Contemporary Preschool Teachers’ Role View Paper Keywords: Preschool Teachers’ Role in Children
Paper Abstract: "Kindergarten Outline" (Trial) points out that early childhood teachers should become supporters of children's learning activities , collaborator, guide?. Advocate a cooperative and inquiry-based interactive relationship between teachers and students. This requires preschool teachers to change the traditional teacher roles of "preaching, teaching, and solving doubts." Engage in early childhood education in multiple roles such as educator, children's play partner and close friend, and mother in children's lives. Promote the healthy development of children's physical and mental health.
The essence of the role of preschool teachers is the question of what kind of person a preschool teacher should be in the life and study of children. The role view of preschool teachers and children complement each other and are inextricably linked with their views on education. For example, when a kindergarten teacher regards himself as a senior. Children are juniors, and the education process is the process of guidance and support from seniors to juniors: when preschool teachers regard themselves as close friends of children. Children are equal members of teachers, and the education process will pay more attention to equal communication between teachers and students; when preschool teachers only regard themselves as "senior nannies". Young children will become protected weaklings. Educational work will focus on conservation and education as a supplement. therefore. Establishing a correct view of the role of teachers is a key prerequisite for contemporary early childhood education workers to do a good job.
1. The role of the educator
The central task of early childhood education institutions is to educate and teach children. Therefore, the main responsibility of preschool teachers is to educate children. A preschool teacher is first and foremost an educator, so he must strictly demand himself according to the standards of an educator.
1.1 Provide material and physical support for children’s learning activities
Material support includes creating rich materials to provide the premise and foundation for children to interact with the material environment. Provide children with timely learning resources when they lack or need them. Such as making various educational toys that attract young children, arranging indoor and outdoor environments, etc. Psychological support first refers to the teacher's caring, respectful and accepting attitude towards children, support, affirmation and encouragement for children's spontaneous exploration activities, novel ideas and discoveries; and also the response to children's problems, difficulties and needs. Keen grasp, listening and accepting of children's thoughts and feelings, etc. Teachers create a rich material environment and a relaxed psychological environment for children, so that children can further learn, practice and explore.
1.2 Become a collaborator in young children’s learning activities
When describing the development of children, Swiss psychologist Piaget believed that due to the unequal status of adults and children. Adults exert pressure on children. This results in children's unilateral respect for adults and moral heteronomy. He believed that to promote the development of children's independent morality, there must be parallel interactions between children, as well as equal status and cooperation between adults and children. Piaget's theory of child development always runs through the idea that teachers should cooperate with children and be children's "partners". Preschool teachers Teachers should participate in children's learning activities as "partners". ***Together, we promote the continuous extension of learning activities. The "Outline" requires teachers to become collaborators in children's learning activities, which is conducive to diluting or even eliminating the traditional teacher-child relationship with teachers at the top and children at the bottom, and transforming cramming activities into a learning atmosphere of cooperative inquiry. Throw some questions to the children directly or indirectly, and discuss them in depth with the children. The equal "throwing and receiving" between teachers and children is more conducive to promoting children's learning and development than the condescending "throwing and giving" of teachers. Teachers should put down their pretensions and actively cooperate with children to form a cooperative and inquiry-based teacher-student interaction.
1.3 Provide specific guidance for children's learning activities
Preschool teachers must provide specific and effective learning guidance to children in accordance with clear educational purposes to promote the healthy development of children's body and mind. Preschool teachers should serve as guides for children’s learning and guides for their physical and mental development.
The famous early childhood educator Montessori believed that the job of a preschool teacher is to guide children to learn in activities, which is to provide children with an environment for activities and teaching aids for homework based on their maturity. Teachers can only cultivate and maintain discipline through "work" and cannot directly use rewards and punishments or directly instill discipline into children. Therefore, Montessori advocated changing the name of "teacher" to "instructor".
The guidance of preschool teachers is reflected in all aspects: he may provide new toys and teaching aids, guide children to care for new objects, discover new problems, find better solutions to problems, and generate new interests and explorations goals and motivation. He may use language, movements, postures, works, toys, environment and other ways to guide children's learning. In short, teachers need to be purposeful in many forms. Guide children to participate in educational activities vividly, lively and actively in a planned way.
1.4 Observe and record young children
Children have their own unique personalities and rich inner worlds. They are in an age of rapid growth and change rapidly. Therefore, if preschool teachers want to "teach students in accordance with their aptitude", they must observe carefully, use their own discerning eyes to discover the children's progress and bad tendencies, and provide timely guidance and education to the children. In the process of guiding children to talk, we must be good at recording children's performance in time and retaining children's works, so as to establish growth for children. These observations and records are not only the basis for early childhood teachers to generate curriculum, but also an important part for early childhood teachers to formulate educational plans and communicate with parents of young children and the community. Whether observing or recording, children should be the center. It revolves around "young children".
