A Case Study On Quality Of Learning Environment Of Inclusive Private Kindergarten

Quality is the lifeblood of preschool education.Based on solving the problem of high price and less chance on difficulty entering kindergarten,inclusive preschool education as a powerful measure was implemented.In order to ensure the universal benefit of preschool education resources,and protect the preschool children's rights to receive preschool education,fair opportunity has become an more and more important developmental problem that must be fully solved in preschool education.With the development of preschool education over the years in China,the effective guarantee of the quality and fairness of preschool education has become new problems.Especially,it is extremely urgent to improve the quality of inclusive private kindergartens.It is found that the quality of children learning environment could provide effective operational supports for the kindergarten directors,teachers and government administrators.This study attempts to clarify the status and influence factors of learning environmental quality at inclusive private kindergartens by this way,and provides effective practical support for improving the quality of the learning environment for inclusive kindergartens if possible.The first step is to trace back the theoretical foundation about learning environment quality of inclusive private kindergarten.Based on the literature review on the quality of education,education fairness,the quality of kindergarten education,the protection of children's learning and development rights,the preschool education fairness and so on,the study finds that insist on children-oriented could find evidences about the quality of learning environment of inclusive private kindergarten from the perspective of education equity."Level Theory" focuses broad education equity on ensuring opportunities and quality ofeducation.Learning from the philosophical views of Marx's humanistic theory,it found that logical starting point is the people itself.Based on the philosophical views of Marx's humanistic theory,the study constructs the theoretical framework,connotation and characteristic principles for the quality of learning environment of inclusive private kindergarten.The first step is to clarify the status about learning environmental quality of inclusive private kindergarten.To this end,the study adopts the method of case study,selects 17 sample kindergartens from 24 inclusive private kindergartens in the sample districts,and selects 3 inclusive public kindergartens and 3 non-inclusive private kindergartens,which were used as reference samples.The study uses the ECERS-R as research tool,and obtains observation data through non-participatory observation,then assigned its value to the difference test by SPSS20.0.Considering the background factors of inclusive private kindergarten,there are significant differences on the quality of learning environment between different kinds and levels of kindergartens,while different regional kindergartens haven't significant differences.In terms of teachers' personal background factors,different teacher-student ratio,different majors,and whether the kindergarten teachers hold the teacher qualification certificates haven't significant impact on the learning environmental quality of inclusive private kindergarten.But there are significant differences on the some aspects of learning environmental quality among kindergarten teachers of different academic qualifications and different teaching ages.Based on the analysis of the current status,the following conclusions can be drawn:Firstly,the overall quality level of the learning environment of the inclusive private kindergartens is low;Secondly,the quality of interaction learning of the inclusive private kindergartens has achieved a passing level,which proves that interaction is the main focus to improve the overall quality of education in the current development;Thirdly,the inclusive private kindergartens are generally insufficient in the daily care and activities of individuals,which has become an important part of restricting the overall quality level;Fourthly,the space and facilities in the inclusive private kindergartens are gradually improved,and the limiting effect on the overall quality level is gradually reduced.Besides,the support for parents andteachers is also gradually enhanced;Fifthly,the curriculum and language-reasoning in the inclusive private kindergartens are weak,which are relatively weak in the current development process,and the restriction may be further increased significantly in the later development process.Further,among the many factors affecting the quality of the learning environment of inclusive private kindergartens,the study found that the government,kindergarten directors and teachers have an important impact on the learning environmental quality of inclusive private kindergartens from different dimensions.Specifically,the orientation and support of government,the leadership style and practice focus of kindergarten director,the professional identity and continuous investment of preschool teachers,these factors deeply infect the quality of the learning environment of inclusive private kindergartens from macro to medium to micro.Therefore,the study puts forward some suggestions as a reference for improving the learning environmental quality of inclusive private kindergartens from triple dimension.At first,constructs the policy guarantee system and completes management supervision mechanism;Then,changes the concept of development and,creates characteristics through the process of improving quality;Lastly,based on these conditions,strongly support to kindergarten teachers,and diversifies promotion strategies for their professional development.