A Study of Teacher-Child Interaction in Social-Emotional Teaching Activities in Kindergarten

Abstract

Kindergarten social-emotional teaching activities are an important way for young children to learn social-emotional skills, and the quality of teacher-child interaction is a key factor in the effective implementation of social-emotional teaching activities. The purpose of this study was to examine the current situation of teacher-child interactions in social-emotional teaching activities in kindergartens, to analyse their characteristics and influencing factors, and to try to put forward educational suggestions to promote the development of young children's social-emotional skills. The study selected Kindergarten G in City Y, which has been implementing a social-emotional learning programme for five years, and used 30 full-time teachers in the kindergarten as the study subjects. The study adopted the measurement method, using the CLASS classroom assessment scoring system as the research tool and SPSS to analyse the scores of teacher-child interactions in the specific indicators of CLASS, and at the same time, combined with interviews and measurement methods to analyse the characteristics of teacher-child interactions and analyse their influencing factors.