What are the problems encountered in kindergarten teacher-child interaction

What are the problems encountered in kindergarten teacher-child interaction?

Answer: 1. The subject position of young children is missing.

In teacher-child interaction, teachers and young children are the main body of interactive behavior, both in the initiation of interactive behavior and behavioral feedback should have the initiative. However, in the reality of early childhood education activities, teachers are often more in the position of the initiative, they control the initiation of interactive behavior and interactive process, swaying the behavior of young children, while young children are often in the passive position of obedience, dependence, they have the absolute dominant position in the interaction, and young children in the interaction of the subject position has not been given enough attention.

2. A single mode of teacher-child interaction.

In the kindergarten teacher-child interaction, the interaction between teachers and young children is mainly manifested as a kind of education and be educated, guide and be guided, manage and be managed, care and be taken care of tilted interaction. Especially in collective educational activities, teachers as educators organize and control the entire educational process, holding the initiative of teacher-child interaction, young children are expected to remain quiet and listen to the teacher's education and guidance, but not without the teacher's permission to arbitrarily interrupt the teacher's carefully planned educational process, and also can not arbitrarily initiate the interaction with the teacher or with their peers. Young children's interactions are strictly limited to a certain time and scope, and are primarily in keeping with the teacher's educational content and behavior. Children have to accept the teacher's instructions on many matters, including whether they can play the game they want to play again, whether they can leave their position to fetch water, and whether they can go to the toilet, etc. They do not have any initiative or autonomy. Teachers and children to communicate with each other as equals and behavioral exchanges, mutual greetings, express emotional experiences, *** with the game and the children to the teacher to express their views and other parallel interaction is rarely reflected.

3. Teacher-child interaction behavior has a strong negative emotional characteristics.

Research and observation have shown that teacher-initiated interactions are generally dominated by neutral behaviors without distinctive emotional coloring, and that negative emotional behaviors such as dissatisfaction, annoyance, and disgust are significantly more than positive emotional behaviors such as affinity, affection, and friendliness toward young children. While the behaviors initiated by the toddlers were more positive than negative, there was still a certain percentage of fearful behaviors with a clear tendency to be afraid of the teacher. Feedback behaviors from teachers and toddlers were most neutral. However, non-responsive feedback styles existed to varying degrees on both the teacher and toddler side. Teachers' negative behaviors in teacher-child interactions can inhibit the further formation of young children's motivation for interaction and have a negative impact on the development of young children's personalities.

4. There is a great deal of variability in teacher-child interactions.

First of all, it is reflected in the differences in the object of teacher-child interaction. Outgoing, lively and cheerful children with positive behavior receive more attention and feedback from teachers, while more introverted and non-expressive children are easily ignored by teachers; teachers show closeness to children who are smart, cute, abide by classroom rules, and actively follow the teacher's thoughts, while often showing dissatisfaction with children who are overly active and often display disciplinary behaviors and who are in a position of being rejected in teacher-child interactions.

Secondly, it is reflected in the differences in the way of interaction. To different age characteristics of young children, teachers will take different ways of interaction. For example, the frequency of teachers' positive action behaviors towards younger children is obviously more than that of older children, while the frequency of teachers' negative action behaviors towards older children is more than that of younger children, that is to say, younger children are more likely to get the teachers' interaction behaviors characterized by affectionate and friendly feelings, while the older children are more demanding and more controlled.

Once again, the content of the interactions was significantly different. In the teacher-child interactions with the theme of soothing emotions, teachers initiated more interactions with younger children than with older children, and fewer interactions with the theme of getting children to do things than with older children. The older children initiated more opinion-based interactions than the younger children, and fewer interactions with the theme of seeking attention and comfort than the younger children.

In addition, there were spatial differences in teacher-child interactions. The spatial distance between children and teachers affects their opportunities for participation: children who are close to their teachers tend to be closer to them, are more likely to receive more attention from teachers, and have more opportunities to interact with them; conversely, they are more likely to be left out and have fewer opportunities to participate in interactions.