A Study On Present Situation Of The Teachers’Cooperation In The Kindergarten Class

The kindergarten class is a kind of microcosmic and specific environment in the kindergarten education in which cooperation between teachers directly affect the care and education for every child. Simultaneously, the frequent contacts and effective cooperation of teachers in the class are also an important way for teachers’ professional development. Therefore, the cooperation of the teachers in the kindergarten class should be the issues of concern in the pre-school education study. In this research, based on the current cooperation of the teachers in the kindergarten class and empirical study, the current cooperation situations of the teachers in the kindergarten class were investigated with the purpose of exploring what kind of cooperation between teachers was an ideal cooperation.First, according to the background of the question and previous studies, the theoretical and practical significance of this study were put forward and the study design was also described. In this study, teachers and nurses from kindergartens in Hangzhou, Fuzhou and Shenzhen were selected as the respondents. To understand the whole existing situation of cooperation between teachers in the kindergarten classes, questionnaires, natural observations of some specific kindergartens, interviews and other methods were using to collect information for the study.Second, based on the investigation and theoretical analysis, the characteristics of ideal cooperation model between teachers—Trinity, horizontal type, team type, combination of emptiness and reality, self-development—were summed up from five aspects:interpersonal relationships, motivity supports, working duties, information communications and discussion carrier.Third, the situation on the cooperation team compositions of teachers in the class, the conditions of cooperation, the cooperation processes was revealed by explaining the current interpersonal relationships of teachers in the class, motivity supports, working duties, information communications and discussion carrier.Finally, the desirable characteristics of effective cooperation—autonomy, unity, profundity and flexibility—were summarized via rethink profoundly of the findings. Some constructive suggestions were given for the problems in cooperation of teachers in the class, from both organizations and individuals.