The Process Fair Observation On The Children’ Life In Kindergarten Based On The Micro Perspective Of Education Fairness

Educational equity is the extension and embodiment of social equity value in the field of education. In recent years, the research on educational equity has become a hot issue in the academic field. Study on the fairness of education in the past twenty years, the scholars in the macro level of educational fairness research are increasingly mature, but study on the process and the issue of fairness micro level should be further studied. Preschool education is an important part of basic education. It is the foundation stage of school education and lifelong education in our country. To explore the process fairness in the daily life of the children’ activities in the kindergarten from the micro level, finding out the intrinsic reasons, and putting forward relevant suggestions. This is an important way to improve the quality of preschool education so that every child can enjoy the fair and quality of preschool education.This study suggests that the process fairness of the preschool education is the internal micro problem of educational system. In order to achieve a certain development in kindergarten education for every child, teachers should give every child a fair treatment. It specifically refers to the communication between teachers and child on the way of justice. First of all, teachers in the preschool education should give appropriate education resources and positive interaction with every child. This is the dominant fairness of the educational process. Secondly, teachers should take positive affection and attitude toward every child. This is the implicit fairness of the educational process. At the same time, the process fairness of the preschool education should follow the principle of equality, difference, compensation.The author extract respectively one class from the C kindergarten and Q kindergarten in the H city at Zhejiang Province as observation samples, collecting the number of interactions between teachers (or nursery governess) and children in the event of a day,as well as collecting the typical cases and teachers’interview about the process fairness of the educations,through quantitative analysis and qualitative analysis intend to measuring the status of implementation of the dominant fairness and recessive fairness of educational process in kindergarten.,through a few months of observation and analysis of two kindergartens, This research got the following conclusions:According to the statistical analysis results of the observation scale, there were significant differences in the number of interactions between teachers (or nursery governess) and children in the children’daily activities in kindergarten, including collective teaching activities, life activities, game activities. In other words, from the perspective of quantitative analysis, there was a significant process fairness problem in the children’ daily activities in kindergarten.According to the typical case and interview record, drawing the following conclusions. The first, there are significant differences in the educational process fairness of the collective teaching activities in the kindergarten. Secondly, the problems of educational process fairness in life activities of kindergarten are more prominent. The third, there is no obvious problem of the educational process fairness in the game of the kindergarten. In other words, from the perspective of qualitative research, there are obvious differences of the educational process fairness in the different kinds of activities in the kindergarten. The problems of education process fairness in the collective teaching activities of kindergarten were the most prominent.At the same time, the author found that there were mainly five kinds of unfair phenomenon in the collective teaching activity of kindergarten. The first, the opportunities for children to participate in collective teaching activities were not equal. Secondly, the children seats’ arrangement had the inappropriate influence on the educational process fairness of kindergarten. The third, children got the opportunities to answer the questions of the teacher were not equal. The fourth, the opportunity for children to get the individual guidance of teachers were not equal. The fifth, teachers’ evaluation for children restricted the Educational process fairness of kindergarten.In the life activities, educational process fairness mainly refers to the interpersonal interaction between the nursery governess and the children. Therefore this study mainly observed the interactive process between the nursery governess and the children in order to observing the educational process fairness in the life activities of kindergarten. The authors found that there were mainly five kinds of unfair phenomenon in the life activities of kindergarten. The first, the nursery governess treated some children in the class as excessive preference and over care. Secondly, the opportunities for children to assist the affairs were not equal. The third, the nursery governess took the standard of whether he or she was a good boy, decided to treat children’ emotion and attitude. The fourth, The nursery governess’s affection and emotional attitude to the children’ were easily influenced by the external factors. The fifth, the evaluation of nursery governess for children’ relatively high influenced by the factors of personal emotions, personal preferences.In the game activities, the problems of the educational process fairness were not outstanding. But there were still some phenomenon contrary to educational process fairness. Mainly embodied in four aspects. The first, The opportunities for children to participate in the game were not equal. Some children were deprived of the rights to participate in the game. Secondly, the distributions of the game area and game role in the regional games were not fair. The third, in the teachers’organizational games, the opportunities of children for playing the role of the controllers and leaders as well as the administrators were unequal The fourth, teachers’ guidance for children in the game were not fair.Based on the present results of quantitative analysis and qualitative analysis, the author analyzes and summarizes the reasons for the above problems. The reasons for the differences originating from a variety of factors, including the teachers,children, teachers’interpersonal relationship, parents’ attitudes and class size. According to this causes, putting forward the six specific recommendations. The first, improving the teachers’consciousness of striving to practice the educational process fairness of kindergarten, avoiding the consciousness of thinking and stereotype. Secondly, enhance the professional ethics of nursery governess, improve the survival state of the nursery governess and stabling the team of nursery governess. Thirdly, create a good cultural atmosphere and interpersonal relationship in kindergarten, facing the emotion of the teachers. The fourth, providing a variety of development platforms for children for promoting jointly the implementation of the educational process fairness in children’daily activities of kindergarten. The fifth, strengthening the cooperation between the kindergarten and parents for promoting jointly the implementation of the educational process fairness. The sixth, reducing the burden on teachers, improving greatly the treatment of teachers in kindergarten.I hope this research can improve better for the practice of the educational process fairness within its modest means. Also look forward to every child can enjoy a fair and quality of preschool education.