Research On The Current Situation Of Kindergarten Teachers’ Family Education Guidance Based On The Perspective Of Ecosystem Theory

Family education,as the education at the beginning of life,affects the whole life long development of a person.“What kind of education determines what kind of person you become”,The state of family education directly affects the development of children.However,the reality is that most parents do not have the relevant professional knowledge of family education,thus,it is urgent to carry out the work of family education guidance to parents.Therefore,based on the perspective of ecosystem theory,this study takes 5 kindergartens in X City,Shaanxi Province as the research object to researches the present condition of family education guidance of kindergarten teachers from the following aspects:Firstly,based on the perspective of ecosystem theory,we learn the current situation of kindergarten teachers’ family education guidance through questionnaires and interview surveys to explore how various factors in the ecosystem affect the development of kindergarten teachers’ family education guidance.The investigation reveals that,in micro-system,there is no significant correlation between the sexual characteristics in physical characteristics of kindergarten teachers and the level of family education guidance,But the cognition of parents’ role in teachers’ psychological characteristics and the social characteristics of teachers’ educational background,teaching years and professional titles are significantly correlated with the level of family education guidance.In the meso-system,the level of family education guidance of kindergarten teachers is significantly correlated with parent-teacher relationship,teachers’ colleague relationship and kindergarten support.At macro-system,Government policies,media publicity and community support are also significantly related to the level of family education guidance of kindergarten teachers.Secondly,from the perspective of ecosystem theory,it is found that there are certain difficulties in every level of system when kindergarten teachers conduct family education guidance.In micro-system,because teachers lack of family education guidance knowledge,they cannot put the role of parents in their right position;Influenced by social characteristics like educational background,teaching age and professional title,teachers’ guiding ability varies greatly.In the meso-system,teachers’ work is heavy,and there is a lack of communication between teachers and parents.And there is also lack of communication and assistance among teachers,result in there has no a unified approach can be used in family education guidance;Kindergarten support to family education guidance is insufficient,teachers lack of motivation.At macro-system,though the influence of government policies to family education guidance is big,but the difficulty of detailed implementation is great;The media pays little attention to the family education guidance of kindergarten teachers,and the propaganda is insufficient;Community support to family education guidance is weak,Teachers satisfaction is low to the community support.Finally,for the dilemma of kindergarten teachers in carrying out family education guidance,this study provides countermeasures for kindergarten teachers to scientifically carry out family education guidance from the perspectives of teachers’ self-regulation in the micro-system,increasing interaction and support in the meso-system,and strengthening the improvement of each responsible subject in the macro-system.