A Case Study On The Living Conditions Of The Weak Children In The Institutionalized Education

Class is the basic work unit of the kindergarten, Wu Kangning pointed out:“forchildren who joined the kindergarten, class is the first formal social organization tojoin.” Since a social organization, the life of them in the class has a strictstandardization. From morning check in the morning to the evening off thekindergarten, whether to eat or sleep, every link of life has detailed requirements,system is ubiquitous in the kindergarten life space. Of course, the class system makesthe kindergarten work organized and planned, helping kindergarten teachers to do agood job of conservation and education. So teachers tried to keep the class to be ainstitutionalized life, where everything is in order, from thought to action“uniformity”. System obviously has been pervasive in the class, surroundingeverywhere of the classroom, they are in addition to obey system specifications andconstraints has no other choice, so the system towards its opposite—“institutionalized”. It imposes the external determine “rules” or “discipline” on thechildren as inviolated standards. Therefore, teachers often have to take a variety ofspecifications means to maintain the class system, for those who are “intelligent” or“bright children”, the teacher praises them and hopes they have a better performance.While, in the class some children are “not lovely”, some of their ability is poor; Someare always silence or personality vulnerability; They are always far form therequirements of the teacher. They are “the vulnerable groups” in young children. Forthese children, what is the state of their real life? What are the factors which affectingtheir life?This research took a purpose of sampling a disadvantaged children as a case,fully observing the real state of his class life under the institutionalized education,truthfully presenting his class living conditions in the form of narrative, unveiling thedisadvantaged child’s class institutionalized education, and connecting with theteacher’s interview, to summarize the factors which affecting the vulnerable child’slifestyle as follows:(1) the instrumental role of teachers;(2) authoritarian concept of teachers;(3) the rigid collective education consciousness;(4) the formalisticsupervision mechanism;(5) teachers’ professional quality needing to improve, andfinally puts forward suggestions to improve the disadvantaged child’s life, with theadvanced education concepts leading:(1) teachers’ role conversion, to accept and carefor disadvantaged children.(2) changing the teacher’s traditional ideas, focus onvulnerable child’s life value;(3) to break the rigid evaluation standard, buildingincentive disadvantaged child’s evaluation system;(4) to establish an effectivesupervision mechanism, ensure the disadvantaged child’s growth environment;(5) toimprove teachers’ professional quality, reconstruct a happy class life fordisadvantaged child.