The Lived Experiences of the Kindergarten Teachers in Public and Private School in China Basis for the Enhancement

Abstract

A research study investigates the educational experiences of Chinese teachers working in public and private kindergarten institutions by understanding their struggles with language teaching and their response methods. Phenomenological qualitative interviews were conducted with ten kindergarten teachers who had at least two years of teaching experience. Important findings that emerged from the study involved strategies for classroom management, alignment with curriculum standards, emotional regulation practices, and parent school collaboration practices. Three major problems that teachers reported in their work included misalignment between instructional goals and school standards, short attention spans of students, and difficulties in communicating with parents. Educators used game-based learning; positive reinforcement of learning augmented with reflective teaching practices to address these challenges. The findings emphasize that teachers’ emotional resilience and strong partnerships with parents are vital to an effective classroom. The findings of this research point out a demand for context specific training and supportive programs that provide a place-based framework for creating high quality teaching practices in inclusive early childhood language learning environments.