A Comparative Study On Preschool Readiness Perspectives And Practices Of Preschool Parents And Teachers

In 2022,15.23 million children in China were transferred from home or nursery institutions to preschools,but we do not yet know whether these children are ready well.This study tries to describe the current situation of preschool readiness in our country from the perspectives of parents and teachers,describe the concepts and practice of readiness,and finally focuses on the analysis of the similarities and differences of preschool readiness and the reasons,with an aim to solve the practical problems of entry preparation.To this purpose,the study selected 16 parents and teachers of 3-year-childrens classes as research subjects,obtained their preschool readiness concepts and practice status with the help of in-depth interviews,and employ document analysis to conduct triangular verification.The comparative study found that in cognition of preschool readiness,both teachers and parents recognized the important value of it but ignored the subject status of children.Secondly,in preparation content cognition,parents and teachers believe that the preparation content includes quality,ideological and material preparation.But most parents focus on self-care ability and tend to study "knowledge";teachers hold the view of comprehensive preparation while firmly denying the premature inculcation of specific subject knowledge and emphasizing the cultivation of learning quality.In practice of preschool readiness,both parties’ practices are guided by their concepts.In support behaviors of readiness,they have different readiness contents,but both are performed actively.In the aspect of educational behavior,they have good performance in psychological readiness.However,in quality preparation,parents are more focusing in cultivating their children’s self-care ability and specific knowledge learning.Preschool teachers’ readiness action is more systematic,and the content is more comprehensive.In the cooperation behaviors,most teachers and preschools have a relatively standardized process in this aspect,and parents also show "initiative" in the cooperation.But there are also some teachers and parents in the preschool readiness practice has not happy cooperation experience.According to the above research finding and theoretical framework,the fundamental reasons for the differences are parents and teachers have different understandings and expectations of their own and each other’s social roles;the conflict and contradiction difference in the ecological environment for children to prepare for preschool.In this regard,researcher put forward the following suggestions: 1)Update the perspective: the preschool readiness should return to the position of children;2)Adjust the mentality: educational anxiety needs to be transformed into reasonable expectation;3)Full cooperation: multi-environment and multi-channel readiness.To help children smoothly and smoothly complete the transition.