Study On The Expectations Of Parent To Kindergarten Teachers From The Perspective Of Social Stratification

In his book lifelong learning, Indian philosopher Krishnamurti said that excellent education does not depend on the regulations of government or a particular system, it depends on our hands-parents and teachers. As one of important stakeholders of education, parents play an important role in education, the role of parents in early-childhood education in particular can not be ignored. The reform and development of early-childhood education not only need "parents’ power", but also should to meet parents’ needs to a certain extent. Then, what’s the parents’ needs? Whether there are differences between social classes? This study will focuse on the expectations of parents to kindergarten teachers, on one hand, exploring the reasonality that parents express their expectations to kindergarten teachers from an academic, on the other hand, choosing three different grades kindergarten purposefully,through using the methods of questionnaires and interviews integrately to analyze and summarize that the similar expectations of different social calsses parents to kindergarten teachers, and different expectations and irrational expectations. Then, revealing different social classes parents’ implicit educational philosophy and social psychology. Through analyzing the questionnaires and depth interview from three kindergartens, the conclusions are as follows:Firstly, parents of different social classes look forward to the quality of kindergarten teachers as follows:In kindergarten teachers identity aspects, seniority in "1--3 years" generally deviates from the various classes of parents’ expectation, only 1.2% of the total choose it, indicating that in the case that the parents can choose teachers freely, they will not choose the teachers whose seniority in "1--3 years" as their child’s educators. What’s more, parents generally expect kindergarten teachers to be more professional, they must study early-childhood education or similar major. Parents generally pay attention to the educational background of kinderten teachers, the parents requirements generally concentrated in the "college" and "bachelor" two degree levels.In addition, the parents generally more concern about the external image of kinderten teachers, but it is not a absolute requirement that kindergarten teachers must have a ideal external image, but as an important aspect of kindergarten teachers,the external image is nesessary.Parents are very concerned about the inherent quality of kindergarten teachers, including knowledge, ability and psychological quality generally. The "abundant and special" knowledge structure is popular, the expectations of ability focus on kindergarten teachers ability to care for children, teaching capacity, incentive and evaluation capacity. About expectations of kindergarten teachers’ psychological quality, it reflects the "uneventful" feature that most parents expect kindergarten teachers to adhere to professional ethics and does not impose additional expectations.Secondly, parents from different social classes have different expectations which are as follows:In kindergarten teachers’ gender aspects, parents from the bottom of society are more inclined to traditional concept that women should act as kindergarten teachers, parents in the upper are more inclined to agree the kindergarten teacher group identity both include woman and man.In kindergarten teachers’ age aspects, parents from the bottom of society are more inclined to the kindergarten teachers in the age of "31-40". However, parents in the upper are more inclined to the kindergarten teachers age of "21-30", exhibiting more "youthful" characteristics.In kindergarten teachers’ seniority aspects, parents from the bottom of society teachers emphasis the seniority very much, while the upper classes generally do not value kindergarten teachers seniority.In kindergarten teachers’ ability aspects, comparing with the upper classes parents, parents from the bottom of society do not emphasis the communication and cooperation ability, ability to self-reflection, and research capacity.Finally, there are some irrational expectations from parents, including the "ahead knowledge transmitters", "solely responsible", "absolutely obedient" and parents from different social classes have different reasons about the existence of these expectations.Based the conclusion from the survey, the author conducts a related discussions and recommendations. First, the right to speak through education "redistribution" so that parents have more opportunity to make a personal recommendation. Second, through the "enabling" update parents’ ideas and improve the ability of parents to reduce and eliminate parents’ legitimate expectations. Thirdly, maximizing information sharing and communication between parents and teachers, establishing a good and efficient mechanisms and channels, and tap the potential for cooperation of parents and teachers to communicate,work together to improve the overall quality of early-childhood education.