Current Status, Causative Factors, and Optimization Strategies of Teacher-Child Interaction in Kindergarten Physical Activities From the Perspective of the Assessment Guide

Abstract

Under the guidance of the Kindergarten Care and Education Quality Assessment Guide, the quality of teacher-child interaction in kindergarten physical activities has garnered significant attention. Current interactions suffer from issues such as monotonous patterns, conservative content, and superficial quality, primarily stemming from insufficient understanding of educational concepts, the inertia of traditional teaching methods, a lack of professional knowledge, and an imperfect training system. To address these challenges, efforts should be focused on creating a game-based physical activity environment, enhancing teachers’ professional competence, improving kindergarten physical education infrastructure, deepening training practices, and optimizing assessment methods, thereby fostering comprehensive improvement in the quality of teacher-child interaction.