Inspection on Reality of Kindergarten Teachers’ Educational Behaviors
—A Case Study in China
—A Case Study in China
Affiliation(s)
Department of Early Childhood Education, Faculty of Education, Southwest University, Chongqing, China.
Department of Early Childhood Education, Faculty of Education, Southwest University, Chongqing, China.
ABSTRACT
The research selects 20 kindergarten teachers in urban and rural areas in Chongqing as the samples and adopts time sampling observation method to investigate into kindergarten teachers’ educational behaviors from seven perspectives, i.e. education & teaching, participation into children’s activities, daily behavioral management, observation& monitoring, custody and emotional expression, teachers’ daily activities and teachers’ personal activities. Research results show that kindergarten teachers’ educational behaviors have improved better than before and become more and more reasonable. However, there are still some problems, such as excessive teaching and requirements, inadequate listening to children’s ideas and stimulation of their initiatives, low effectiveness of evaluation on children’s behaviors, excessive orders and interventions in daily management, inadequate emotional exchanges between teachers and children, insufficient care for children’s individual demands, etc.
The research selects 20 kindergarten teachers in urban and rural areas in Chongqing as the samples and adopts time sampling observation method to investigate into kindergarten teachers’ educational behaviors from seven perspectives, i.e. education & teaching, participation into children’s activities, daily behavioral management, observation& monitoring, custody and emotional expression, teachers’ daily activities and teachers’ personal activities. Research results show that kindergarten teachers’ educational behaviors have improved better than before and become more and more reasonable. However, there are still some problems, such as excessive teaching and requirements, inadequate listening to children’s ideas and stimulation of their initiatives, low effectiveness of evaluation on children’s behaviors, excessive orders and interventions in daily management, inadequate emotional exchanges between teachers and children, insufficient care for children’s individual demands, etc.
Cite this paper
Li, J. and Li, X. (2014) Inspection on Reality of Kindergarten Teachers’ Educational Behaviors
—A Case Study in China. Open Journal of Social Sciences, 2, 296-303. doi: 10.4236/jss.2014.29048.
Li, J. and Li, X. (2014) Inspection on Reality of Kindergarten Teachers’ Educational Behaviors
—A Case Study in China. Open Journal of Social Sciences, 2, 296-303. doi: 10.4236/jss.2014.29048.
References
[1] Pang, L.J. (2003) Education and Children’s Development. Beijing Normal University Press, Beijing. [2] Gao, X.Y. and Pang, L.J. (2006) A Study on Teachers’ Educational Behaviors in Children’s Learning Process. Educational Science, 22, 71. [3] China’s Central Pre-schooling Teaching & Research Office (2009) Manual of Evaluation on Kindergarten’s Educational Quality. Educational Science Press, Beijing, 121-142. [4] Xiang, Z.P. and Liao, Y. (1995) A Study on Children Education Institutions’ Educational Evaluation in Six Provinces and Cities. Educational Science Press, Beijing. [5] Liu, Z.L. (2011) Evaluation of China’s Kindergartens’ Educational Quality—Investigation into Educational Quality in Eleven Provinces and Cities. Educational Science Press, Beijing, 177-178. [6] Li, J. (2012) A Study on Status Quo of Kindergarten Teachers’ Professional Qualities in Rural Areas—The Case of Rural Areas in Chongqing. Journal of Southwest Agricultural University (Social Sciences Edition), 10, 254.
[1] Pang, L.J. (2003) Education and Children’s Development. Beijing Normal University Press, Beijing. [2] Gao, X.Y. and Pang, L.J. (2006) A Study on Teachers’ Educational Behaviors in Children’s Learning Process. Educational Science, 22, 71. [3] China’s Central Pre-schooling Teaching & Research Office (2009) Manual of Evaluation on Kindergarten’s Educational Quality. Educational Science Press, Beijing, 121-142. [4] Xiang, Z.P. and Liao, Y. (1995) A Study on Children Education Institutions’ Educational Evaluation in Six Provinces and Cities. Educational Science Press, Beijing. [5] Liu, Z.L. (2011) Evaluation of China’s Kindergartens’ Educational Quality—Investigation into Educational Quality in Eleven Provinces and Cities. Educational Science Press, Beijing, 177-178. [6] Li, J. (2012) A Study on Status Quo of Kindergarten Teachers’ Professional Qualities in Rural Areas—The Case of Rural Areas in Chongqing. Journal of Southwest Agricultural University (Social Sciences Edition), 10, 254.