A Study On The Developing Of Early Childhood Education Teaching Force In British Columbia Canada

Developing of early childhood education teaching force should be the priority of educational cause, which is strategically demanded by development of national economics and education, following educational rules. Early childhood education lays the foundation of educational cause, and early childhood educators are responsible for its quality. In many countries, especially western developed countries, the system of early childhood educators, which perfectly integrates politics and regulations, institutions and measures, and practical support, has already been built, aiming at improving early childhood educators’professional standards and comprehensive cultural quality, and rational distribution of the quantity and quality of early childhood educators. As a team of teachers of sufficient quantity, high quality, balanced distribution, determines development of early childhood educational cause, this article studies the early childhood educators in British Columbia.This research adopts document analyses, historical research, comparative studies and field investigations. Through document analyses and comparative studies, based on extracting influence components of developing of early childhood education teaching force, the analysis path of this research is built, by which the profound study is carried out to explore the history and situation of developing of early childhood education teaching force in British Columbia. By field investigation, the first-hand data—questionnaire results, classroom observation records and interview records after class, of early childhood educators, trainers and administrators of theirs in British Columbia, is obtained. Then developing of early childhood education teaching force in British Columbia can be analyzed more specifically through the feedback of these ideas.The main contents of the research are as follows:Firstly, in the introduction, the article introduces the research reason and raises research questions, organizes and analyzes literature of related subjects, analyzes its background based on defining related concepts, specifically explains the analytical framework, ideas and methods of the research.Secondly, in the perspective of historical analysis, the development process and characteristics of each stage of early childhood education in Canada and British Columbia is concluded, especially in terms of early childhood educators’professional status, training, and qualifications and so on.Thirdly, based on the goal of developing of early childhood education teaching force, related elements are extracted, such as, quality, quantity, distribution and multi-cultural quality of the early childhood education teaching force. Besides, according to ideas of human resource management, developing of early childhood education teaching force is divided into training, qualification, payment, assessment and evaluation. The status quo and existing problems of the early childhood education teaching force in British Columbia are analyzed based on pre-service and in-service training system, qualification system, and distribution mechanism. The research of the status quo and existing problems of the early childhood education teaching force in British Columbia is accomplished, studying the specific operation of each system, such as management agencies, management standards and operation provisions, etc, combining microcosmic perspective results of field research.Fourthly, based on analysis of the status quo of developing of early childhood education teaching force in British Columbia, multiple measures taken by British Columbia are concluded and studied. In terms of training, pre-service training emphasizing early childhood educators’multi-cultural quality, early childhood educators’in-service training plan based on the community, normal university students’ joint internship guidance is included. In terms of qualification, multi-type qualification certificate of early childhood educators and intercommunity of early childhood educators’ qualification among provinces is included. In terms of distribution, strengthening training of normal university students from rural areas, paying more attention to in-service training of early childhood educators in disadvantaged areas and agencies, using flexible employment system to regulate distribution of teaching force, reducing drain of early childhood educators by payment and funding system is included. Fifthly, the findings are as follows. The training system of early childhood educators is generally good, such as perfect management system,’school-community’ cooperation model and cultural fusion. In terms of qualification, strict qualification system and multi-type qualification certificates of early childhood educators are effective. There still exist some problems in distribution of early childhood education teaching force in British Columbia, like imbalance of teaching force distribution resulting from differences of welfare among agencies. In terms of the balance of areas, localized training of rural teaching force has gained good results in recent years.Sixthly, combining the status quo of developing of early childhood education teaching force in China and the problems found in surveys in China, comparisons are made between China and British Columbia in the perspective of training, qualification, distribution of early childhood education teaching force, some suggestions are proposed to develop early childhood education teaching force in China. Early childhood educators should be supplemented in multiple ways to reach the ratio of teaching force and children. The quality of early childhood educators’training should be guaranteed to satisfy needs of professional development of each stage. Qualification regulations should be made to standardize occupational requirements of early childhood educators. Early childhood educators’welfare should be improved to promote effective distribution of teaching force. Multi-cultural ideas of early childhood educators should be cultivated and academic courses of the teaching force should be increased.Innovations of this research:Firstly, the topic selected. At present, the document research into developing of early childhood education teaching force in China mainly focuses on the situations of theirs, and the research into other countries or areas is mainly into a certain aspect of developing of early childhood education teaching force, such as professional development, recruitment, in-service training and evaluation. In fact, there aren’t many academic papers that cover the whole picture.Secondly, the research thought. The analytic framework is built, which is based on the basic forms of developing of early childhood education teaching force, the elements of early childhood education teaching force are proposed and elaborated. Then, the analytic framework interacting elements with forms is used to guide the research more scientifically. The analysis of the research follows status analysis, concluding measures, evaluation and comparison.Thirdly, the research methods. Besides the traditional literature analysis and historical analysis, this article adopts field investigations in the country of study, combined with classroom observations, interviews after class and other methods, which is rare in the literature on comparative studies of nations in China.Fourthly, the research contents. This research explores the subject in a multi-dimensional perspective of macroscopic and microscopic view, making descriptions, contrasts and references more comprehensive. These conclusions can supplement and complete the framework and contents of construction of teachers’team in comparative studies of nations in China.The deficiencies of the research are:Firstly, some field investigation information of trainers, normal college students, teachers and administrators in several child care agencies isn’t comprehensive and profound, which can’t be used to analyze deeper-level problems.Secondly, historical data of early childhood education teaching force in British Columbia obtained is insufficient, resulting in historical policy evolutions and stage characteristics analyses which are superficial.Thirdly, some measures have recently been taken by British Columbia to develop the teaching force, therefore, the effects and influences can’t be evaluated.The concern in the later research:Further studying training and models of resource allocation of early childhood educators in different areas; further studying different subjects’ influences in developing of early childhood education teaching force; further paying attention to comparative studies of developing of early childhood teaching force in different social backgrounds.