Action Research To Improve The Quality Of Teacher-child Verbal Interaction In Kindergarten Play Sharing

There are a lot of verbal interactions between teachers and children in the day-to-day life of kindergartens.High quality teacher-child verbal interaction promotes the linguistic,cognitive and social development of young children in many ways.Play sharing is an important part of the game.As a generative activity,teachers and children exchange ideas and collide in dialogues,and the both sides of the dialogue should be independent and interactive.There is little research on the verbal interaction between teachers and children in play sharing at present,and teachers are also confused about organizing play sharing activities in practice.The interaction between teachers and children stays in the superficial response,and it is difficult to reflect the dialogue in the sharing.Using an action research paradigm,this study was conducted over a period of five months,using a combination of observation and interview methods to explore effective strategies for teachers to facilitate verbal interaction between teachers and children in play sharing.Before the action,the researcher used the improved Flanders Interaction Analysis System(i FIAS)and the Teacher Scheme for Educational Dialogue Analysis(T-SEDA)to conduct an analysis that identified problems in class play sharing such as weak awareness of dialogue rules among children,teachers leading dialogue development and single support strategies.Taking this as the starting point of action,the researcher carried out a three-stage exploration: the first stage was to establish good rules for dialogue,and to give children a sense of belonging to the rules by formulating,practicing,and improving them in order to encourage effective and reasonable exploratory conversations between teachers and children;the second stage was to support children’s participation in sharing,where teachers enriched response forms through a variety of scaffolds to collect children’s interest in sharing while paying attention to the silent in sharing and encouraging them to participate in sharing;the third stage was to enhance children’s level of sharing,where teachers used rich sharing forms and effective questioning strategies to encourage children to construct and express their ideas through sharing.After the action,the percentage of classroom silence and confusion decreased,teachers were more affirming of children’s emotions,children were willing to express their opinions and mostly adopted positive tendencies,and more reflections about the rules of conversation emerged.During this action research,both teachers and children made gains.Firstly,the children’s interest and ability to share was enhanced,with a rich variety of topics shared,a variety of forms of sharing,and an improved level of listening and narration;secondly,the teachers’ ability to organize play sharing was enhanced,and their support strategies and questioning language were enriched,along with a sound understanding of educational dialogue.The research found that: first,teachers and children build dialogue rules together,making the rules a part of the dialogue,and establishing an equal dialogue relationship through regular adjustment and reflection on the rules;second,according to the characteristics of different children in the sharing,teachers need to provide personalized support,through screening sharing topics and providing more sharing opportunities for silent children,improves children’s narration level and encourages more children to participate in sharing;respect children’s ideas,use visual and verbal support,let children think deeply in sharing,and then express themselves.