The Content Analysis Of The Kindergarten Teachers’ Qualification Policy In China

As a professional access policy promulgated by the state, the kindergarten teachers’ qualification policy is an important part of teacher education system. Enacted kindergarten teachers’ qualification policy is an important measure to ensure the kindergarten teachers’ professional specialization, standardization, scientific and legalization. Since the kindergarten teachers’ qualification policy implemented, it has played a positive role in some aspects such as promoting kindergarten teachers’ professional development and improving quality of pre-school education. It made people realize that the kindergarten teachers are not just a "nanny" or "aunt", it is a full-time staff with professional quality. So to some extent, it has improved the kindergarten teachers’social status. But in the term of the policy implementation, there are still many problems. They make the policy fail in fulfilling its "gatekeeping" function of kindergarten teachers. These problems encountered in the implementation process, largely due to the kindergarten teachers’ qualification policy defects in its content. Therefore, this study, from the point of view of content analysis of education policy, following the analytical standards that a complete education policy should be comprehensive systematic, scientific and innovative, using the literature method and qualitative analysis method, analyzing the content of the kindergarten teacher qualifications policy, attempting to explore the value, characteristics and problems in the policy content,aimed to put forward recommendations of the kindergarten teachers’ qualifications policy.In this study, through sorting out the historical process of the kindergarten teachers’ qualifications policy and analyzing its contents, we found that, the kindergarten teachers’ qualification policy has important value in strengthening the functions of the government, reflecting the industry standards, reducing the risk of employer recruitment, meeting the interests and needs of kindergarten teachers. The kindergarten teachers’ qualification policy has basically complete policy shows it’s integrity through establishing the almost complete policy objectives, objects and measures. But from the point of view of scientific, innovative, there are still some problems:To begin with, the policy objectives are too general and lack of interoperability goals. Secondly, because of lacking the supervision institutions, the implementing subject power is excessive concentrated. Thirdly, the policy implementing objects are not comprehensive and unfair. Last but not least, the implementing measures are unreasonable and lack of innovation. For this, the study finally proposed some suggestions on the improvement of the kindergarten teachers’qualifications policy:Firstly, the government should decentralize the power of implementing subject and establish special supervision institutions. Secondly, we should improve the content of the policy in order to bring the foreigners into the implementing objects. Thirdly, according to the policy objectives, we should formulate practical policy measures. Finally, we should perfect the supporting policies of the kindergarten teachers’qualification policy.