Research on the Teaching of “Mandarin” Course in Preschool Education Major Under the Occupational Activity Orientation

Along with the increasing demand for kindergarten teachers,as the cradle of talent training,the secondary vocational schools are required to reasonably formulate educational talent training plans according to the needs of social talents,optimize and adjust the teaching of preschool education courses,and improve the effectiveness of education and teaching.Referring to the teaching of the“Mandarin”course in preschool education,the secondary vocational schools need to achieve the following functions,namely,analyze the issues existing in the course teaching according to the results of teaching practice,and then explore the teaching improvement path of“Mandarin”course based on professional activity orientation in line with the“employment-oriented,service-oriented”career education goals,in order to improve the effectiveness of this teaching.

Comparative Study on the Professional Teaching of Preschool Education Between China and Australian

By comparing teaching concept,teaching contents,teaching method,school assignment,attendance and assessment,we can clearly understand the distinguishing features and differences of both sides,which reminds us to learn from Australian advan-tages and take active measures to improve our teaching and talent-cultivating level.

Investigating the Preschool education Specialty in the Higher vocational school--An Empirical study of Hengyang City China

Accurate understanding of the demand for talents in higher vocational preschool education majors under the background of the integration of industry and education is helpful to provide a practical theoretical basis for the formulation of five-year preschool education specialty direction and teaching standards.Through questionnaire survey,field interview,literature review and other ways to vocational colleges,kindergartens,preschool field related employers to carry out real-time research.Through the investigation,it is found that the number of graduates majoring in three-year preschool education can not meet the demand of the local market,and the flow of graduates is the key factor that directly leads to the market"short supply".In addition,there are other problems in the demand situation.Combined with the investigation and analysis,measures such as establishing the five-year preschool education major,optimizing the core curriculum system,and strengthening the long-term mechanism of school-enterprise cooperation are proposed.

China's Preschool Education Toward 2035:Views of Key Policy Experts

Purpose:2020 is the concluding year of the basic preschool education popularization policy in China and marks the beginning of China's Education Modernization 2035.This study focuses on the top-level design and the prospect of the development plan of China's preschool education toward2035.Design/Approach/Methods:The research method adopted is expert interview.We interviewed Il experts,including policymakers,educational administrators,scholars,and practitioners intheeducation.Findings:To develop China's preschool education,we need to integrate macro-level,mesolevel,and micro-level contents:focusing on public welfare as the development concept,furthering the reform of the educational system and mechanism,making quality improvement the plan's key goal,and forming a new preschool education development mode with Chinese characteristics.Originality/Value:This study hopes to clarify the focus to have an impact on China's preschool education toward 2035.It also aims to provide suggestions about preschool education development for other countries.

Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World

Purpose:Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice.However,recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children’s daily preschool experiences through play,care,and education.Research has revealed a potential roadblock to achieving this goal;the difficulty connecting the three inextricably linked dimensions of sustainability:ecological,social-cultural,and economic.The purpose is to generate knowledge about preschool teachers’professional understanding of education for sustainable development(ESD)in early childhood education(ECE)by implementing and enhancing the operationalization of such work in four Swedish preschools.Design/Approach/Methods:The design of the study rests on the involvement of teachers in work where they created sustainability activities supported by the Environmental Rating Scale for Sustainable Development in Early Childhood(ERS-SDEC).The data consist of teachers’narratives and interviews,and a qualitative content analysis is used from which a number of themes emerged.Findings:The initial interviews foregrounded three themes:the value of collective resources,the wonders of nature,and a global world.At the end of the project,the teachers’expressions of their practice revealed three qualitatively transformed themes:broadened awareness of sustainability,ecology embracing culture,and expanded perspectives,as factors of ESD.Originality/Value:Teachers did increase their awareness of working with children and expressed a strength in using each other as collective resources.By that,their professional understandings of ESD in preschool developed.