Effects of the International Professional Qualification Standards on the Development of Childcare Services: Towards Enhanced Childcare Program

Abstract

This study summarized the basic content and framework system of the professional quality of early education teachers aged 0-3 in China through literature research methods, answers to the following questions: First, what is the profile of the early education teachers in sex, Highest Educational Attainment、 Teaching Experience Second, to what extent are the following international professional qualification standards observed by the early education teachers? Teachers' morality and ideas professional knowledge and professional ability; Third, is there a significant difference in the extent of observation on the international professional qualification standards by the early education teachers when they are grouped according to their profile variables; Fourth, what is the assessment of the teacher respondents on the level of the quality of service by the Childcare Service in work performance, dedication to one’s work and parental connection? Fifth, is there a significant relationship between the teachers’ extent of observation of the international qualification standards and the level of service provided by the Childcare Service? Sixth, based on the findings of the study, what strategies can be proposed for the enhanced childcare program? A total of 300 front-line teachers from public kindergarten-affiliated nursery classes, private kindergarten-affiliated parent-child classes or nursery classes, domestic and international chain institutions, and non-chain institutions were the survey objects. SPSS20.0 version and Excel data statistics software were used to study the collected data, and the collected questionnaire was analyzed. Conclusions are then drawn from the mixed-methods analysis, and from these, recommendations are given, such as: strengthening men's training in some areas; improving the recruitment of undergraduate talents; improving the recruitment of talents with long teaching experience; strengthening the training of existing 1–5-year-olds and other teachers in some aspects; and establishing a 0–3-year-old assessment mechanism for employees in nursery institutions.