Author(s)

Yufang Huang ¹

Affiliation(s)

¹ School of Education, Xi'an Fanyi University, Xi'an, Shaanxi, 710105, China

Corresponding Author

Yufang Huang

ABSTRACT

The emotional support of preschool teachers is to give children emotional care by means of listening, paying attention and encouraging. Effective emotional support is an important way to help children acquire relevant life and learning experiences. This study uses the CLASS classroom interactive assessment system - CLASS Pre-K as a research tool, and uses non-participatory observation to record the interactive video of teachers and children in kindergarten H. According to each dimension of CLASS emotional support field, this paper analyzes the quality of teachers' emotional support behavior in teacher-child interaction and assigns scores. The results showed that the positive atmosphere score of teachers' emotional support was higher, and the positive atmosphere between teachers and children was better. "Teacher sensitivity" and "attention to young children's views" scored moderately, and teachers "negative atmosphere" scored lowest. Based on the quality of kindergarten teachers' emotional support, it is suggested that teachers should improve their sensitivity, observe diligently and guide in time. Change teachers' role consciousness, pay attention to children's behavior activities, and promote children's subject status; At the same time, the development of teachers' emotional support training plan, the creation of teachers' interactive platform, improve teachers' professional ability.

KEYWORDS

Evaluation Guide, Preschool Teachers, Emotional Support, CLASS Interactive Evaluation System

CITE THIS PAPER

Yufang Huang, Research on the Quality of Preschool Teachers' Emotional Support in the Context of the Assessment Guide—Observation and Analysis Based on CLASS Interactive Evaluation System. Applied & Educational Psychology (2024) Vol. 5: 121-127. DOI: http://dx.doi.org/10.23977/appep.2024.050316.

REFERENCES

[1] Ministry of Education of the People's Republic of China. Guidelines for quality assessment of Kindergarten nursing education [M]. Beijing: People's Education Press. 2022, 25-31.
[2] Liu Liang. Effective strategies of teacher-child interaction for assigned CLASS teachers in group teaching activities: an analysis of affective support domain based on class evaluation system[C]. The third Zhang Ximen educational thought seminar. 2021.
[3] Huang Qiong. Research on teachers' emotional support and teaching support strategies in project-based activities-a case study of D Kindergarten in Shanghai [D]. Shanghai: East China Normal University. 2017.
[4] Jiang Lou, Guo Liping, Lv Xue. A meta-analysis of teacher-child interaction from the CLASS perspective - based on the quality assessment results of teacher-child interaction of 892 teachers in 14 provinces and cities in China [N]. Preschool education research. 2019.

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