Research Of The Kindergarten Teachers’ Communication Competence In Family-kind Ergarten Cooperation

The Kindergarten teachers’ communication competence means that the shown behavior pattern and personal personality when the teachers engaged in communication between family-kindergarten cooperation. Teachers’ communication competence level directly affects the quality of family-kindergarten cooperation and is also related to the growth of children. However, the kindergarten teachers’ communication competence structure and access has not yet been paid attention by scholars. Therefore, this study tries to clarify the basis of preschool teachers’ communication competence structure, to reveal the ways of obtaining competency and to provide a useful reference for the kindergarten teachers’ communication competence promotion.By the use of basic paradigm of the competency research, this study adopts behavior event interview to reveal the communication competence structure and explore the ways to get the competency. The object of this behavior event interview is for 14 different kindergarten teachers:9 excellent performance group and 5 ordinary performance group. Through the analysis of the text of the interview and processing to the statistics, we obtain the result of significant difference from two groups of kindergarten teachers’ competency. On this basis of that and combining with the interview data we can analyze the access and influence factor to the kindergarten teachers’competency. The results of the study show that, in the professional knowledge (ZS), interaction management (JG), Words and expressions(BD), the construction feedback (FK), Listening, empathy (YQ), active (ZD), the sense of responsibility (ZR), confidence (ZX), recognition (RK). The two groups of teachers have shown significant differences to the 10 items above. And the difference can be used to distinguish the performance of outstanding teachers and common ones. According to the classification of competency dictionary, the 10 items of competency can be classified as 4 categories respectively, the cognitive category (including professional knowledge), skills (including interactive management, expressions, construction of feedback, listening),personality types (active, responsibility, self-confidence), interpersonal interaction (empathy,identity), those are to preliminarily construct kindergarten teacher communication competency structure of the "ladder" model. On this basis and according to the in-depth interviews of teachers, we explore the ways of obtaining competency. Results show that cognitive features are composed of pre-service education and in-service training and autonomous learning acquisition; skill competency consists of teachers’self-practice and self-learning; personality types of competency mainly obtained by the practice of autonomous learning and acquisition; interpersonal interaction competency mainly consists of self practice of autonomous learning and acquisition. The teachers’obtaining of communication competence is proved to be helped by the teachers professional development and supported by a good external cultural environment. At the same time, the obtaining ways differ from the group of excellent performers and the group of common ones and the differences are mainly due to the lack of access to the imperfect training system, the lack of education and literacy, learning organization in the absence of external cultural environment support, the lack of professional spirit and the professional knowledge for enhancing teachers’profession and the lack of consciousness of self development.Based on this, the researchers put forward their own proposals for the construction of teachers’team. First, the application for diagnostic model of teacher competency level is needed to enhance the effectiveness of training and to help establish a performance evaluation standard. Second, promoting the professional development of teachers, arousing the awareness of professional development of teachers are necessary. Third, strengthen the kindergarten cultural construction and create a supportive atmosphere. Form a learning organization. Perfect the guarantee mechanism of teacher education and promote the integration of teachers’ education.