A Study On Pre - School Education Policy Of British Preschool Teachers In Recent Ten Years

The development of British Early Years Initial Teacher Training policy can be divided into three stages:embryonic stage, developing stage, and perfecting stage. In the first stage, the government paid less attention to the Early Years Initial Teacher Training, and this policy was still a part of normal educational system. But in the second stage, with the publishing of Plowden Report, the British government began to focus on this policy and specified teacher’s qualification that ended the time in which one can teach in educational institutions even without teacher education. In the perfecting stage, the British government paid much attention to the quality of EYITT and enacted a series of policies to support it.The politics, economy and education background in both home and abroad is the main grounding soil for British Early Years Initial Teacher Training policy in recent ten year. International aspect, it’s impacted by the redistribution of political pattern, the globalization of economy and knowledge and the international movement of teacher professionalization after World War II. Domestic aspect,influenced by initial teacher training revolution, unemployment and government’s concerns.Under the influence of such backgrounds, and under the impetus of appeals to promote the quality of British Early Years teaching, the quality of Early Years Initial Teacher Training has attracted government: Blair government launched “EYPS” program. Cameron’s government launched “EYTS” program. These programs, with clear points, specific ways of implementing and perfect quality guarantee system, powerfully advanced British Early Years Initial Teacher Training to the world’s leading.This article adopts problem oriented paradigm of policy research to analyze the problems, purposes, materials and effects of the British Early Years Initial Teacher Training policies in recent ten years. For low-quality early years teaching, to build a high quality Early Years teacher team was the matter that they must face. And the aim of Early Years Initial Teacher Training which adheres to be excellent realized the perfect transition between policy problems and purposes. As for policy resources, Britain has developed a funding model which focuses on government assistance, and this ensures the sustainable supplies of policy resources. And for policy influence, according to existing infusive evaluation report, the British Early Years teachers have made professional progress, and the quality of Early Years Education has been improved further. Remarkably, those teachers who had got certification in the policy didn’t allow to work in public early years institutions, and the public’s low-approval degree to these certifications has been the challenge that the policy must face.In recent ten years, the Britain government has accumulated lots of valuable experience about the Early Years Initial Teacher training. large ripe project whose policies rely on science, forms a Standard-centered qualification certification system, concentrates on high quality Early Years Initial Teacher Training with strong practicality and adoptability. In the end, according to our Early Years Initial Teacher Training policies, this paper put forward: to start bachelor degree of Early Years special teacher training programs; to establish Early Years Teacher Professional Standards oriented Early Years teacher certification system; to integrate resource advantages of Early Years Initial Teacher Training institutions and nursery schools; and the inspirations on establishing the security system of Early Years Initial Teacher Training institutions.