The Current Status,Categories and Related Factors of Teacher-child Interaction Quality:Based on the Latent Profile Analysis
The quality of teacher-child interaction is a key element of the process quality of preschool educa-tion.In this study,by using a stratified sampling method,a total of 45 kindergartens with 135 classrooms were selected from three regions of Guangdong Province.This study used the Classroom Assessment Scoring System(CLASS)to observe and assess the quality of teacher-child interaction.The results showed that the quality of teacher-child interaction of kindergartens in Guangdong Province was moderate,with the lowest scores in the do-main of instructional support.The results of the Latent Profile Analysis also showed that there were four latent categories of teacher-child interaction quality of kindergartens in Guangdong Province,namely the high teacher-child interaction quality group(8.1%),the medium-to-high teacher-child interaction quality group(37%),the medium teacher-child interaction quality group(47.4%)and the low teacher-child interaction quality group(7.4%).Further ANOVA results revealed that there were extremely significant differences in the quality of teacher-child interactions across the different profiles of kindergartens.The results of the multiple linear regres-sion analysis indicated that early childhood teacher qualifications,highest level of education and bianzhi can sig-nificantly predict the quality of teacher-child interactions in kindergartens.This study further suggests corre-sponding recommendations:pay attention to the quality of teacher-child interactions in kindergartens,with parti-cular focus on the domain of instructional support;conduct special training on teacher-child interactions to im-prove teachers'interactions skills;raise the threshold of entry for kindergarten teachers and actively provide pol-icy support.
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