Research On Teachers' Preparation Of Under The Early Learning Standards

Since the 21st century, the quality and equity of early childhood education have increasingly drawn more attention, and have become a main trend in the development of global early childhood education. In recent years,the United Nations Children's Fund has launched a series of campaigns which aim at helping developing countries formulate the standards of early children's learning and development. In 2006, Ministry of Education of China commenced formulating the early learning standards of China, namely, Guideline to the Learning and Development of Children Aged 3～6, and put forward some specific expectations for the learning and development of children aged 3～6.The early learning standards being effectively carried out, lies in teachers' preparation for education. At present, the standards of learning and development of children in China will come out. As the medium between the standards and children, how teachers will make use of the standards to promote children's development is particularly critical. Such vital problems should be considered,Are the kindergarten teacher in Central and West China ready for using the Guideline appropriately?How should teachers cope with the Guideline?How should the policies How should teachers' training be organized after the Guideline's publishment?This study, based on the introduction and development of early learning in the United States, finding the challenges to kindergarten teachers from the implement of early learning standards in the United States and the teachers' responses, and analyzing the policies' efforts for dealing with conflict between teachers' ideas and national policy, aims at providing reference for the introduction of early learning standards in China. The experience of the United States indicates that,the process orientation principle and the standard-based pursuit can be integrated. The integration of the Guideline and Kindergarten Education Program Guidelines (for Trial Implementation),the current programmatic document of early childhood education, will be the key point of the implementation of the Guidelines.This study, taking Henan Province with a large population as an example, finds out current educational status of kindergarten teachers under the influence of the Guideline in China's central town (X town) , and probes into kindergarten teachers' expectations of the Guidelines and teachers' readiness level. This study finds that Kindergarten Education Program Guidelines doesn't implement well, and teachers' knowledge about Kindergarten Education Program Guidelines is likely to lead to the difficulties in the integration of Kindergarten Education Program Guidelines and the Guideline; teachers need specific Guideline. Considering Chinese education tradition and most Chinese teachers' capacity, the study indicates, the implementation shouldn't become imitation of standards. The study makes proposals involving with teacher training and government policy to avoid the possible problems, aims at providing forward-thinking for the smooth implementation of the standards.At the same time, the study making an initial attempt on the training at the standards for kindergarten teachers, aims at exploring possible effective training model after the implementation of teacher training. Through the attempt on the training,the study finds that participatory training demands teachers' high quality.Therefore,the study suggests that different trainings should be combined with the participatory training owing to teachers' capacities difference.