乡镇普惠性幼儿园师幼互动质量及其对幼儿社会情绪发展的预测作用

Inclusive Rural Kindergarten Teacher-child Interaction Quality and Its Predictability to Children's Social Emotional Development

以广西4所乡镇普惠性幼儿园319名幼儿及其教师为研究对象,用课堂互动评估系统测查师幼互动质量,用亚太学前儿童发展量表测查幼儿社会情绪发展水平,并探索二者的关系。结果表明:(1)乡镇普惠性幼儿园师幼互动质量有待提高,本科学历教师师幼互动质量得分显著高于其他学历教师,示范园得分显著高于非示范园,公办园得分显著高于民办园;(2)师幼互动质量与幼儿社会情绪发展呈显著正相关;(3)师幼互动质量各领域及其子项目对幼儿社会情绪发展存在不同程度的预测作用,其中教师敏感性具有强预测作用,消极氛围、活动安排效率和积极氛围起中等强度预测作用,教学支持领域没有显著预测作用。

319 children and their teachers from 4 inclusive rural kindergartens in Guangxi were taken as research objects,to measure the quality of teacher-child interaction with CLASS and measure the social emotional development of children with EAP-ECDS,and to explore the relationship between the two above.The results show that:(1)In terms of the quality of teacherchild interaction,inclusive kindergartens in villages and towns need to improve,teachers with a bachelor degree perform better than those without,model kindergartens score significantly higher than their counterparts,and public kindergartens are far better than private ones.(2)The interaction quality between teachers and children is positively correlated with the development of children's social emotions.(3)Each item of teacher-child interaction has predictive effect at different levels on the development of children's social emotions.Among them,teacher sensitivity has a strong predictive effect,while negative atmosphere,activity arrangement eficiency and positive atmosphere have a medium predictive effect,but teaching support has no significant predictive effect at all.