【Education Guanlan】Investigation on the current situation of the concept of co-education between kindergarten teachers and parents ———— private kindergartens as a sample

Text/Zhongfang County No. 1 Kindergarten Ding Zhangyuan

Abstract: Family and kindergarten are two important factors affecting children's physical and mental development, and are two irreplaceable educational resources in the process of children's growth. The Kindergarten Work Regulations have long officially made parent work a teacher's task. Chen Heqin has proposed that early childhood education is the joint responsibility of kindergartens and families. In this study, using questionnaire survey, interview method and literature collection method, we learned from visiting and investigating private kindergartens in Huaihua that most of the teachers of private kindergartens said that they could actively communicate with parents, and believed that parent-child activities were a form of effective progress in home co-education. Parents also believe that family and kindergarten education are indispensable. However, some problems were found in the survey, such as parents' fear of face-to-face communication with teachers. On this basis, the following suggestions are made to strengthen cooperation in response to these issues: parents and teachers should have the concept of equal communication; Arouse parents' interest by introducing the significance and specific requirements of home co-education activities; Attach importance to the work of home co-education, teacher training and guidance.

First, the formulation of questions

(1) The necessity of home co-education in the process of children's growth

The general principles of the Kindergarten Education Outline (Trial) point out: "Kindergartens should work closely with families and communities, connect with primary schools, comprehensively use various educational resources, and jointly create good conditions for the development of young children." In the organization and implementation of the third part of educational activities, it is clearly stated: "The family is an important partner of the kindergarten. Based on the principles of respect, equality and cooperation, parents should strive for understanding, support and active participation, and actively support and help parents improve their educational ability. "Therefore, early childhood education needs two aspects to cooperate and support, not parents just send their children to kindergarten, only the teacher's business."

Young children come from a small family with themselves as the core to this big family, the new environment, unfamiliar teachers and peers, there will be a certain amount of pressure and discomfort. If he encounters setbacks in his own home, he has parents around him to help him "support him", and if there is a conflict of opinion with children in kindergarten, it will not be like someone at home. At this time, the toddler may choose to escape. At this time, home co-education is particularly important, with good cooperation, young children will quickly pass this period, and if they do not cooperate well, parents and teachers will be bothered throughout the semester.

(2) Problems existing in the process of home co-education in private kindergartens

Private kindergartens are kindergartens run by social forces. Since it is difficult for national public kindergartens to provide early childhood education, in 2014, the Ministry of Education pointed out that the coverage of private kindergartens should be expanded, pushing private kindergartens to another climax.

Subsequently, a large number of private kindergartens emerged, and the private kindergarten market became larger and larger. But with it, private kindergartens have exposed more and more problems. Since early childhood education in the mainland does not fall within the scope of compulsory education, it is not standardized in work.

In recent years, the issue of home co-education has received widespread attention. For example, in the aspect of home co-education, many teachers may only cope with things in their work, and some parents do not have a deep understanding of home co-education, so there is no real interaction between kindergartens and families, and substantial progress has not been made in work.

Parents are the first teachers of young children, and kindergarten is a place where children receive systematic learning, which has advantages that family education does not have. Only when kindergartens and families work together can a good environment be created.

(3) Research significance

1. Theoretical significance:

Children's family education and school are indispensable. However, in the practice of education, families are overly supportive and overly dependent on kindergartens, while kindergartens have authority and ignore the role of their families. In this study, this study expounds the necessity of home co-education, finds the problems and puts forward relevant countermeasures to the problems, aiming to put forward a theoretical basis for parents and teachers of private kindergartens to cooperate with each other to jointly promote the comprehensive physical and mental development of preschool children.

2. Practical significance

For private kindergartens, at the same time, they have to face the competition from both private kindergartens and public kindergartens, and it is particularly important to form unique characteristics of running kindergartens. On the one hand, through the investigation and interview of private kindergarten teachers' concept of home co-education, this study comprehensively understands the current situation of private kindergarten teachers' concept of home co-education, and finds out some existing problems. On the other hand, through the survey of parents of private kindergartens, we can understand the current situation of parents' common concept of home. Putting forward some reasonable suggestions for preschool teachers and parents to change their concept of home co-education, which will help solve the practical problems encountered by teachers and parents in home co-education, and improve the quality of private kindergarten education.

