Mongolian Teachers In Early Childhood Development In The Road Of Professional Development Resources Research

National Education is the key to the development of minority The professional development of teacher is a vital direction of teacher education reform. Now, the development of pre-school education major, being a part of basic education, attracts the society attention. Inner Mongolia regional long-term development of economic and culture's depends on its education. Early childhood education plays a fundamental role in Mongolian. Anyway, in order to accelerate the development of minority areas, the key point is to improve the teacher's professional quality.The professional development of Mongolian pre-school teacher has also been a public concern, from the government,nursery to pre-school teachers all made a series of their own efforts, and has made great progress. Early child education itself has a strong practical and interactive, the curriculum resource development provide a new practical platform for the Mongolian pre-school teacher, meanwhile,they made a higher demand. The curriculum resource development needs a certain professional quality as a base and also a new path to transmit the national cultural. The pre-school teacher aims how to understand and grasp this opportunity to development; this article is from the curriculum resources development perspective to discuss the professional development of pre-school teachers in Mongolian.Study based on the perspectives of philosophy,the Mongolian curriculum resource development and pre-school teacher's professional development, using case study approach to field survey, curriculum resource development as a focus point, put the interviews, observation, document analysis and other method to the three kindergarten teacher professional development to study. First, start from the pre-school teacher's interview and observations analysis the development of the teachers participating in curriculum resource development; expand the detail description of three aspects: professional knowledge, professional skills, and professional affection. Second, through a depth analysis and conclusion to pre-school teachers draw up the reason of these phenomenon. Are:Teaching and research activities;Training and observation activities;Mutual aid among teachers;Professional lead。Third,while confirm the achievement of teachers, summarized and concluded the problem which across in the course of curriculum development,. Are:Lack of the necessary external support;Mongolian teachers in early childhood professional quality to be improved;The lack of a flexible system of teacher evaluation;Curriculum Resources for Cultural aware of the value;Parent Resource Development is not in place。And analysis the reason of these problem.Last, through the theoretical thinking and practical investigation to the existing problem, give some proposals about curriculum resources and professional development to the Mongolian pre-school teachers, which bring a meaningful thing to the implementation of professional development in curriculum resources development. Are:Government policies favor the development of curriculum resources;Kindergarten management support;Development of Evaluation System;The establishment of early childhood teacher learning community;Kindergarten teachers to self-development; Curriculum Resources Development to strengthen cooperation in their homes.