1.5 Be a role model and demonstration for young children
Kindergarten teachers should be neatly dressed, beautiful and elegant, not wearing heavy makeup, behave in an elegant and cultivated manner, speak kindly and politely to others, and have a good life. Style and habits, set a good example for young children. Soviet educator Kalinin said: "A teacher must check himself carefully. He should feel that his every move is under the strictest supervision. No one in the world is subject to such strict supervision." Dozens of pairs of children's eyes stared at him. ?It can be seen that every word and deed of teachers is paid attention to by children, and at the same time, children are also affected in a subtle way. Thereby liking and respecting the teacher more.
The children are young and have poor understanding ability. They are involved in kindergarten education and teaching activities. Teachers need to do a lot of necessary demonstrations, so. Preschool teachers must master and continuously improve their professional skills in Mandarin, painting, piano, dancing, etc., in order to set a more standard example for children.
2. The role of mother in the life of young children
Mother. It has a sacred status in the minds of children. Children love and are attached to their mothers. The younger they are, the stronger their attachment to their mothers. When they walked into the strange group of kindergarten from their mother's warm embrace. Facing people they don't know, they feel lonely and scared. They urgently need teachers to love and care for them like mothers. Therefore, teachers should warmly receive and care for every child; greet them about their food, clothing, and warmth; pay attention to children's emotions and physical conditions at all times; talk to children in a timely manner; hug and touch children during daily activities. Touch and kiss them, and give your children motherly care and attention with female attentiveness, patience and love. Let the children feel the collective warmth and maternal love of the kindergarten. In this way, children will gradually transfer their dependence on parents to teachers. The affection for parents has gradually migrated and extended to teachers. It also gradually eliminates the anxiety and uneasiness after leaving home, and creates the feeling that "the nursery and kindergarten are my home", so that I can live and study in the kindergarten more safely and happily.
3. The role of children’s close friends
Soviet scientist Suhomlinsky believes. A good teacher must love children and be able to find fun in interacting with them. He should be good at making friends with children, feel their joy and pain, understand their hearts, and never forget that he was a child in the past.
Suhomlinsky said: "A teacher must not only be an educator, but also a friend of students, overcoming difficulties with them and feeling joy and sorrow together." ?Teachers should become students' friends, understand their interests, joys and worries, and forget that they are a teacher? Only then will the child tell him everything? Suhomlinsky's words. Also great for early childhood teachers.
Although children are naive individuals, they also have a rich inner world and many whispers and secrets. Their sexuality has initially developed, they have a desire to make friends, and they have formed the most basic ability to make friends. At this time, teachers can make friends with children, exchange hearts with children, and establish a close teacher-student relationship with children. Preschool teachers should enter the inner world of children, care about and gain insight into their inner world. It can also allow children to enter the teacher's life, share joys and sorrows with the teacher, and learn to observe and understand their own teachers.
4. The roles of learners and researchers
Teachers were once required to be “tireless in learning” and “tireless in teaching”. Teachers who are satisfied with existing knowledge and lack the spirit of curiosity and innovation cannot play the role of good educators. Teachers' knowledge is acquired through continuous learning. To teach knowledge well, you must continue to learn. Only by being tireless in learning can you be tireless in teaching. A truly outstanding preschool teacher must first love education. Proficient in the basic knowledge of early childhood education, the second step is to consciously broaden the field of knowledge, understand the new developments in early childhood education, and apply new ideas, new curriculum concepts, and new methods in early childhood education to practical work. Promote the healthy physical and mental development of children.
At the same time, no other role than the teacher as a practitioner is more qualified to conduct research on the educational process. It is the same concept as lifelong learning. Preschool teachers should get rid of the instrumental self-image of "teachers" and transform from simple practitioners to action researchers. They should conduct self-observation, recording and reflection at work, use a keen eye to discover problems, and conduct research on young children. Research on curriculum, teaching and games. Research on parents and communities of young children, endless reflection on one's own teaching behavior, constantly raising experience to the theoretical level, improving the quality of actions, and improving practical work. Preschool teachers should also participate in teaching and scientific research activities and become a member of the teaching and scientific research activities. The only difference from professional researchers is that preschool teachers pay more attention to teaching research rather than scientific research: they focus more on action research and reflective practice to serve practice. Action research and theory construction activities for preschool teachers are essential and more realistic ways for their professional growth. Only then can we ensure the sustainable development of the preschool teacher profession.
In short, the roles of preschool teachers are multiple and changing. In kindergarten education activities, preschool teachers must integrate these multiple roles. Only in this way can we assume a variety of responsibilities in children's life and study, and have a comprehensive and profound impact on children's life and study, physical and mental development.
References:
[1]Liu Li, ed., Preschool Curriculum [M], Dalian: Dalian University of Technology Press, 2006, 8
[2] Cai Yingqi, Introduction to Preschool Education [M], Wuhan: Central China Normal University Press, 2006
[3] Yu Wensen, Lian Rong, et al., eds., Teacher Professional Development [M], Fuzhou: Fujian Education Publishing House, 2007
[4] Chen Yangmei, editor-in-chief Liu Chi, New Theory of Preschool Education [M], Beijing: Beijing Normal University Press, 1966
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