A study of the current status of the quality of teacher-child interactions in preschools based on mathematical statistics multiple regression modeling

Source abstract

Abstract In group teaching activities, teacher-child interaction occupies a dominant position, and its quality has a significant impact on children’s interpersonal communication, language expression, and problem-handling. This study first designed a relevant questionnaire to assess the current quality of teacher-child interactions in preschools and then developed a stepwise regression algorithm based on decision trees to investigate the factors that influence the quality of these interactions. Firstly, we remove a certain number of irrelevant variables from all the input variables to reduce interference. Next, we establish stepwise regression equations between the input variables and output variables selected by decision tree pruning. Finally, we eliminate the variables with covariance. The study found that the average score of the quality of teacher-child interactions in preschools is 4.2381, which is relatively low, and the highest score in the dimension of “classroom organization” is only 4.8908. The highest score in the dimension of “classroom organization” was only 4.8908. The average scores of “emotional support”, “classroom management,” and “educational support” in the dimensions of small class and life activities were 4.76746, 4.10562, 2.8455, and 5.562, respectively, 2.8455) and (5.01564, 4.99567, 3.75402) respectively. Teacher-child interaction quality = 4.012 + 0.145 × emotional expression, i.e., emotional expression has a significant positive effect on the quality of teacher-student interaction, and the independent variable, emotional expression, can significantly and positively predict the dependent variable teacher-child interaction quality. This paper provides a useful exploration for improving the professional abilities level of kindergarten teachers and the quality of their interactions with children.