Research on the Intersubjectivity of Teacher-Child Dialogue and Its Practical Reconstruction in the Intelligent Era

Yanmei Wang; Yingjie Huang

doi:10.70088/g60vs975

Authors

Yanmei Wang School of Education and Psychological Science, Sichuan University of Science and Engineering, Zigong, China Author
Yingjie Huang Division of Humanities and Social Sciences, Sichuan University of Science and Engineering, Zigong, China Author

DOI:

https://doi.org/10.70088/g60vs975

Keywords:

teacher-child dialogue, intersubjectivity, intelligent technology, embodied presence, early childhood education

Abstract

In recent years, intelligent technologies have progressively permeated early childhood education practices, fundamentally transforming the pedagogical landscape. While these technologies expand teachers' capacities for observation, activity documentation, and instructional resource support, they simultaneously impose novel demands on how educators understand and respond to children, thereby reshaping the quality of teacher-child dialogue. Currently, technologies encompassing data collection, intelligent analysis, platform feedback, and algorithmic recommendations are being continuously embedded within preschool educational settings. However, when teachers become overly reliant on such technologies, significant imbalances in teacher-child relationships may emerge during dialogue. Children's embodied experiences and situated contexts risk being obscured by data-driven representations, while valuable space for children's questions, expressions, and collaborative exploration of daily life may be substantially diminished. Grounded in the philosophical theory of intersubjectivity, this study argues that reconstructing teacher-child dialogue in the intelligent era requires clearly delineating technological boundaries, safeguarding teachers' professional judgment alongside children's agency, emphasizing children's physical presence, and deepening the understanding of children's lived experiences through embodied practice. Furthermore, by extending dialogue through everyday life, play, and peer interactions, intelligent technologies can be repositioned as a vital educational medium that supports children's authentic expression, enhances teachers' empathetic understanding, and fosters genuine joint inquiry between teachers and children. This reconstruction ultimately aims to preserve the relational and embodied essence of early childhood education amid increasing technological mediation.

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