Research On Kindergarten-based Support For Inclusive Private Kindergarten Teachers’ Professional Development

"Good care for the young" is the people’s beautiful vision,and this vision into reality requires high-quality development of preschool education.As an essential part of preschool education,inclusive private kindergartens are related to establishing a high-quality education system and realizing China’s vision of education modernization in 2035.Teachers are the first resource for education development,and the core of education quality improvement in inclusive private kindergartens lies in teachers.The professional development of teachers plays a positive role in promoting the high-quality development of preschool education and educational equity.The professional development of inclusive private kindergarten teachers needs social support,among which kindergarten-based support is related to the effectiveness of teacher professional development.The report of the 20 th National Congress of the Communist Party of China proposed that we should do well in education.Hence,people are satisfied with and realize high-quality and inclusive development.It is urgent to discuss how to optimize kindergarten-based support for the professional development of inclusive private kindergarten teachers and promote the high-quality development of inclusive private kindergartens with high-quality teachers.This study discusses the professional development of inclusive private kindergarten teachers from three aspects: professional theory,ethics,professional knowledge and professional ability.It constructs the kindergarten-based support content with material support,emotional support,institutional support,information support and spiritual support.The survey was carried out mainly by questionnaire,supplemented by interviews and physical analysis.Three hundred seventy-four inclusive private kindergarten teachers in Guizhou Province were selected as questionnaire survey objects.The differences in kindergarten support in 13 basic information,including gender,age and teaching age,were analyzed by SPSS.Among them,there is no significant difference with gender,the situation of preschool teacher certificate,educational background,kindergarten location and other factors,but there are substantial differences in other aspects.In addition,the correlation analysis between kindergarten-based support and teacher professional development shows a significant positive correlation between kindergarten-based support and teacher professional development,highlighting the importance of kindergarten-based support.Through investigation,it is found that there is an apparent shortage of material support for preschool teachers’ professional development in inclusive private kindergartens,which is challenging to meet the needs.Institutional support is a mere formality and has not been effectively implemented;The information support effect is not good,and the follow-up guarantee is weak;Spiritual support highlights insufficient.The role of inadequate problems,but also from the internal and external analysis of the influencing factors.Based on this,to promote the professional development of inclusive private kindergarten teachers,this study optimizes the kindergarten-based support path from the inside and outside,which focuses on the optimization of inclusive personal kindergarten level: first,strengthen the internal management and build a professional development platform;Second,optimize resource conditions and set up special development funds;Third,pay attention to teachers’ emotions and reduce teachers’ emotional pressure;Fourth,protect the rights and interests of teachers,formulate and implement the standard system;Fifth,improve the effectiveness of activities and strengthen information support;Sixth,give full play to the leading role and activate the endogenous motivation of teachers.