Pre-school Teachers’ Cognition On The Schedule Of A Day Of Life

A day of life of kindergarten is an important part of young children,which has its important educational value and significance.It is presented in the dimension of time,and the Guideline And Kindergarten Education Program Guidelines(For Trial Implementation)promulgated in 2001 puts forward "scientific and reasonable arrangement and organization of one-day life.The schedule should have relative stability and flexibility,which is not only conducive to the formation of order,but also to meet the reasonable needs of young children ".Therefore,the daily schedule of kindergarten will directly affect the development of kindergarten activities and ultimately point to the development of children.In teaching practice,the one-day living schedule of kindergarten is almost always to take the "top-down" path,teachers will be less involved in the schedule-making process.As a practical worker of first-line education and teaching,we need to pay attention to the understanding and view of kindergarten teachers on the time of life.The entry point of previous research lies in the time presentation of all aspects of life in a day or the simple time-related factors in the behavior of teachers organizing one-day life.In addition,although there are relevant studies related to teachers’ understanding of the time,but not deep into the specific formation of teachers’ understanding of the timing and teachers’ demands on the time of day’s life.In this study,observation and interview methods are used to explore the way teachers implement the one-day life schedule,as well as the teacher’s understanding of the one-day life schedule in kindergarten,and and further analyze how this cognition is formed.Finally,we can obtain the teacher’s expectation of the schedule by analyzing the data.This study selected 8 classes of Y kindergarten in Chongqing,with six Upper classes,one Lower class and one Nursery class.Through the observation of 8 classes,we try our best to restore the teacher’s teaching site.At the same time,combined with 15 teachers and a director of teaching and research and care director of interviews,through the collection of data collation,analysis and extraction,refined teachers to implement daily life schedule in four ways.First,they will try their best to meet the kindergarten schedule,while making limited flexibility adjustment.Second,paying more attention to the activity content than the form of the activity in the time dimension.Third,teachers will use a variety of time expression to strictly implement the prescribed schedule.Fourth,the activity bridge transition without trace to avoid the invalid waiting of young children.To clarify the teacher’s cognition of the kindergarten one-day living schedule is reflected in the overall recognition of the schedule and the idea behind it,and the formation of its identity has two paths: active and passive.Both active and passive recognition are related to teaching practice,the guidance of old teachers,the adjustment of kindergarten schedule and educational concept,and the training of teachers in this field.Teachers’ expectation of timing is mainly reflected in the autonomy of young children,teachers’ time rights and time resources,time and space coordination,and more suitable for young children’s biological rhythms.Teachers’ expectation of one-day living schedule is possible under the conditions of kindergarten and the quality conditions of teachers themselves.