Research On Kindergarten Teachers’ Home Cooperation Ability

Kindergarten and family are the two earliest social and cultural environments that children come into contact with.Teachers and parents are two important roles in the process of children’s growth,and the level of cooperation between them is directly related to the healthy and happy growth of children.However,in the actual interaction process,there are a series of problems between teachers and parents,such as low trust and communication obstacles,which hinder the development of home co-education.Kindergarten teachers have professional knowledge and experience in teaching,and they should bear the responsibility of building a bridge with their families.In order to promote the effective development of home cooperation,kindergarten teachers need to improve their own ability level of home cooperation.Then,what are the aspects of kindergarten teachers’ home cooperation ability and how to define its dimensions? What is the level of teachers’ home cooperation ability?How to effectively improve teachers’ home cooperation ability? Based on the thinking of these problems,this study investigates the current situation and existing problems of kindergarten teachers’ home cooperation ability through a self-made questionnaire with good reliability and validity,analyzes its influencing factors with the theory of communicative behavior,and puts forward some suggestions to optimize kindergarten teachers’ home cooperation ability,with a view to promoting kindergarten teachers’ professional development and improving the quality of home cooperation.This study mainly uses the methods of literature review,behavioral event interview,questionnaire survey and non-participatory observation,focusing on the comprehensive application of qualitative and quantitative research.First of all,conduct behavioral event interviews with 39 kindergarten teachers and 17 parents in Shijiazhuang and Xingtai,use Nvivo11.0 to analyze the interview data,and combine with relevant literature theory,initially construct the structural elements of kindergarten teachers’ home cooperation ability,compile the Questionnaire of Kindergarten Teachers’ Home Cooperation Ability,and make it a formal questionnaire with high reliability and validity through two pretests.Secondly,the formal questionnaire was randomly distributed to 237 teachers in 15 kindergartens in Shijiazhuang,and the data were processed by independent sample T test and variance analysis to investigate the current situation of kindergarten teachers’ home cooperation ability.On the basis of issuing questionnaires,we visited and observed four kindergartens,investigated the interaction between kindergarten teachers and parents on the spot and found problems.Then,based on the theory of communicative behavior,this paper discusses the development characteristics of kindergarten teachers’ cooperative ability in their homes,further analyzes the important factors affecting the development of teachers’ cooperative ability in their homes,and then discusses the promotion strategies of kindergarten teachers’ cooperative ability in their homes with the help of communicative behavior theory.Through the above research,the main conclusions are as follows:1.Kindergarten teachers’ home cooperation ability is composed of four dimensions: the ability to support children’s development,the ability to support parents,the professional quality and personal quality.Among them,the ability to support children’s development includes the ability to observe and understand and the ability to care for children.The ability to support parents includes three sub-abilities: course visualization,parenting support and communication with parents.Professional quality ability includes three sub-abilities:professional knowledge ability,personalized education ability and problem-solving ability;Personal qualities include emotional management ability and professional enthusiasm.The questionnaire on the present situation of kindergarten teachers’ home cooperation ability has good reliability and validity,and can be used to evaluate the level of kindergarten teachers’ home cooperation ability.2.The overall level of kindergarten teachers’ home cooperation ability is good.Among them,the ability to communicate with parents is the highest,but the ability of course visualization,personalized education and professional enthusiasm is relatively weak.3.From the perspective of communicative behavior theory,there are still two problems in kindergarten teachers’ home cooperation ability at present:(1)Kindergarten teachers’ home cooperation pursues purpose rationality and lacks communicative rationality;(2)The characteristics of kindergarten teachers’ home cooperation ability,such as dialogue,intersubjectivity,life and emotion,are all lacking in different degrees.4.Based on Habermas’ concept system of life world,the development of kindergarten teachers’ home cooperation ability will be influenced by three main factors: culture,personality and society.Among them,there are significant differences in the overall cooperative ability of kindergarten teachers and the level of each factor in education,professional background,teaching age,professional title,kindergarten nature,kindergarten location,and the role variables they play in home cooperation activities,which has great influence on the overall cooperative ability of kindergarten teachers and the level of each factor.However,the kindergarten teachers’ home cooperation ability as a whole and the level of each factor have no significant difference or little effect on the variables of gender and age class,which has little influence on the teachers’ home cooperation ability as a whole and each factor level.Finally,from the perspective of communicative behavior theory,this study tries to put forward concrete suggestions from four aspects: changing concepts,returning to the life world,building positive emotions,and persisting in dialogue and intersubjectivity to promote the level of kindergarten teachers’ home cooperation ability.First of all,teachers should change the concept of home and establish the concept of home with “communication as the core”;Based on the parents’ perspective,we will jointly help children’s all-round development.Secondly,teachers should coordinate the balance of society,culture and personality,and pay attention to parents’ home cooperation experience;Kindergartens should create a harmonious communication environment and provide favorable conditions for teachers to communicate with their parents;Parents of preschool children actively participate,respect and support preschool teachers.Thirdly,teachers should trust their parents and provide emotional support based on respect;Care for children’s families and provide emotional care with love as the core.Finally,teachers should respect parents’ subjectivity and return their right to speak;Create an ideal discourse situation to ensure parents’ right to speak;On the premise of the validity of speech,realize the equal dialogue between homeland;Improve their own quality and promote equal dialogue between homes.