Research On Kindergarten Teachers’ Beliefs In Status In China

Under the development of our society, people increasingly began to awareness the importance of kindergarten teachers. They are the backbone of the pre-school education career, and they are vital in influencing preschool children’s learning and imitating for kindergarten teachers are childrens’ significant others in their life. One of the important indices of the pre-school education’s quality is to exam teachers’Basic literacy, personal educational beliefs and educational behavior.The status of kindergarten teachers for his career is where the position they are in the social system (legal), economic and cultural status. It includes their social rights, the degree of power and respected, their prestige,and their qualifications.Clarifying the status of kindergarten teachers means confirming the occupational state(status) of kindergarten teachers’in the social and professional field. It marked the management system and the prospects for development of the kindergarten teachers. It is one of the principal impacts on long-term and stableDevelopment of kindergarten teachers. While their viewing of their own status,on the one hand, reflects the current existence state of kindergarten teachers in China. On the other hand it also currently shows their independent consciousness of their professional identity. It predominates the thinking and acting of themselves as well. In the sociology perspective, the thesis applied documentary method and interviewing method to do the relevant research. It firstly discusses the connotation, structure and characteristics of kindergarten teachers’status belief. Secondly it collects and summarizes the beliefs of kindergarten teacher in the sociological view of "status" by interviewing teachers. Secondly by interviewing and collecting kindergarten teachers’ belief of status in the sociological view, it summarizes several major beliefs of their status. Further it analyzes the main existing problems and its mainspring. Finally, it puts forward a number of suggestions for building the suitable beliefs of kindergarten teachers’ status. And it provides us a new perspective to study the teachers’ education.The thesis mainly includes four parts:the first part explore the basic theoretical issues of the belief of kindergarten teachers’ status, which focus on its connotation, structural elements and its essential characteristics. It is necessarily a theoretical preparation for understanding the actual state of their beliefs. The second part shows the elementary understanding of the kindergarten teachers’ status themselves in the three status:societal status,social status and professional status. And it also analyzes three issues of it:the negative emotions in their beliefs of social status; the vague beliefs of professional status that lacking of self confirmation and the passive beliefs of societal status. The third part is about the analysis of the reasons that attribute to these issues. It contains six reasons:the impact of social stratification,the disadvantage position of kindergarten teachers posed by societal system, the low quality of kindergarten teachers education,the instruction of culture in kindergarten,the knowledge of children’s parents and the insufficient study of teachers themselves. The fourth part is about thinking and suggesting.It presents likewise six suggestions First, to perfect the institutional guarantee for kindergarten teachers.Second, to create an honour and respect atmosphere around us for kindergarten teachers. Third, to strengthen the supervision of the kindergarten management. Fourth, to improve the quality of kindergarten teachers education. Fifth, to cultivate a good culture atmosphere, in kindergartens. Sixth, to promote the kindergarten teachers’ professional self and identity. Only social and kindergarten teachers act together, constantly improve, kindergarten teachers’ degree of specialization can be constantly improved, as well as their status.