Policy Text Comparative Study Of China And The United States’ Early Childhood Teacher’s Professional Access System

Teacher quality is the key to improve the quality of education. Equally, only good early childhood teachers can ensure the quality of high-quality early childhood education. However, our early childhood teachers there is a series of outstanding issues, like low social status, decline quality of teacher training and career professional weak which are seriously not conductive to the healthy development of the entire early childhood education. Professional access system of early childhood teacher which works as the state’s specific occupational licensing system to early childhood teacher is responsible to the current situation. Because that our teacher qualification system has been just established, professional access system of early childhood teacher as one part of it is far from perfect, and failed to effectively play its "gatekeeper" function for early childhood teachers. Therefore, this study mainly uses the methods of historical research, content analysis and comparative study, and selects the United States whose teacher qualification system is developed and China to make a comparative study for the improvement of early childhood teachers’professional access system and the purpose to improve the quality of early childhood teacher. This study, mainly based on the point of policy text analysis, analyses specifically the relevant aspects of two countries’national access system of early childhood teacher. This will not only enrich our development theory of preschool education and promote the professional development of early childhood teachers, also prompts us to reflect on the problems of our own teacher qualification system when we implement it, and how to improve the validity of policy development and implementation as to our own problems, so as to promote the reconstruction of our professional access system of early childhood teacher. This paper includes the following aspects:The first part, introduction, elaborates the study’s research background and the situation of related research, and raises the urgent need to improve our professional access system of early childhood teacher. The second part, this paper sorts out the historical development of two countries" professional access system of early childhood teacher, including the policies’ historical background and the main content of the policies, then summarizes the general development characteristics of the bilateral countries’ professional access system of early childhood teacher. The third part of this paper is mainly about the specific comparison as to the related policy texts of the two countries’ professional access system of early childhood teacher. Firstly, the paper does the intuitive description and analysis about our county and U.S. professional organizations, NBPTS and NAEYC"s policy texts, and summarizes the characteristics of the two countries’ policy text regulation. Then, the paper is mainly based on the participant of system, the vocational qualifications of system, the qualification accreditation of system and the security conditions of the system to make comparison. The last section, on a comparative basis, summarizes the inspirations to improve our professional access system of early childhood teacher from U.S. polices and regulations about professional access system of early childhood teacher. The inspirations include the following aspects:to revise and improve relevant polices and regulation about professional access system of early childhood teacher, to improve early childhood teacher’s professional access system itself, to improve the relevant support system for professional access system of early childhood teacher.