Exploring the ‘Why’ and ‘How’ of Learning from Children in Teacher-Child Interactions

Abstract

Learning from children is not only a concept, but also a path for teachers and children to grow together. This article starts from the author’s practice and realizes that as a concept, it reflects the correct views on children and teachers. With case studies as support, it demonstrates the “why” of learning from children in five aspects and the “how” of operability in three aspects in practice, in order to clarify the correctness of the concept of learning from children, explore the feasibility of learning from children, and ultimately promote the common growth of teachers and children.