A Case Study On The Development Of Kindergarten Teachers’ Competence Of Family And Preschool Collaboration

The development of high-quality preschool education is dependent on the solid construction of a "good education for children" high-quality preschool education system,and collaboration between kindergartens and families is essential to building a high-quality pre-school education system.Preschool teachers are the main implementers of family and preschool collaboration,and having good family and preschool cooperation skills is an important factor in ensuring that family and preschool cooperation is carried out smoothly.In educational practice,the ability to work with families is an important guarantee for Preschool teachers to create a friendly communication atmosphere with parents,to protect the development of children and to promote the continuous growth of individual teachers’ lives.Throughout the studies,the focus has been on the components of the ability to cooperate with parents at the "natural" level,but there is a lack of attention to the reality and development of the ability to cooperate with parents at the "real" level.By portraying and sorting out the practice patterns and formation processes of Preschool teachers’ competence of family and preschool collaboration,we can present Preschool teachers’ competence of family and preschool collaboration in a three-dimensional manner and open up the black box of family and preschool collaboration competence research.Using observation,interviews and physical analysis,this study takes the connotation and components of family and preschool collaboration competence as the starting point,and portrays the home-cooperation behaviour of teacher A in five aspects: leading and collaborative competence,organising and coordinating competence,family education guidance competence,parent-teacher communication competence and independent development competence.The study is based on the theory of teachers’ career life-cycle and the whole family.Combining the theory of teachers’ professional life cycle and the theory of whole-perspective learning,the development of teacher A’s competence of family and preschool collaboration is presented in three dimensions: content,motivation and interaction,through the developmental stage,the settling stage and the breakthrough stage.According to the whole-perspective learning theory,teachers’ professional emotions,personality traits and growth motivation are the individual-oriented factors influencing the development of teacher A’s competence of family and preschool collaboration,while teachers’ life history,learning platform and organisational climate are the environmental-oriented factors.In order to promote the development of Preschool teachers’ competence of family and preschool collaboration,this study suggests that the correct conception of home cooperation can be considered as the cornerstone to face the dilemmas in cooperative interactions with parents;self-directed learning drive as the source of strength and reflective practice as the path to accumulate experience;and kindergartens create a supportive working environment to give platforms and opportunities for competence development.