Research on the Verbal Interaction Patterns of 0-3 Year Old Kindergarten Teachers: Based on a Perspective of Developmental Psychology
Abstract
In the garden of early education, the verbal interaction between 0-3 year old preschool teachers and children is like a flowing stream,
nourishing their growth. This study explores the verbal interaction patterns between teachers and children from the perspective of developmental psychology. By creating situational interactions, open the door to childrens language; Using cultural infiltration and interaction to
broaden childrens horizons; Implementing interactive guidance and inspiration to ignite the spark of childrens thinking; Carry out interactive
game experiences to stimulate childrens expression vitality. Breaking the limitations of traditional interaction, making teacher child verbal
interaction a bridge to promote the language, emotional, and cognitive development of young children, cultivating seedlings with good verbal
abilities and positive emotions, and injecting vitality into early education.
nourishing their growth. This study explores the verbal interaction patterns between teachers and children from the perspective of developmental psychology. By creating situational interactions, open the door to childrens language; Using cultural infiltration and interaction to
broaden childrens horizons; Implementing interactive guidance and inspiration to ignite the spark of childrens thinking; Carry out interactive
game experiences to stimulate childrens expression vitality. Breaking the limitations of traditional interaction, making teacher child verbal
interaction a bridge to promote the language, emotional, and cognitive development of young children, cultivating seedlings with good verbal
abilities and positive emotions, and injecting vitality into early education.
Keywords
0-3 years old; Tutoring teachers for young children; Verbal interaction patterns; Developmental psychology
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PDFReferences
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DOI: http://dx.doi.org/10.70711/neet.v3i2.6416
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