Research On Criticism Of The Teachers In Kindergarten

Criticism of the teachers in kindergarten is a negative comment on the behaviors of preschool children which do not go with teachers'expectations, the purpose of which is to stop and change those behaviors, and expect them to have good behaviors. As a method of education with different views, criticism is impersonally subsistent. It has so much influence on children that greatly need to be discussed. The target of this study is to find out the reason and the way that kindergarten teachers criticize children, to analyze the influences on children, and to explore a fitting criticism behavior for teachers.The basic research method of this study is to watch a weekday's kindergarten life of children and expose the case and background of criticism. It is found that the criticism is mainly imposed on four situations: discipline, daily nurse and education, instructions and dealing with reporting. Of the four situations, discipline accounts for a principal part of the criticism, followed by daily nurse and education. The criticism on the children is mainly verbal as well as non-verbal. Both direct and indirect criticism are generally imposed on the top and middle class children, while direct criticism on first class children. The emotional characteristics of the teachers'criticism are mainly neutral and negative, but rarely positive. Children's reaction to the criticism is mainly acceptant, and involves many factors. First of all, it relates to the type of criticism and then to the emotional characteristics of the teachers'criticism. Children's reaction is mainly refusal toward person criticism; children's reaction is mainly acceptance toward process criticism; children's reaction is relatively less acceptance toward adult's criticism.As a method of education, criticism should take children's development as its starting point and it is also the case in many kindergartens. But sometimes the criticism is wandering away from the orientation and instead. It is used as a unique skill for teaching convenience and teachers'authority. The individual child in development has each different development levels, so teachers should not impose criticism on children according to one criterion and individual difference and age characters should be taken into account.Based on initial result, the study puts forward the following suggestions: kindergarten teachers must considerate children in growth and encourage them to comprehend and learn propriety behavior on the moves. Teachers should point out children's inaptitude behavior without negative emotion, should use much process criticism but not person criticism which may hurt personality dignity of children, and should take in count of children'individual difference and impartiality evaluate them.