Reshaping Preschool Teachers’ View of Children: Reflections on Inappropriate Behaviors in Teacher-Child Interactions

学前教育高质量发展背景下，师幼互动质量是影响政策实施效果的核心因素。本研究基于幼儿园师幼互动中的不当行为，解析儿童观的内涵及其缺失的多维表现，探讨其对幼儿身心发展的负面影响，进而论证重塑科学儿童观的必要性，并提出多维建设路径，以优化师幼互动，推动学前教育高质量发展。In the context of high-quality preschool education development, teacher-child interaction quality is a core factor influencing policy effectiveness. This study, based on inappropriate behaviors in kindergarten teacher-child interactions, analyzes the connotation of the view of children—defined as a holistic understanding of preschool children’s essence, rights, and developmental needs—and its multidimensional deficiencies. It explores their negative impacts on children’s physical and psychological development, demonstrating the necessity of reshaping a scientific view of children. A multidimensional framework is proposed to optimize teacher-child interactions and promote high-quality preschool education.