Research On The Situation Of Early Childhood Teacher’s Cognition And Practices On Supporting Children’s Autonomy

Autonomy is the core of personality.It is of great significance to cultivate children’s autonomy for the establishment of their personality and social relations.Based on the reality,teachers perform the disunity of knowing and doing——approving of children’s autonomy and showing high control.The dispersive,implicit and long-term nature of autonomy cultivation requires teachers to have a systematic understanding of related knowledge and put it into practice.On the basis of systematically sorting out the relevant knowledge of children’s autonomy cultivation,the study aims to inquire into the present situation and factors of early childhood teachers’ cognition and practice on supporting children’s autonomy.Based on the above,put forward strategies to help teachers improve their cognition and practice level of children’s autonomy supporting.The research uses self-made questionnaire to investigate early childhood teachers’ cognition on supporting children’s autonomy.Seven hundred and fifty teachers in H city of Zhejiang province were selected as the survey objects,and six hundred and fifty-two valid questionnaires were collected.According to the results of the questionnaire,the study choses seven teachers from three kindergartens in H city purposefully,for continuous observation and interview,trying to sound out teachers’ practice on children’s autonomy supporting and its factors under different backgrounds.The results show that:(1)the overall cognitive level of teachers about children’s autonomy supporting is good,but the cognitive level of each part is not balanced.(2)There are statistical differences in the teacher’s cognition in terms of teaching age,educational background,professional title,kindergarten level and the implementation of curriculum with autonomy features,but there is no significant difference in majors.(3)The result of multiple regression shows that the teaching age,professional title,education background and implementation of kindergarten curriculum with autonomy features are the important factors affecting early childhood teachers’ cognition on supporting children’s autonomy.The investigation on the practice of preschool teachers’ autonomy supporting shows that teachers have adopted a variety of educational methods,including educational guidance throughout one-day life,creating an supportive environment,reasonably arranging educational organization forms,and paying attention to individual differences of children’s autonomy.Various as the forms were,both positive and negative strategies exist.It is found that teachers’ cognition and practice on supporting children’s autonomy is mainly affected by kindergarten and individual from the existing information.In terms of kindergarten,teachers’ role orientation,kindergarten-based research section and class allocation system are influential.From the aspect of teacher’s oneself,teachers’ self cognition,reflection and professional ethics consciousness are contributory.At the end,in view of the problems and factors,put forward some strategies to improve teachers’ cognition and practice of children’s autonomy cultivation.