| The school-based curriculum has been praised highly in west world in 1970s-1980s. Recently kindergarten-based curriculum, as a derivational concept of school-based curriculum, has been concerned. Now more and more kindergartens have their own kindergarten-based curriculums and teachers have been the main force of researching and practice of kindergarten-based curriculum. So the reach of curriculum leadership of kindergarten teachers at different ages has become the key factor of a good kindergarten-based curriculum.This research, based on depth interview, aim to understand how kindergarten teachers at different ages see kindergarten-based curriculum, how much difficulty they met, so as to know how much they reach the curriculum leadership and the quality of the kindergarten-based curriculum they did. Based on all this, explore what should be done to improve the professional development kindergarten teachers at different ages.Research found kindergarten teachers at different ages misunderstand the kindergarten-based curriculum as characteristic curriculum. Moreover, most teachers have been forced to do kindergarten-based curriculum by leaders and the market. What is more, teachers don't have enough experience of making curriculum and are stressed by intense working time and heavy workload.Based on the difficulty, this research found the internal and external environment should be reformed. First, in external environment, given the actual teachers'quality, teachers should first learn how to choose and remake right curriculum and the freedom of making curriculum should be given moderately. The different teachers should have different development path. Second, in internal environment, teachers should not to create artwork without any ground, as instead, to cooperate each other together. Moreover, reach the curriculum leadership, according to ZDP of different teachers. Finally, teachers should be encouraged to make use of working time effectively.
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