The Present State of Teacher-Child Interaction in Picture Book Teaching from the CLASS Perspective: A Case Study of Z Kindergarten

Abstract

The high-quality educational development of preschool education is critical to the development of a modern educational system.The quality of teacher-child interaction, a fundamental component of process quality in preschool education, plays a crucial role in improving overall preschool education.This study employed a non-participatory observation approach and the CLASS assessment tool to examine picture book teaching in two senior classes at Z Kindergarten.The goal is to examine the existing condition, characteristics, and influencing variables in teacher-child interaction.The findings indicate that the overall quality of teacher-child interaction in the senior group’s picture book teaching activities at Z Kindergarten ranges from medium to high. However, the scores in the area of Classroom Organization are quite low.There are slight variations in the quality of teacher-child interactions between the two classrooms; however, these differences are not statistically significant.The investigation found that the quality of teacher-child interaction is influenced by the teacher’s picture book teaching competence, teaching philosophy, and the children’s physical and mental development levels, as well as temperament.Based on the findings, this study offers appropriate suggestions for both teachers and kindergartens. For example, teachers should always enhance their picture book teaching skills and revise their teaching ideas. Meanwhile, kindergartens should provide teachers with opportunities for professional development and learning platforms to help them master techniques and strategies for enhancing the quality of teacher-child interaction.