“Teacher-Child Interaction in Preschool Math: A CLASS-Based Study of Influences and Enhancements in Chinese Kindergartens

Abstract

This study investigates“teacher-child interaction”in mathematics teaching activities in senior classes (preschool) across public kindergartens in Jilin Province, China. It explores the factors influencing these interactions and identifies specific areas requiring improvement to enhance the quality of early mathematics education. Using a non-participant observation method, the study employed the “Classroom Assessment Scoring System (CLASS) Observation Score Sheet” to assess 32 teachers' math teaching activity video samples across three core domains: Comprehensive Support for Emotions, Classroom Management, and Instruction, spanning 10 separate aspects. The findings revealed that interaction quality was generally moderate, with the highest scores in Positive Climate and Language Modelling, and the lowest in Regard for Student Perspectives. Overall interaction quality did not differ by teaching experience, although teachers with 1–5 years of experience were more sensitive to student opinions than those with 10 or more years. The study also highlighted how educational attainment influenced interaction quality across various dimensions. These insights underscore the prominence of continuous professional development for kindergarten teachers. The results have real-world implications for improving strategies used in early childhood education, supporting more responsive and engaging “teacher-child interaction” and informing future training programs and curriculum development to foster meaningful learning experiences in preschool mathematics settings.