Research On The Status Quo Of Kindergarten Teachers "following Children" In Curriculum Practice

In recent years,great changes have taken place in kindergarten curriculum both in theory and in practice,in which diversification around the children has always been the subject of the curriculum reform.Looking at the change of curriculum paradigm in the world,it is not difficult to find that the curriculum reform reflects the basic orientation of return of curriculum to children and follows children.For example,Japanese "Kindergarten Education essentials"?UK's 2017 edition of EYFC and"guidelines for Kindergarten Education(trial)" reflect the curriculum must meet the interests and needs of the individual.Therefore,it can be said that "follows children"conforms to the thrust of curriculum reform and reflects the theme of curriculum reform in the world.In this context,what are the real ideas of kindergarten teachers about "following children"?How does they follow children in their curriculum practice?In order to get the answers to the above-mentioned questions,based on the root-rooted theory,this study encodes the interview results of six kindergarten teachers to understand the true cognitive concept and practical logic of kindergarten teachers to "follow children".This paper constructs a theoretical model of teacher's role transition path in the curriculum practice of following children.It is found that teachers' understanding of " follows children" shows the value orientation of "child-centered"?"reflective practice”and“flexible ".In the context of " following children",teachers constantly adjust and adapt their relationship with children,institutions,experts and themselves,and their roles show the characteristics of "defamiliarization".Therefore,teachers have adopted a variety of strategies,in the integration of passive adaptation and active transcendence,gradually go up to the"professional" transformation path."Following children" not only promotes the development of children's ability in all aspects,but also promotes the professional ability of teachers,but there are many problems at the same time.First of all,teachers presents the characteristics of uncertainty,not only desire to pursue transcendence,but also the face pressure of the system and self-doubt.Secondly,in the transition of"professional" role,teachers often feel confused because of the lack of systematic knowledge and experience about early childhood development.Especially,under the high requirement of the system,the new teachers are in trouble because of their lack of experience.Thirdly,the pace of curriculum evaluation is not fully synchronized with curriculum development,and there is a lack of a systematic and scientific evaluation system for the development of children.In addition,in the face of strong institutional pressure,teachers have no right to speak.The authenticity of the curriculum is doubtful.Teachers and children become "actors" to cooperate with the curriculum performance.Finally,in the course of curriculum construction and renewal,teachers also faced with the impact of foreign culture and many teachers reflect the concern about lack of cultural self-awareness.