The Research On Teachers’ Verbal Feedback In Kindergarten Play Activities

The Guidelines for Kindergarten Education clearly points out that children should pay attention to their reactions in activities,be sensitive to their needs,respond in a t imely and appropriate manner,and form cooperative and exploratory interaction.In thecontext of kindergarten play activities,in order to enable children to achieve the dev elopment goals of the play activities,teachers will make certain verbal feedback on ch ildren’s speech or behavior.Such feedback can play a guiding and promoting role in c hildren’s ability development.The purpose of this study is to investigate the current situation of teachers ’ verbal feedback in kindergarten play activities.Six teachers from G kindergarten in Guangzhou were selected as the research objects.Observation method,interview method and content analysis method were used to collect specific data of verbal feedback in 30 kindergarten play activities in G kindergarten in Guangzhou.Excel and SPSS25.0 software were used to analyze the collected data from the four dimensions of feedback object,feedback content,feedback strategy and feedback turn structure.Combined with quantitative and qualitative analysis,the current situation of teachers’ verbal feedback in kindergarten play activities was analyzed and discussed.This paper summarizes the basic situation of teachers’ verbal feedback and the differences and characteristics of teachers’ verbal feedback between classes of different ages,so as to explore the problems and causes of teachers’ verbal feedback in kindergarten play activities,and on this basis,puts forward corresponding educational suggestions to improve the quality of teachers’ verbal feedback in kindergarten play activities.The results show that: First,in the kindergarten play activities,the specific situation of teachers’ verbal feedback has more verbal feedback objects for individual children,the content of verbal feedback mainly focuses on task orientation,the use of verbal feedback strategies is mainly based on a single strategy,and the structure of verbal feedback turns is simple.Secondly,the differences of teacher verbal feedback among different age classes are as follows: there are significant differences in the object and content of teacher verbal feedback among different age classes,while there are no significant differences in the turn structure and strategy of teacher verbal feedback among different age classes.Combined with specific text analysis,it is found that there are problems in teachers’ verbal feedback in kindergarten play activities :one-sided selection of feedback objects,generalization of verbal feedback content,inflexible use of verbal feedback strategies,and single use of verbal feedback turn structure.The research and analysis of its influencing factors have four aspects :teachers’ verbal feedback concept affects the comprehensiveness of verbal feedback,teachers’ verbal feedback literacy affects the pertinence of verbal feedback,teachers’ verbal questioning level affects the openness of children ’s response,and the grasp of play activity characteristics affects the effectiveness of verbal feedback.In view of the verbal feedback problems of six teachers in play activities,the author provide suggestions for promoting effective verbal feedback of teachers in kindergarten play activities: improving the understanding of teachers’ verbal feedback and establishing a scientific view of verbal feedback;enrich the theoretical knowledge of play activities and enhance the pertinence of feedback content;improve their own verbal feedback literacy,flexible use of verbal feedback strategies;improve the use of circular feedback turns and provide appropriate verbal feedback scaffolds.