2. Problems and suggestions in the concepts of teachers and parents of private kindergartens

(1) Problems in the concept of private kindergarten teachers

1. Private kindergartens have less guidance and training for new teachers' home co-education

Due to the particularity of their work, preschool teachers actually have to play multiple roles. In order to play every role well, it is obviously not enough to have the ability to prepare lesson plans and organize activities. The work of preschool teachers is professional, and they need to carry out long-term professional learning before joining the company, and they also need to insist on continuous learning and updating knowledge after work. Only in this way, through continuous learning, the acquisition of professional knowledge can answer parents' questions, better guide kindergarten teachers in parent education work and promote the development of home cooperation, and work more handy.

Now is the era of rapid knowledge update, the level of parents' cultural quality is also constantly improving, if the preschool teachers in the home cooperation is not as good as the parents, I think it is difficult to get the parents' convinced. Some of the teachers of private kindergartens have not been trained in the cooperative tutoring and training of the home, and it is still a large proportion, which shows that the kindergarten does not attach importance to this work, and can even be said to neglect this important work. This will affect the work of teachers' home co-education, so that some problems encountered by teachers in this work are not solved in time, which will hinder the work in the long run.

2. Private kindergarten teachers have insufficient understanding of the importance of children's growth files

The Early Childhood Development Portfolio can record many aspects of young children. For example, in a science activity, children have new discoveries, learn to use new vocabulary in language activities, help children in life, etc., as long as the real things that happen in the growth of children, you can choose to record them. Of course, there are many ways to record, you can use video, photo recording, children's works in kindergarten activities, and even use wonderful language to record.

And we know from the conversation records that the content of the kindergarten records is very limited, and it is only recorded from the aspect of children's artistic activities. From the perspective of the way of recording, it is also very single, and only the recording method of audio and video recording is used. In this way, the evaluation of kindergarten growth bags does not enable parents and teachers to truly and clearly understand the growth trajectory of children, but only to understand the appearance of children at a certain age stage.

(2) Problems in the concept of parents in private kindergartens

1. Parents believe that teachers are authoritative experts in educating young children

There are many ways for parents to communicate with teachers in kindergartens, but it is not difficult to find from the questionnaire of parents that only 10% of parents have direct conversations with teachers, and 59% of parents only communicate with teachers for a short time when picking up and dropping off children, which should last no more than five minutes. In such a short period of communication, it can be imagined that there will be no practical problems, but only small problems will accumulate into many big problems, and the relationship between parents and teachers is not close, and they are increasingly unable to understand each other, let alone how good the home co-education achieves. Parents may think that they think that their children must obey the kindergarten teacher when they arrive at kindergarten, and think that if they give suggestions to the teacher even a little opinion, it may affect the child's life in kindergarten, so even if there are opinions, it may just be that parents discuss with each other after tea. Now it has become a phenomenon in which teachers are authorities and education experts.

2. Parents do not understand the work of kindergarten home co-education

When teachers initiate home co-education cooperation, they need the cooperation of parents to complete it. In the survey, whether it is asked about the necessity of home co-education or the attitude of participating in kindergarten activities, parents basically express a positive attitude, which is a better phenomenon, indicating that parents are still willing to participate in kindergarten activities. However, when asked whether they are willing to talk about their career characteristics to cooperate with kindergarten work, many parents are reluctant. Kindergarten home co-education is not only achieved by participating in the activities organized by the kindergarten, but also through the cooperation of parents in kindergarten activities. As far as the activity of inviting parents to talk about professional characteristics is concerned, some parents may be reluctant, but why are they reluctant? You may think that I am not a teacher, why should I tell children? This should be a teacher's business. However, as everyone knows, parents can make children have a deeper understanding of this profession by telling their children about their professional characteristics, expand their knowledge at the same time, and establish reverence for the profession, know that every job is not easy, and learn to understand the hard work of parents. This plays an important role in the social development of young children. Although teachers can learn about the characteristics of the profession from the website or other golden paths, teachers are not experts after all, and many things may not be deeply understood on the Internet or through other channels, so better use of parents' resources can better promote the further development of the work.

3. Parents do not have enough understanding of their roles in the work of home co-education

If there is no clear division of labor between kindergartens and parents, or as long as one party does not fulfill its responsibilities, this will inevitably make the extremely complex educational work of co-education go smoothly. With the rapid development and progress of the economy and society, many parents have given up the responsibility of personally raising their children, just to pursue a higher material standard of living, but after many years, you will look back and find that the failure of the child is your failure, and it is useless to pursue a higher material life. Among the parents surveyed, they do not know much about the main information of the kindergarten, or even the basic information, so how can this achieve a balanced and equal communication atmosphere when the two sides carry out co-parenting work? This requires not only teachers to change their concepts, but also parents to take the initiative to learn and understand kindergartens. It's not just about listening to what kindergarten says, but also having awareness and knowledge in this regard.

