| Teacher-child interaction provides new options for the development of early childhood education and has implications for early childhood education,teacher development,and the growth of young children.Currently,teacher-child interaction in early childhood physical education does not take place efficiently,teachers have not changed their role to that of collaborators,supporters,and guides,and children’s subjectivity in physical education is not fully valued.However,good teacher-child interactions help to explore children’s potential,promote the professional growth of early childhood teachers in the field of physical education,and improve teacher-child relationships.Therefore,studying teacher-child interaction in early childhood physical education has become an important issue in building efficient early childhood physical education activities and improving the quality of early childhood physical education.The study integrates the literature method,observation method,interview method,case study method and other research methods to select teacher-child interaction in kindergarten large class physical education teaching activities as the research topic,focusing on the current situation and problems of teacher-child interaction from four dimensions,such as the subject,theme,form and nature of teacher-child interaction,focusing on the causes of the problems of teacher-child interaction from the aspects of kindergarten,teachers,children and families,and combining dialogue theory and The study also proposes corresponding countermeasures by combining dialogue theory and multiple intelligence theory.The study concluded that the following problems exist in teacher-child interactions: first,teachers dominate and children’s autonomy needs to be revealed;second,the interaction based on regulation affects children’s personalized development;third,teachers lack inspiration and ignore children’s creative thinking in the process of interaction;fourth,the interaction form is single and solid,and one-to-one interaction between teachers and children is insufficient;fifth,the nature of interaction is different,and positive emotions exist between both sides.There is a lack of positive emotion between the two sides.The above problems are mainly caused by kindergartens,teachers,and children,among which the conditions created by kindergartens for teachers,kindergarten management system,and kindergarten school concept all have an impact on teachers’ teaching behaviors and indirectly bring about various kinds of teacher-child interaction problems;teachers’ educational philosophy,teachers’ professionalism,and teachers’ comprehensive ability affect the quality of teacher-child interaction;while children’s self-control,personality differences,and family relationships affect the quality of teacher-child interaction.Teachers’ educational philosophy,teachers’ professionalism,and teachers’ overall ability affect the quality of teacher-child interactions,while children’s self-control,personality differences,and family relationships affect the cooperation and participation in teacher-child interactions.Accordingly,the study concluded that the development of teacher-child interaction requires kindergartens to improve teacher training mechanisms,enhance teachers’ ability to interact with children,improve teacher-child ratios,adjust teachers’ teaching evaluation mechanisms,create an environment for teacher-child interaction,and strengthen home interaction and cooperation to jointly promote children’s development.Teachers need to make changes in the following aspects: change their educational philosophy,establish an equal view of teacher-child interaction,highlight the subjectivity of children;strengthen learning and reflection,and improve their own literacy and skill level.In addition,parents need to closely cooperate with kindergartens and teachers,actively communicate with children as equals at home,encourage children to express themselves boldly;form healthy parent-child relationships,strengthen children’s sense of self-trust,and establish children’s autonomy;strengthen the way of home-school interaction,keep abreast of children’s development,and effectively guide children’s autonomous development.In general,teacher-child interaction provides a new perspective on how to develop early childhood education in a high-quality and innovative way.Improving the quality of teacher-child interaction also requires the participation of multiple subjects to give full play to the corresponding power and contribute to the development of early childhood education. |
