JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v5i12.2820ArticleA Study on Teacher-Child Interaction from the Perspective of Childrenhttps://artdesignp.com/journal/JCER/5/12/10.26689/jcer.v5i12.2820WangSiqi,GuoHongjia20215122021-12-27Children’s perspective is based on their own cognitive level in understanding objective things. The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a child’s view. With the change of views about children in recent years, “children’s perspective” has become a new research direction. At the same time, teacher-child interaction, as an important means of evaluating the quality of kindergarten education, requires a bottom-up perspective from children. This study hopes to understand children’s emotional experience in the process of teacher-child interaction as well as their understanding and evaluation of their own experience by exploring their perspectives on the interaction, so as to better improve the quality of teacher-child interaction in kindergarten.

White KM, 2016, My Teacher Helps Me: Assessing Teacher-Child Relationships from the Child’s Perspective. Journal of Research in Childhood Education, 30(1): 29-41.

Wang X, Zhu H, 2017, A study of Young Children’s Action Giving Behavior and Its Influencing Factors in Teacher-Child Interaction Based on Children’s Perspective. Journal of Sichuan Normal University (Social Science Edition), 2017(11): 34-36.

Gao Y, 2017, A Study of Teacher-Child Interaction from the Perspective of Young Children: A Case Study of Kindergarten A’s Big Two Class in Kunming. Yunnan Normal University, 2017(5): 44-47.