Action research on how high-quality teacherchild interaction promotes the learning quality of young children

This study, using construction play as the context, investigates the role of high-quality teacherchild interaction in promoting young childrens learning quality. The study selected children and teachers from a middle class in a kindergarten as participants. Employing a combination of questionnaires, interviews, and observational methods, a four-week systematic observation was conducted. The Learning Quality Observation Scale for Children Aged 36 and the CLASS Classroom Assessment Scoring System were used to quantitatively analyze changes in childrens core learning quality dimensions, including curiosity, perseverance, independence, and creativity, while comprehensively evaluating the impact of teacherchild interaction. The study further analyzed the behavioral characteristics of teacherchild interactions during construction play and identified areas for improvement. The findings indicate that when teachers implement high-quality interaction strategiessuch as providing effective praise, enhancing emotional expression, and increasing exploratory questioningduring construction play, childrens performance across core learning quality dimensions improves significantly. Based on these findings, the study recommends optimizing teachers core interactive behaviors, focusing on the connotation of learning quality in developmental assessment, and establishing a systematic training and research mechanism that integrates theory, reflection, and practice within professional learning communities, to ensure the continuous enhancement of teachers professional capabilities.