2026-10-14T04:48:22Z https://www.scidb.cn/oai

10.57760/sciencedb.psych.01014 2026-06-07T18:04:12Z

2026-06-07 The Mechanism and Intervention of One-to-One Listening on the Social Development of Children Aged 3–6: Teacher-Child Interaction Quality as a Mediator doi:10.57760/sciencedb.psych.01014 en Research One (Cross sectional Survey) Objective: To explore the relationship and mediating mechanism between one-on-one listening by teachers, the quality of teacher-student interaction, and the social development of 3-6 year old children. Method: 80 teachers and 300 children from 8 kindergartens in Guangzhou were selected and analyzed using questionnaire measurement and structural equation modeling. Result: There is a significant positive correlation (r=0.74) between the level of one-on-one listening by teachers and the quality of teacher-student interaction, and a significant positive correlation (r=0.71) between the quality of teacher-student interaction and the social development of young children; The quality of teacher child interaction plays a fully mediating role between one-on-one listening and the social development of young children (indirect effect=0.51); The teaching experience of teachers and class size have a moderating effect. Research 2 (Educational Intervention) Objective: To verify the causal effects of one-on-one listening skills training on the quality of teacher child interaction and the social development of young children. Method: A four week intervention training was conducted on 40 teachers using a pre-test and control group design. Three follow-up measurements were taken before, after, and three months after the intervention. Result: The training significantly improved teachers' one-on-one listening skills and the quality of teacher-student interaction, and the effect remained stable after three months; The social development level of the experimental group children was significantly higher than that of the control group; The chain mediation verified the pathway of "intervention → one-on-one listening → quality of teacher child interaction → social development of young children". Conclusion: One on one listening indirectly promotes the social development of young children by improving the quality of teacher child interaction; The four week listening skills training has significant immediate and sustained effects; The teacher's teaching experience and class size have a moderating effect.  one-to-one listening; children aged 3–6; social development; teacher-child interaction quality; mediating effect; educational intervention cai yun yan RESTRICTED dataset Science Data Bank