Study On The Interactive Quality Of Teachers And Children In County-wide Private Kindergartens

“Guidelines for Evaluating the Quality of Kindergarten Care Education” points out that the quality of teacher child interaction is the core indicator for evaluating the quality of preschool education.Therefore,this study focuses on inclusive private kindergartens in county areas,explores the quality characteristics and differences of teacher child interaction in kindergartens,and proposes targeted improvement suggestions and measures.In 2010,the “Several Opinions of the State Council on the Development of Preschool Education” first proposed the concept of inclusive private kindergartens,effectively ensuring that every child can receive high-quality and inclusive preschool education.After more than a decade of development,the number of inclusive private kindergartens has grown rapidly.However,the quality of inclusive preschool education is increasingly apparent,especially in counties with relatively scarce resources.The quality of preschool education is not high,mainly reflected in the low level of teacher child interaction.This study selected two inclusive private kindergartens in X County,Xuancheng City,Anhui Province,and randomly selected one class from the primary,middle,and large classes of these two kindergartens,with a total of 12 teachers in six classes.The“CLASS(Classroom Assessment Scoring System)”was used as a research tool to evaluate the quality of teacher child interaction among 12 teachers.The factors affecting the quality of teacher child interaction were analyzed using SPSS24.0 data processing software.Finally,qualitative analysis and discussion of this issue are conducted based on educational on-site observation records and interview records.The survey results show that:(1)The overall quality level of teacher child interaction in county inclusive private kindergartens is medium to low;(2)There are differences in teacher-child interaction among different age classes,showing that the overall score of teacher-child interaction in small classes is higher than that in middle and large classes;(3)Different types of activities have different characteristics of teacher-child interaction,mainly manifested in the highest overall score for life activities,followed by collective teaching activities,lower scores for sports activities,and lowest scores for game activities;(4)Teacher interactions with different identities have different characteristics,showing that novice teachers have more emotional input,and skilled teachers have more experience in class management.In view of the current situation of the quality of teacher child interaction in inclusive private kindergartens in county areas,this study mainly proposes the following suggestions:(1)Promoting educational fairness and improving the overall quality of teacher child interaction in inclusive private kindergartens in county areas;(2)Improve the quality of feedback and the level of teacher child interaction education support in different age classes;(3)Changing teacher concepts and promoting the quality of teacher child interaction in different types of activities;(4)Carry out assistance activities to strengthen the collaborative learning of new and old teachers in county level inclusive private kindergartens.