The investigation and research on the Family-Kindergarten Cooperation of kindergarten teachers in China
Abstract: More and more countries bring preschool education into the public education service system in the world. China's preschool education is in an important transition period from rapid growth to standardized development. China's preschool education will realize the strategic transformation from citizen responsibility to public responsibility, from compensation supply to high-quality supply, and from rapid growth to standardized development, which is the typical sign and phased feature of china's preschool education. As the main places for kindergarten children’s studying and living, however, most people focused much on the kindergartens and ignored the role of families in kindergarten children’s education in the old days. Kindergartens and families have no profound understanding of the family-kindergarten cooperation. Therefore, this paper conducted and implemented the “Digital Kindergarten of Family-Kindergarten Cooperation” program, to improve the effectiveness of kindergarten children’s education. In this paper, our discussion revolves around the theme of DKFKC, including its origin, progress, process, and effect. Results indicate that: (a) most kindergarten teachers have good conditions of family-kindergarten cooperation, (b) most kindergarten teachers are positive towards family-kindergarten cooperation, (c) most kindergarten teachers prefer face-to-face communication to network-based cooperation, and (d) most kindergarten teachers’ skills get improved during cooperation.