Survey On The Development Status Of Institutions For0-3Years Old Education In Zhengzhou City

As people’s awareness on the importance of early education, and bear the science childcare servicesand guidance for the important task of parents-infant institution came into being since1998the firstparents-infant institution set up in Beijing, early education institutions have mushroomed in China majorthecity has developed rapidly. Gathered as the capital city of Zhengzhou, Henan Province, the number, thelevel of parents-infant institution, but the quality of education cohabitation, coupled with the results oftheoretical studies in the field is relatively small, and the lack of policy guidance and specifications. Theresearchers conduct in-depth investigation of the development status of parents-infant institution inZhengzhou City, on the one hand, to complement the theoretical research in the field, on the other hand,according to its problems, early education organizations, parents and the government administration oftargeted educational recommendations.In this study, literature, questionnaires, interviews and observation, and0-3years old ofparents-infant institution in Zhengzhou City, environment creation, the construction of teachers, curriculum,guidance of parents and management status of five to conduct a full investigation. Random sample ofinternational chains and domestic chains, a total of20institutions in96front-line teachers and182parentsparticipate in activities conducted a questionnaire survey. And select four teachers conducted in-depthinterviews. Researchers to take a combination of qualitative and quantitative research methods, ZhengzhouCity, the development of parents-infant institution, the following conclusions: in the environment, thecreation of: parents-infant institution surrounding environment is noisy, mostly located in the bustlingneighborhood more convenient; its size is generally small; the main headquarters of a unified style ofdecoration; widespread play aids types and quantities of less than normal, especially the lack of play sandplay in the water toys; agencies are the lack of specialized health center, there is no professional healthcare staff. Teachers: early childhood teachers in the age structure was younger, shorter work experience,academic level to the college undergraduate; training system is still not perfect; professional backgroundand vocational qualifications obtained from the parents expect there is quite some distance. In thecurriculum:0-3year old curriculum ideas and teachers real understanding; course content is sub-month-old infant development characteristics to choose a different course; in the process of curriculumimplementation, teacher-student ratio control in1:8or less; the teachers to choose collective teaching;infant curriculum goals, knowledge and skills, there is concern the phenomenon to light the emotionalattitude of the target; the overall goal, there is concern that the physical and mental development of infantsand young children often ignore the phenomenon of parental guidance. The status of the guidance ofparents: the teachers recognize the importance of guiding parents, but always have been neglected in theactual teaching process; the guidance of a variety of forms; a tutorial is not comprehensive enough system;good effect to be improved. Management Status: Zhengzhou municipal government departments earlyeducation there is no guiding policy; no specific relevance to industry norms and standards, the majorityapproval by the business sector and management; fees are generally around100yuan for each lesson.After the development of parents-infant institution in Zhengzhou City, the status of investigationsand studies, researchers have proposed the following recommendations:（a）the recommendations of earlychildhood agencies:1, to establish a scientific toy with the program, increase the health center, to ensurethe security of the organization of hardware and software facilities.2, the development of strictrequirements for the appointment. Improve the training system to improve the quality of training.3,Develop high-quality courses to improve teachers’ R&D capabilities. Integration of curriculum links, sothat parents and infant together to become the active agents. Strengthen the activities of emotion, attitudeand goals.4, strengthen the guidance to parents, teachers’ team. Broaden the teachers’ guide channels andmeans of the parents. Establishment of a standardized evaluation system of teachers to advise parentscapacity;（b） the recommendations for parents:1,according to the actual situation rationally chooseparents-infant institution.2, increase their parenting expertise and skills.3,have a positive attitude,scientific and rational understanding of the role of parents-infant institution in the physical and mentaldevelopment of infants and young children;（c）recommendations to government departments:1, increasethe input of0to3-year-old infant and early childhood education funding, clearly in charge of the attribution.2, given on the specification management and policy support for private early education organizations.3,parents-infant institution to teacher training and development into the regular development track.