Study On Early Childhood Professional Development System Of The United States

Early childhood education is an important part of the national education system, it is important to social welfare services. At present, China is in the stage of rapid development of early childhood education. As the popularity increasing, child admission rate is constantly refreshed. However, early childhood education does not represent an increase in the number of quality improvement. High-quality professional teachers is a guarantee of quality early childhood education, early childhood education is to promote the development of critical power. Therefore, the "Long-term Education Reform and Development Plan (2010-2020)" that strict "eligibility criteria for the implementation of preschool teachers, kindergarten teachers training to strengthen the training." By the end of 2011, according to the "People’s Republic of China Teachers Law", the state specially formulated "kindergarten teacher professional standards (Trial)", aims to promote the professional development of kindergarten teachers, construction of high-quality kindergarten teachers. However, due to the late start of early childhood education, child care population base, as well as relevant laws and regulations relating to the development of early childhood education is still not perfect, resulting in our kindergarten teachers do still exist many problems in their professional development, such as weak awareness of early childhood teacher professional development, single way of expertise and skills acquisition, inadequate professional development qualification, limitation of accepting pre-vocational education and job training opportunities, coupled with the low social status of preschool teachers, child care wages caused by poor mobility of teachers, teacher instability problems are seriously affecting the quality of early childhood development.In the early development of the United States early childhood education also experienced difficulties currently encountered in the development of early childhood education. Early childhood development in order to solve the problems faced by the quality of teachers, the 21st century, in the integration of the local management system, and promote the comprehensive reform of the trend, NAEYC developed "Early Childhood Professional Development System" (referred ECPDS) in full swing states. The move to promote a comprehensive early childhood practitioners to enhance professional standards, and promote the quality of early childhood education has played a positive role. Experience that has important reference for our country to enhance the level of kindergarten teachers’ professional development, improve the quality of early childhood education.This study adopts literature and comparative methods. By collecting and studying all the text information on the depth of the United States "Early Childhood Professional Development System" (ECPDS), including text system blueprint, the states establish development reporting system, the data report of federal government and related academic researches. Analyzing the establishment background, core principles, content and implementation, effectiveness and impact of construction experience of ECPDS, to explore the four levels of the system of professional development for early childhood teachers’ reference value and inspiration. The main contents of this study are as follows: Firstly, introducing the demand for early childhood development and the background of American children practitioners’ professional development, which presents ECPDS established background, and "fully integrated, guarantee quality, diversified financial package, equal compensation," the four core principles interpretation, and then refined based on six policy areas ECPDS implementation of the four key initiatives:developing professional development standards, improve career paths, professional development activities to expand the pathway of transmission, establish quality assurance mechanisms, and were combined with the specific implementation of several states to analyze the effectiveness and impact of its implementation. Secondly, the purpose of the establishment from ECPDS, rationality and effectiveness of the three aspects of exploration on its experience to our country preschool teacher professional development, that summarizes the main features of ECPDS to give specific reference to China. Finally, based on the study of ECPDS and ponder its enlightenment, the main recommendations of this study include:1. to improve the "kindergarten teacher professional standards" rules, norms qualification; 2. to develop equality of treatment compensation mechanism to ensure Preschool Teacher reasonable identity; 3. to establish audit and evaluation system to ensure the quality of early childhood professional development.