects of preschool floating children.And the conflict dimension can be used as a predictor of emotional disorders and personality defects in preschool mobile children’s mental health.Through the analysis of the research results,combined with observation and interview,the author further analyzes the possible causes of preschool mobile children’s teacher-child conflict,which are mainly affected by kindergarten,teachers and children’s.In order to build a more active relationship between teachers and children,the author tries to put forward the following education suggestions for these three aspects:1.Kindergarten.First,to solve the problem of high teacher turnover rate,the kindergarten side should try its best to let teachers complete a semester or a school year before leaving;second,to solve the problem of high ratio of teachers to children.We should try our best to reduce the work burden of teachers and let teachers devote themselves to the interaction with children.Thirdly,we should get rid of the influence of primary education and design activities that meet the characteristics of children’s age.2.Teachers.First,always keep in mind the concept of respecting children’s education,and combine knowledge with practice;second,improve their professional level in many ways;third,summarize and reflect on the conflict between teachers and children.Fourth,in view of the gender difference in teacher child conflict,teachers should first realize that boys are moreactive than girls,understand and give children room for correction and reflection.Secondly,we should encourage more boys;fifth,we should aim at the problems of children’s behavior disorder,character defect and emotional disorder.First of all,guide children’s behavior disorder correctly;second,accept children’s character defects;finally,understand and accept children’s emotional disorders.