A Study of Early Childhood Teachers'' Competency and Knowledge

• Main Authors: lin chunmiao, 林春妙
• Other Authors: 楊淑朱
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/58203191599888958163

碩士 === 國立嘉義大學 === 幼兒教育學系碩士班 === 92 === The objective of this study was to establish an appropriate framework for the early childhood teachers’ professional competency and knowledge. The result of this study could be used as a reference for the early childhood teacher’s professional growth. It also could be used as a reference for the educational government to arrange teachers’ in-service programs, and as a reference for the teachers’ career ladder system. This research was completed with the methods of document analysis and Delphi questionnaire investigation. These were 23 committees completed the three rounds of Delphi investigations, including early childhood educational educators, kindergarten directors and early childhood teachers. The results of the study showed: 1.Early childhood teachers should perform the following 7 professional knowledge and competencies, including early childhood professional knowledge, teaching abilities, child-care abilities, classroom management abilities, kindergarten affair administrative abilities, communicative abilities, and professional growth abilities. 2.Early childhood teachers should show 5 domain of early childhood professional knowledge, including child development and guidance, curriculum and instructing, child-care, early childhood administration, and educational research methods. 3.Early childhood teachers should cover 17 teaching abilities, including curriculum designing, activities performing, and assessment etc. 4.Early childhood teachers should perform 10 child-care abilities, including living education, safety education, and child health management etc. 5.Early childhood teachers should show 8 classroom management abilities, including managing children, environmental planning etc. 6.Early childhood teachers should have 9 affair administrative abilities, including planning, managing and implementing kindergarten affairs etc. 7.Early childhood teachers should have 7 communicative abilities, including communicating with children, staffs, parents, and the community etc. 8.Early childhood teachers should have 10 professional growth abilities, including reflective thinking, attending in-service education, acquiring research skills etc. Based on the results of this research, there were several suggestions proposed for the early childhood teachers, relative organization and following research.