|
|
|
| Analysis of interaction between teachers and preschoolers with mental retardation from perspective of combining medicine and education |
| MA Zhenzhen1, HU Qiongxia2 |
| 1. Shanghai Academy of Educational Sciences, Shanghai 200032, China; 2. Shanghai Huangpu District Institute of Education, Shanghai 200023, China |
|
|
|
|
Abstract Objective To assess the interaction between 4-6-year-old children with mental retardation and teachers, and provide evidence for the intervention of children’s social ability based on their development level. Methods Individual training videos of 12 preschoolers with mental retardation in Shanghai were selected for coding analysis, and 71 teachers in preschool classes of special education schools or special education classes of kindergartens were surveyed by questionnaires. The subjective understanding and objective situation of the teachers towards teacher-child interaction in children with mental retardation were analyzed. Results More than a quarter of the teachers agreed that cultivating interpersonal communication skills among children with mental retardation was an important part of preschool special education, and interacted effectively in information communication, action coordination, and emotion promotion with the children. The teachers initiated 78.75% communication topics, of which 98.41% could be responded by preschoolers with mental retardation. But there was a significant difference in response ways of requirement. The children initiated or generated less communication topics than response topics. Most of the topics did not fit the situation, and only 18.52% were responded by teachers. There was no significant correlation between teachers’ interaction strategies and preschoolers’ developmental quotient. The strategies used by teachers to guide children to generate new interactions were significantly less than those initiated or continued by teachers. Conclusion Preschoolers with mental retardation can interact with teachers under individual training situation, but the ability to initiate and generate appropriate interactions is significantly weaker than the ability to respond interactions. Special education teachers in preschools generally agree on the significance and value of cultivating interpersonal communication skills in preschoolers with mental retardation, but the awareness and ability to use interactive strategies and cultivate communication skills based on children’s developmental level need to be strengthened.
|
|
|
|
|
|
|
|
|
