Research On The Quality Of Teacher-child Interaction In Kindergarten Role Play

In 2022,the Ministry of Education issued the“Kindergarten Education Quality Assessment Guide” clearly stated that teacher-child interaction is the key indicators of kindergarten education quality assessment.The realization of effective interaction between teachers and children plays a positive role in improving the quality of kindergarten education.Role Play is one of the most typical games in kindergartens,in which high-quality interaction between teachers and children can not only promote the development of the subjectivity of both teachers and children,but also reflect the quality of kindergarten education.The present study used a quantitative and qualitative approach to examine 12 teachers from two provincial-level model kindergartens in Nanchang province and their children in their classes,in which investigated the quality of teacher-child interaction in role play.First of all,the classroom assessment scoring system(Class)was used to evaluate the quality of teacher-child interaction in role play.The results showed that the quality of teacher-child interaction in role play was moderate,and there are significant differences between different age classes.Second,based on the results of the CLASS evaluation,combined with relevant cases and interview data,this paper sums up the characteristics of high-quality teacher-child interaction and the performance of low-quality teacher-child interaction from four dimensions: nature,theme,motivation and process.The research shows that the main characteristics of high-quality teacher-child interaction are as follows: in the nature of teacher-child interaction,positive behavior is dominant;in the theme of teacher-child interaction,it focuses on game characters and game plots;in the motivation of teacher-child interaction,emotional interaction is dominant;in the process of teacher-child interaction,direct interaction and indirect interaction are unified.The low-quality teacher-child interaction mainly includes: in the nature of the teacher-child interaction,the invalid neutral behavior is absolutely dominant;in the theme of the teacher-child interaction,the attention to the game plot is insufficient;in the motivation of the teacher-child interaction,the emotional interaction between subjects is less;in the process of teacher-child interaction,there is a lack of rational use of game materials.These problems are closely related to teachers’ game literacy,children’s own characteristics and kindergarten environment.Based on the above analysis,this study from both teachers and kindergartens to make recommendations.Firstly,teachers should correctly understand the relationship between children’s autonomy and teacher guidance in role play;construct interactive strategies on the basis of mastering children’s role play level;in the spiral of action research to improve their own game guidance ability;pay attention to personality differences between young children and the expansion of their social life experience.Secondly,kindergartens should further optimize the teachers’ working system,ensure a reasonable teacher-child ratio;pay attention to the professional development needs of teachers,carry out special training of teacher-child interaction;improve the“over-rigid” management style,to create a humanistic kindergarten environment.