"Good Teachers" In Children' Eyes

Early childhood is the critical period of the development of human thinking and consciousness, and also is the initial stages of shaping a person's character and quality; while fostering children with good qualities lies in teachers. In the pre-schools educational practice, all teachers play a subtle influence and educational role to the growing children through their own implicit or explicit qualities.Drawing on the results of teacher qualities research and analysis of the deficiencies, the present study based on qualitative methods, through deep research on the real life and educational situations in Chongqing Municipal kindergartens, by describing the observations, the focus of observation and informal, formal interview, tries to present the qualities of good teachers from children's perspective objectively and comprehensively, and aims at improving the manager of kindergartens, children's parents, and the relevant researchers on better understanding of the qualities of early childhood teachers, and paves the way for paying more attention to children.The present study finds that children's expectations for good teachers are not different in whether they are from rural or city, or whether they are girls or boys, but, mainly are related to five areas, that is, teachers'knowledge and skills, professional ethics, images, educational attitudes and behaviors.Through in-depth analysis, the features of good teachers'qualities are:high qualities of professional ethics, perfect personality, high quality of the abilities, good images. According to these qualities, this thesis proposes suggestions for early childhood teachers, and their pre-service and post-secondary education, on improving the qualities of early childhood teachers. Early childhood teachers should be hardworking, active and establish a lifelong learning concept; early childhood teachers should establish personality examples, strive to set an example in practice, and incessantly improve their own personal self-cultivation; early childhood teachers should learn aesthetic theory, participate in activities, and develop image sentiment; The department should optimize the content-settings of normal education, and reserve talents for the development of early childhood education and pay more attention to teachers in the continuing education, in order to provide avenues to early childhood teachers for improving their qualities.