What are the requirements for the growth of preschool teachers?

1. Carry out education and teaching record activities to improve teachers' educational skills.

According to the actual situation in the township, it is difficult for preschool teachers to concentrate on training activities, so we have adopted the backbone teacher education and teaching record activities. Communicating online not only saves the conflict between teachers' work and learning, but also allows for thoughtful teaching reflection.

2. Use the modern office system to conduct physical training for preschool teachers.

In the process of training, we use a combination of centralized training, group training, and decentralized training. In order to facilitate learning, the body movement video is uploaded to the Internet for everyone to learn; Transmit the ** to their mobile phones, make full use of outdoor activities, drink water, go to the toilet, and other time to practice freely with the children, and when you return home, you can also use the fragmented time to practice, to achieve the goal of physical training, and the teachers learned knowledge in a pleasant atmosphere. In the training, we adopt the mode of centralized training, group training, and decentralized training, and enhance teachers' self-confidence through activities such as children's gymnastics competitions and preschool teachers' dance competitions.

3. Carry out first-class training activities for preschool teachers at zero distance.

The backbone teachers of the township are trained by the backbone teachers of each park, and then the backbone teachers of each park are responsible for the training activities of the park, and the teachers are regularly assessed. The methods we take are as follows, intensive training: piano technique, improvisational accompaniment, singing, ** appreciation, etc.; group activities; Touring guides; Individual instruction for free practice; **Quality Match.

Through competitions and other platforms, teachers' self-confidence and self-worth are enhanced.

Answer] :(1) Improve the access system for preschool teachers. (2) Correct misconceptions and establish a new concept of professionalism for preschool teachers.

3) Promote positive reflection in children's education, such as the anti-consumer teacher society.

4) Kindergartens should become a base for the professional development of preschool teachers.

The professional ideal of kindergarten teachers refers to the pursuit and yearning of kindergarten teachers to become mature professional teachers of early childhood education.

The professional ideal of a preschool teacher refers to the profession that an individual wishes to engage in and the level, achievement or realm that he or she hopes to achieve in this professional activity. For teachers, the profession has been determined, and the ideal of the teaching profession is mainly manifested in the achievements and realms that they hope to achieve in the teaching profession.

The professional competence of kindergarten teachers includes: the creation and utilization of the environment, the organization and conservation of daily life, the support and guidance of play activities, the planning and implementation of educational activities, motivation and evaluation, communication and cooperation, reflection and development.

The basic philosophy that runs through the "Professional Standards" is: teacher ethics first, child-oriented, ability first and lifelong learning.

In order to promote the professional growth of early childhood teachers, we can achieve this through the following aspects.

Provide high-quality training. Early childhood teachers need to constantly learn new knowledge and skills to cope with different educational needs. Therefore, providing high-quality training is one of the important ways to achieve teachers' professional growth.

These trainings can cover a variety of areas, such as child development, various educational methods, parent communication, etc.

1. Create a suitable working environment for teachers.

Teachers need to work in an environment that supports their growth and development. This means that school administrators need to ensure that classrooms are well-equipped, teaching materials are abundant, working hours are reasonable, and so on.

2. Provide meaningful career development opportunities.

Teachers need to feel that their work is meaningful and that they are sensitive to opportunities for their professional development. School administrators should provide teachers with opportunities for promotion, participation in team activities, and projects. For example, by placing teachers in special departments or positions, Daxin allows them to take on higher responsibilities and challenges.

3. Encourage teachers to communicate with other education professionals.

Interacting with other education professionals allows early childhood teachers to learn more knowledge and skills. School administrators can organize teachers to participate in professional education conferences, conduct peer exchanges, and invite education experts to give lectures to teachers, etc.

4. Motivate teachers to explore and innovate.

Early childhood teachers should be encouraged to innovate and explore new teaching methods and techniques to improve their teaching skills and standards. School administrators should provide the necessary support and conditions so that teachers can innovate and apply these new methods and techniques to practical teaching.

In conclusion, promoting the professional growth of early childhood teachers requires a combination of factors. Providing high-quality training, improving the working environment, providing opportunities for professional development, encouraging teacher exchange, and motivating teachers to explore and innovate are all effective ways to achieve this goal.

Expand your knowledge:

In the kindergarten work plan, the parent work plan has been an important content. It is not only the responsibility of preschool teachers to educate children well and improve their overall quality. I want to achieve home interaction and common education.

Kindergarten teachers must enable parents to understand the goals of kindergarten education in a timely and comprehensive manner, so as to cooperate with kindergarten education.

In the professional development of preschool teachers, there are four basic concepts and requirements for teachers to follow, and these requirements are clearly reflected in the "Professional Standards for Kindergarten Teachers". Child-orientedIn early childhood education, child-oriented is the primary principle of professional development of preschool teachers, which requires teachers to respect the rights and interests of children, take children as the main body, and allow children to mobilize and give full play to their initiative; Follow the characteristics of children's physical and mental development and the rules of education activities, provide suitable teachers to ensure the happy and healthy growth of children. Teacher ethics comes first in early childhood education.

The practice of professional development of preschool teachers should adhere to the principle of putting teacher ethics first, that is, teachers should love the cause of preschool education and have professional ideals. Practice the socialist core value system and crawl the professional ethics of teachers. Care for children, respect children's personality, be caring, responsible and patient; Be a role model, teach and educate people, self-esteem and self-discipline, and be the enlightener and guide for the healthy growth of children.

Competency-oriented competence is the core requirement of preschool teachers' professional development, which requires teachers to combine preschool education theory with education practice, and highlight the practical ability of preschool education. Study young children and follow the laws of early childhood growth. improve the professional level of education protection; Adhere to practice, reflection, re-practice, and re-reflection, and constantly improve professional ability. Lifelong Learning Lifelong learning is another important principle of professional development for early childhood teachers, and it requires teachers to:

Continue to learn advanced preschool education theories, and understand the experience and practices of preschool education reform and development at home and abroad; optimize the knowledge structure and improve cultural literacy; Have the awareness and ability of lifelong learning and sustainable development, and be a model of lifelong learning.