Research On Views Of Rural Preschool Teachers On Disadvantage Children Education

Benefiting from the recent nation-wide push for better preschool education in our country, problems such as difficulty of admission and high enrolling fees have gradually subsided. However, during this development, situations involving disadvantaged children have become increasingly acute. Providing high-quality preschool education for the aforementioned group is a critical task, and also an important part of the overall advancement of the national initiative. As an integral part of preschool education,kindergarten teachers’ ideologies and principles and their application directly affect the well-being of disadvantaged children. This research explores the current situation and examines the existing problems of rural preschool teachers, taking their views and beliefs as the study content, it tries to provide realistic basis for the professional development of kindergarten teachers in the rural areas.Based on existing studies and prior investigation, drawing from questionnaires,interviews, and observation, a wide-ranging multi-level approach was adopted. A total of 240 valid questionnaires were distributed to 20 kindergarten teachers from the county,township and village level, and two rural kindergarten teachers were keenly observed and interviewed.This paper is divided into three parts:The first part focuses on the theoretical grasp of teaching and caring for the disadvantaged children. Educational concept connotation and structure are examined,different perspectives and approaches are reviewed, and questions involving fairness and discrimination are analyzed in order to provide a basis for the analysis of the status quo of teachers’ educational concept of disadvantaged children.The second part proceeds to investigate the overall situation involving disadvantaged children through rural teachers’ perception, how to support instructional ideas and the practical value. The survey found that kindergarten teachers in rural areas have four main problems: 1) they have significant stereotypes about disadvantagedchildren, generally they have a lack of understanding but emphasize on the correction of exhibited behaviors; 2) they ignore disadvantage children’s inner need and rarely provide support; 3) interactions with disadvantage children are highly subjective, which tend to be impulsive and instinctive; 4) their awareness of the disadvantaged children’s educational values are not clear. This study, centered around the teachers, analyzes the causes of the problem from the following four aspects: current situation of rural preschool education development, rural preschool education management, teachers’ professional experience and professional knowledge.The third part aims at the practical problems and reasons, and suggests methods for improving rural kindergarten teachers by transforming the external environment and augmenting self-development with the the following: 1) Teachers improve their professional level and educational sensitivity; 2) Drawing from and building upon local conditions, kindergartens should explore the effective model to support the disadvantaged children’s education; 3) Combine effective and dedicated forces to improve the situation in rural areas disadvantaged children’s education development; 4)Push for more national investment to improve teachers’ welfare and training system; 5)promote the relevant research on the situation of disadvantaged children’s preschool education. Placing educational needs of the disadvantaged children inside teacher training and strive to improve the effectiveness of education and teachers’ professional growth!...