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

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.