(3) Suggestions on the existence of problems in the concept of home co-education for teachers and parents of private kindergartens

1. Private kindergarten teachers and parents should have the concept of equal communication

Nowadays, many preschool teachers like to put themselves in an unequal position with parents and educate parents from the perspective of educators. Such a sense of inequality can hinder homeland co-education. Therefore, when we implement home co-education, we must have a sense of equality. First of all, it is necessary to establish a sense of service for parents and let parents feel the support of teachers. For example, it is sometimes encountered that parents come to the kindergarten late to pick up their children because of overtime. At this time, it is necessary to understand the parents and organize activities for young children who have not yet been picked up. When parents learn that teachers sacrifice their time to spend with their children, they will feel grateful and more cooperative with the kindergarten. Then, trust the parents. Many kindergarten teachers do not believe that parents can educate their children well, or always feel that even if they tell parents how to educate their families, parents will not do what they want. In fact, parents now attach great importance to investing in their children's education. Therefore, when all children first enter the kindergarten, they should hold a parent-teacher meeting to publicize the parenting knowledge to parents and let parents understand the kindergarten education concept and program. Believing in parents lays a good foundation for emotional communication, and parents are very willing to cooperate with kindergartens. Parents should also establish the concept of being their child's first and lifelong teacher. Problems can be detected and educated in time as soon as they occur. Some parents may think that their children are a teacher's business in kindergarten. As long as there is some bad performance at home, the kindergarten teacher will be blamed. Or for the kindergarten teacher to say what is what it is, without their own ideas. None of this is true. Parents should not only pay attention to their own words and deeds to influence their children, but also create a good family education atmosphere to promote their children's development. Therefore, parents should not have the kind of psychology that they dare not put forward to kindergarten teachers if they have suggestions, kindergarten teachers and parents, like parents, hope that young children can grow up healthily.

2. Mobilize parents' interest by introducing the significance and specific requirements of home co-education activities

At present, early childhood education is not equal to kindergarten education, the concept has been achieved, whether teachers or parents must understand that early childhood education requires close cooperation between families and kindergartens in order to form a joint force and jointly promote early childhood development. But in real practice, this work often becomes formalized, and parents only cooperate with the kindergarten, which cannot reflect the parents' own initiative. It can even bring obstacles and misunderstandings in communication. Only by letting parents know that it is "cooperation", not "cooperation", will good results be achieved.

If parents do not understand the educational intention of the kindergarten, it is difficult to take the initiative to cooperate with the kindergarten. Therefore, before starting the activity, it is necessary to introduce the purpose and significance of the activity to parents. For example, if a kindergarten wants parents to introduce career characteristics, the first thing to do is to let parents understand why they are doing this? What is the purpose of education? What kind of educational effect can it play for children? How parents need to cooperate. In this way, parents understand and are very willing to do this work. However, perhaps some parents may help parents understand the purpose of the activities carried out in kindergartens by introducing the characteristics of the activities this time. It is more to help parents establish a set of systematic parenting concepts and parenting skills, which can establish correct parenting concepts through various forms, such as parent-teacher meetings, family education seminars, etc.; Share successful parenting tips through family experience sharing sessions. Only in this way, parents and kindergartens reach an agreement, can we give full play to the initiative of parents, rather than passively cooperate with the kindergarten.

3. Attach importance to the training and guidance of private kindergarten teachers' home co-education

The quality of teachers is the key to influencing the quality of teaching and work. An excellent preschool teacher not only has a high level of thinking in the realm, but also has a persistent research spirit and broad knowledge. Not only rich teaching practice, but also a humble and loving heart. Strengthen the training of teachers, promote teachers to improve their professional level and professional ability, and be able to look at and handle kindergarten affairs with a professional perspective. Kindergartens should establish a system whereby every teacher should attend a fixed number of hours of training, and if the training hours are not reached, the next semester cannot be renewed. And kindergartens cannot prevent teachers from participating in any training. It is also possible to organize participation in various forms of training, such as refresher training. During the survey, we also learned that private kindergarten teachers have misunderstandings about the archives of children's growth records. The evaluation of the early childhood development record file bag is used to evaluate the data of young children, and can understand the growth from different aspects. Therefore, kindergartens should pay attention to this, and it may be more tedious to really complete this work, but this work is very meaningful. Kindergartens should be recorded in a variety of ways, rather than just one or two ways, so that we cannot understand and evaluate children in multiple directions and angles, and the results of evaluation are also single. The record content can be children's growth and development, children's cognitive activities, children's hands-on ability, children's artistic activities and other aspects. These aspects can be recorded through activities that young children participate in in kindergarten or through parental feedback.