A Study Of Preschool Teachers’ Understanding Of Child Perspectives

In recent years,there has been an upsurge of research from the child perspectives in the field of preschool education in China,which has become a new research orientation in education.In this context,child perspectives has also become a hot word for front-line teachers in educational practice.Child perspectives is advocated everywhere in kindergarten educational practice.As a practitioner of kindergarten education activities,preschool teachers’ understanding of child perspectives will directly affect the implementation of child perspectives in educational practice.As a concept,child perspectives has different definitions and explanations.For preschool teachers,how will they understand child perspectives?In order to grasp the current understanding of child perspectives by preschool teachers in China,this study focuses on qualitative interview and supplemented by observation to investigate and understand preschool teachers’ understanding of child perspectives,including preschool teachers’ understanding of the concept of child perspectives,the practice of child perspectives and the factors affecting preschool teachers’ understanding of child perspectives.It is found that there are the following problems in preschool teachers’ understanding of child perspectives:There is ambiguity in preschool teachers’ understanding of the connotation of child perspectives;the uncertainty of preschool teachers’ understanding of the practice of child perspectives;preschool teachers’ understanding of child perspectives is not consistent in concept and action.By analyzing the above issues,the study explored the factors that affect preschool teachers’ understanding of child perspectives from three aspects: theoretical research,community environment and teachers themselves.It mainly includes that the definition of child perspectives is not unified;The restriction of kindergarten system environment;Lack of specialized training on child perspectives;The influence of parents’ educational ideas;It is difficult for preschool teachers to translate theory into practice.According to the analysis of the problems and causes of preschool teachers’ understanding of child perspectives,the research puts forward the following specific suggestions from three aspects: theoretical research,community environment and teachers themselves.First,we should enrich the connotation and practical research on child perspectives.Second,we should create a free and open institutional environment for preschool teachers.Third,kindergartens should create opportunities for teachers to learn about child perspectives.Fourth,we should help parents to establish a correct educational concept.Fifth,preschool teachers should enhance the awareness and belief ofchild perspectives.Sixth,preschool teachers actively practice and reflect to promote the transformation of theory into practice.