Beyond Profession:the Care Orientation In The Development Of Kindergarten Teachers

In this study, the so-called beyond professional, is refers to the kindergarten teachers should beyond professional complex, beyond the orientation of standardization and technical rationality, and highlight the value of care, offer care that blending the perceptual with the rational to every child, help kindergarten teachers to be real care-givers. It means to ask the kindergarten teachers to surpass "technicalization and standardization"in the status of professional pursuit, and focus on the role of care,establish caring relationship with every child.Indeed, kindergarten teachers are walking on the development path of professional orientation, The essence of professionalization is the orientation of standardization and technical rationality, it is necessary to improve the professional quality of teachers,such as knowledge and skills through continuous professional education, so as to promote the development and mature of teacher profession, and obtain the corresponding social status. The development path of professionalization can ensure the basic quality of kindergarten teachers in the aspect of knowledge and skill, and make them gain more and more approval of professional level. Kindergarten teachers can’t walk on the path of professionalization with no professionalization, but this study suggests that the professionalization in the process of the development of kindergarten teachers have limitations, they can’t do well only by professionalization. What’s more, the particularity of children who are the service object of kindergarten teachers decide the development of kindergarten teachers can’t only stay at the professional level,children’ weak means that kindergarten teachers have more "strength" than any other stage of education. So the humanistic care and emotional engagement can’t be ignored in the development of kindergarten teachers,good early childhood education should let the children feel happiness, respect,care and fair, kindergarten teachers as a individual should be full of care quality. Therefore this research will put forward to beyond the professional orientation of standardization and technical rationality, and advocate the care orientation of teacher development.The field of early childhood education should be a place full of warmth and care. As an important subject in the early childhood education, there are a kind of eternal content that need to remain enriched, such as the improvement of care consciousness, the growth of the ability to care in the development of kindergarten teachers.However, the development of kindergarten teachers in the context of professional,the content that most important in the development of kindergarten teachers has been covered by the professional orientation.Professional orientation lacks serious thinking of care and particularity of kindergarten teachers profession;the pursuit of professional status neglects the establishment of care relationship; the adore of technology and rationality neglects the content of care.And care orientation that based on the care theory of Noddings has a unique advantage,such as provide a new view for the development of kindergarten teachers; full of passion and wisdom;help to realize the significance of individual life of kindergarten teachers and the formation of moral emotion and ideal of children.Therefore, this article defines the connotation,goal,content, realization approach and marking from the perspective of care education.In the face of realistic difficulties,such as care consciousness need to be improved; the lack of ability to care;the worrying performance of care,the development of kindergarten teachers must beyond the limitations of professionalization, carve out the development orientation of care.Finally, this research takes example by the case from foreign of cultivating caring kindergarten teacher,thinking the development path of kindergarten teachers under the care orientation, suggests to add the content of the care quality into the normal education of kindergarten teachers,and promoting the ability to care of kindergarten teachers by the practice of care.