The impact of teacher-child interaction on children's social skills from the perspective of positive psychology

Yue Zhang

doi:10.47297/wspiedWSP2516-250039.20250903

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The impact of teacher-child interaction on children's social skills from the perspective of positive psychology

Volume 9, Issue 3

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The impact of teacher-child interaction on children's social skills from the perspective of positive psychology
The impact of teacher-child interaction on children's social skills from the perspective of positive psychology
Lingnan University, Hong Kong, China066004
Vol. 9, Issue 3, Pages: 194-198(2025)
Published：24 March 2025
DOI：10.47297/wspiedWSP2516-250039.20250903
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Yue Zhang,University Lingnan,Hong Kong,et al.The impact of teacher-child interaction on children's social skills from the perspective of positive psychology[J].Journal of International Education and Development,2025,09(03):194-198.
DOI：

Yue Zhang,University Lingnan,Hong Kong,et al.The impact of teacher-child interaction on children's social skills from the perspective of positive psychology[J].Journal of International Education and Development,2025,09(03):194-198. DOI： 10.47297/wspiedWSP2516-250039.20250903.

摘要

Abstract

Early childhood represents a critical period for social skill development

where teacher-child interactions serve as vital interpersonal experiences shaping children's social competence. From the perspective of positive psychology

this horizontal study investigated 120 preschoolers aged 5-6

revealing two key findings: Firstly

high-quality teacher-child interactions significantly enhance children's social abilities. Secondly

children with heightened environmental sensitivity demonstrate greater developmental gains in these interactions. The results underscore the educational value of implementing diversified interaction strategies that integrate social skill development within daily classroom exchanges.

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Keywords

references

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