Abstract
Parents play an important role in children’s education. Parents’ expectations and evaluation of kindergarten teachers could foster the collaboration between kindergarten teachers and parents. However, parents’ voice has largely been ignored in empirical research. The purpose of the present study is to reveal 3 - 6 years old children’s parents’ perceptions about 1) the importance of new kindergarten teacher standards and 2) their perceptions about kindergarten teachers’ mastery of these standards. In this study, considering China’s new Kindergarten Teacher Professional Standards (2012) has been defined and implemented recently. China is used as a case based on a survey of 423 parents. The results show that “respect” and “love” to children are the most important competencies. Parents speak highly of teachers’ mastery levels. Both parental expectations to their children and family involvements are significant impact factors to parents’ cognition and assessment of kindergarten teachers’ competencies.
Highlights
During the last decade consensus has shown that preschool education is the first and a very critical stage in view of the development and lifelong learning of children [1]
Since promising positive benefits are directly related to the quality of Early Childhood Education and Care (ECEC), an increase has been observed in viewing ECEC as a policy priority and teaching program in many countries [2]
60% of the parents are in urban areas, and 40% are from rural areas. 10 kindergartens (5 urban and 5 rural) are purpose-fully selected to represent different socioeconomic variations within each regions
Summary
During the last decade consensus has shown that preschool education is the first and a very critical stage in view of the development and lifelong learning of children [1]. Since promising positive benefits are directly related to the quality of Early Childhood Education and Care (ECEC), an increase has been observed in viewing ECEC as a policy priority and teaching program in many countries [2]. Facing the increasing challenges in educational landscape, teaching professionals start reform movements in many parts of the world. A growing number of policy-makers and educators have such established Teacher Professional Standards to improve the quality of preschool teacher education [4].
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