Preschool Education Students: Exploring The Influence of Academic Background in Zhejiang Province

Abstract

This study explores how teachers and children interact throughout class activities, paying special emphasis to the feedback given to preschoolers to assist in their learning. It explores how feedback can deepen children's comprehension and promote engagement (Pianta, La Paro, & Hamre, 2008), and it is based on the idea that learning occurs through collaborative interaction and conversation (Garcia-Carrion & Villardón-Gallego, 2016). A purposive sample of five-year-old children, and their teacher participated in three videotaped classroom observations on different days as part of a qualitative methodology. According to the study's findings, scaffolding, thought process prompting, encouraging, and acknowledging achievements were all incorporated in the teacher’s feedback. Both verbal and nonverbal such as praising, accomplishments, encouragements, gestures like smiles or shoulder pat, were noted, even though the teacher mostly oversaw guided activities. While closed-ended inquiries were frequently used in interactions, there were also examples of positive reinforcement and modelling of materials. This study contributes to the understanding of how feedback might improve learning by providing a detailed account of a single classroom environment. The results highlight the potential occurrence of teacher-child interactions that go beyond question-and-answer format and offer guidance for more dialogic and responsive teaching methods in early childhood education.