Research On The Kindergarten Teachers’ View About Children’s Development Based On Grounded Theory

Development is the embodiment and the pursuit of value of the individual,but also an important symbol and the basic driving force of social progress.The kindergarten education takes important responsibility for the harmonious and sound development of children’s physical and mental.In 2001,the Ministry of Education in the 《Kindergarten Education Guidelines(Trial)》 clearly pointed out,“The kindergarten education should pay attention to the individual differences in children,and provide opportunities and conditions for each child to play their potential,and get further development based on their existing level.” As the “important others” in the process of children’s development,kindergarten teachers’ understanding of children’s development will directly influence the teachers’ educational practice and behavior,and will play a significant impact on the children’s physical and mental development.At present,with the gradual improvement of kindergarten teachers’ status,the problems related to teachers’ professional literacy and professional development are paid more and more attention.And the sociological research method of grounded theory has been gradually applied to the field of educational research,which will be helpful to expand and update the vision of educational research.However,from the research of the past ten years,the researches on kindergarten teachers’ concept of children’s development are mostly attached to the research of educational concept and are mostly theoretical researches.In addition,the use of grounded theory in the study of early childhood education needs to be expanded.The main purpose of this study is to analyze the status quo,problems and restrictive factors of kindergarten teachers’ concept of children’s development,and put forward the related promotion strategies according to the grounded theory research method.Specifically,this research starts in the following parts:The first part: Introduction.Firstly,it explores the reasons for the topic,which are discussed from the current social needs,kindergarten teachers’ professional development and the researcher’s personal interest three aspects.Secondly,it defines the core concepts of this research,summarizes,analyzes and collates related literature.So researcher can write research summary.Finally,it discusses the research significance,research ideas and research methods of this subject.The second part: An empirical study on the kindergarten teachers’ view about children’s development.This part focuses on clearing the research design,process and results.The researcher mainly uses the grounded theory to interview 20 kindergarten teachers in Wuhu city,and carries out three-level coding analysis so as to generate the paradigm model of the kindergarten teachers’ concept of children’s development.And it explores the orientation and characteristics of the kindergarten teachers’ view about children’s development in current education.The third part: The problems and consequences of kindergarten teachers’ view about children’s development.This section discusses the problems of kindergarten teachers’ view about children’s development,which analyzes the performance of the too much of “for-children” and the lack of “children-based”,mainly from the aspects of the substance view,content view,target view and process view of children’s development.At the same time,it analyzes the consequences of these problems for the development of children.The fourth part: The connotation interpretation and value analysis of kindergarten teachers’ scientific concept of children’s development.According to the research results of the grounded theory and the existing problems,the research constructs the kindergarten teachers’ scientific concept of children’s development,which is the coordination and integration of “for children” and “children-based”.It explains the connotation of the coordination and integration of “for children” and “children-based” from integration of the process and the results,the present and the future,the internal and external three dimensions and analyses its value.The fifth part: The formation process and the restrictive factors of kindergarten teachers’ view about children’s development.First of all,the research outlines the formation process mechanism of kindergarten teachers’ concept of children’s development,according to the empirical research and the existing research.Secondly,it explores the factors restricting the kindergarten teachers’ concept of children’s development from the surface to the centre,including the kindergarten teachers’ personal,kindergarten’s culture and social needs three levels.The sixth part: The promotion strategies of kindergarten teachers’ view about children’s development.This part puts forward strategies to the scientific concept of children’s development mainly from the concept and the practice two levels,so that we can really go to the coordination and integration of “for children” and “children-based”.