Inspection of Kindergarten Teacher-Children Interactions
—A Case Study in China

Jing Li^*, Wei Wang

Department of Preschool Education, Faculty of Education, Southwest University, Chongqing, China.

DOI: 10.4236/jss.2014.28016                

Abstract

With the purpose of improving the efficiency of teacher-children interactions and enhancing the quality of pre-school education, the writer uses 20 kindergartens in urban areas of Chongqing as samples to study the teacher-children interactions through observation. The findings show that: 1) The teacher-children interaction is unbalanced, mainly presenting as the teacher-centered “asym-metrical interdependent interactions”. Interactions initiated by the teacher and positive emotions of the children during these interactions are obviously more than those initiated by the children. 2) Interactions between the teacher and the children lack emotional depth. In the interactions, the children response less although they participate more; major methods of initiating and responding to the interactions are non-verbal actions, short or perfunctory replies; and most contents of the interactions are events without touching upon emotions.

Keywords

Relationship between the Teacher and Children, Interaction, Pre-School Education

Conflicts of Interest

The authors declare no conflicts of interest.

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