abstract

The development process of preschool teachers' specialization in China is still quite slow and arduous, but it has become the direction and trend of the construction and development of modern preschool teachers. The specialization of preschool teachers can be divided into three stages: pre-service education, induction education and on-the-job education. Children's social development is one of the topics of general concern in the field of early childhood education. Sociality is the core component of individual quality, which is gradually formed and developed through the process of socialization. Cultivating and promoting the development of children's socialization level is an important part of children's all-round and healthy development. The healthy development of children's sociality is based on the specialization of kindergarten teachers, and the latter's specialization level directly determines the degree of children's social development.

This paper discusses the path of preschool teachers' specialization, and combines the needs of children's social development to integrate them through the behavioral interaction between teachers and children, so as to realize the coordination and unity of preschool teachers' specialization and children's social development.

Keywords: teacher professionalization, children's social development, environment

The development process of preschool teachers' specialization in China is still quite slow and arduous, but it has become the direction and trend of the construction and development of modern preschool teachers. The specialization of preschool teachers can be divided into three stages: pre-service education, induction education and on-the-job education. Children's social development is one of the topics of general concern in the field of early childhood education [1]. Sociality is the core component of individual quality, which is gradually formed and developed through the process of socialization. Cultivating and promoting the development of children's socialization level is an important part of children's all-round and healthy development. The healthy development of children's sociality is based on the specialization of kindergarten teachers, and the latter's specialization level directly determines the degree of children's social development.

Starting from the path of preschool teachers' specialization, this paper combines the needs of children's social development and integrates them through their behavioral interaction, thus realizing the coordination and unity of preschool teachers' specialization and children's social development.

First, the outstanding problems faced by preschool teachers' professionalization

With the rapid development of information technology, economic globalization is accelerating day by day, and the society's requirements for the quality and efficiency of preschool teachers are unprecedented. In this context, the specialization of preschool teachers is an important guarantee to improve the quality of education, improve the quality of education and realize the social development of children. In order to ensure the quality and level of preschool education and realize the socialized development of preschool children, we must attach importance to the professional development of preschool teachers. To understand this problem, we must first analyze the outstanding problems facing the specialization of preschool teachers at present.

1. 1 The professional quality and comprehensive quality of preschool teachers are low.

The new "Outline" fully affirms the role and position of preschool teachers in children's development, and at the same time puts forward unprecedented requirements and challenges to the quality of preschool teachers. Professional preschool teachers need not only various professional knowledge of pedagogy, psychology and infant development, but also basic knowledge and accomplishment of natural science and tools, especially rich educational art, educational wisdom and skillful interactive strategies and skills. The role of preschool teachers has also undergone fundamental changes. Preschool teachers are no longer artisans who are limited to "preaching, teaching and solving puzzles", but should assume multiple social roles, such as caregivers of children's physical health, promoters of cognitive development, tutors and companions of games, social directors, children's education researchers and so on. Due to the lack of proper and effective pre-school vocational training and practice improvement mechanism, many preschool teachers not only lack solid professional knowledge and profound professional skills, but also have serious deficiencies in educational theoretical literacy and professional ethics.

1.2 scientific research consciousness needs to be strengthened and scientific research ability needs to be improved.

The professional development of preschool teachers can not be separated from active educational research, which makes preschool teachers lose their due academic reputation and professional status, and it is urgent to make them gain their due dignity through active educational research. Some kindergarten teachers "dare not" study, thinking that they are just ordinary front-line kindergarten teachers, without formal research training and lack of resources, and cannot guarantee the scientific and normative research. How can they qualify for research? Some preschool teachers lack research consciousness in essence. Their educational theory literacy is not high, and at the same time they lack profound reflection and active exploration in practice. Their educational research ability has not been actively cultivated and effectively improved for a long time, so it is difficult to use educational theory to rationally think and deeply analyze the problems and puzzles existing in preschool education, and it is difficult to explore the causes, conditions and solutions of their problems.

1.3 Job burnout is prominent, and professional quality needs to be strengthened.

The professional development of preschool teachers can not be separated from good professional ethics and professionalism, but in reality, preschool teachers' job burnout is more prominent and their professionalism needs to be strengthened. Many preschool teachers lose interest in their work, are tired of coping, and have job burnout, which seriously affects their work, life and physical and mental health and hinders their professional growth. There are both professional and social reasons for preschool teachers' job burnout, such as small establishment, low salary and low social status. The subjective reason for preschool teachers' job burnout lies in their lack of professional quality. In the face of endless problems in children's world, instead of studying hard and reflecting on themselves, they are exhausted by limited experience, so that they are exhausted physically and mentally, lacking a sense of accomplishment and happiness, resulting in job burnout, which in turn affects their professional development.

Second, to achieve the development path of preschool teachers' specialization

Improving the professional level of preschool teachers requires not only the help of relevant departments and preschool teacher training institutions, but also the subjective efforts and cooperation of preschool teachers and colleagues.

2. 1 Help from relevant government departments at all levels

First of all, it is necessary to establish a perfect system and policy related to the specialization of preschool teachers. In view of China's imperfect laws on preschool teachers' professionalization, relevant government departments should formulate corresponding laws to provide institutional guarantee for preschool teachers' learning. Kindergartens can be provided with some suitable opportunities for further study, such as paid vacations and regular training. Secondly, we should adhere to the "people-oriented" concept, fully consider the working and living conditions of preschool teachers, and the training methods should be diverse, practical and efficient. Through the practical training of preschool teachers, the theoretical level and practical operation ability of preschool teachers are improved.

2.2 Kindergartens should create a good environment

Kindergartens should actively provide teachers and staff with a good environment and a supportive garden culture. The professional skills of kindergarten teachers can be improved by improving the teaching process and management system and providing various activities. Training can also be conducted through expert lectures to improve the incentive measures for preschool teachers. Diversified training should be given to preschool teachers to improve their teaching enthusiasm and quality.

2.3 Improve the professional level and teamwork ability of preschool teachers.

First of all, we should set the goal of lifelong learning, promote self-development and self-learning ability, and make self-education become the fashion of kindergarten. With the rapid development of preschool education, the requirements for preschool teachers are gradually increasing and demanding. Therefore, preschool teachers should also pay attention to developing their other hobbies, improve their comprehensive quality, keep pace with the times and learn for life. Secondly, in teaching, we should pay attention to learn to reflect on ourselves and strengthen the ability of teamwork. In teaching practice, we should learn to reflect on our own shortcomings, at the same time learn to design new teaching methods and means, cooperate with other kindergarten teachers, give up those isolated and silent working methods, learn to communicate and discuss actively, and improve our teaching level and teamwork ability through the exchange of ideas and mutual stimulation of abilities among kindergarten teachers.

Thirdly, the restrictive factors of children's social development.

Social development education for children is not only the need of children's personal survival and development, but also the need of social development. Nowadays, the world is facing the challenge of 2 1 century, and human modernization is an essential factor of national modernization. Therefore, the study of people's socialization has become a topic of international significance, and the development of children's socialization has also aroused widespread concern. Social development education for children is not only the need of children's personal survival and development, but also the need of social development [2]. There are several factors that restrict children's social development.

3. 1 family

Family is the initial environment of children's socialization, and parents are the earliest and closest contacts of children. Family plays an irreplaceable role in children's early socialization. Based on parent-child relationship, parents and families have the most profound and lasting influence on children's socialization.

3.2 kindergarten

The most fundamental way of socialization is education, and the realization of early education cannot be separated from kindergarten. Although kindergarten and school education can not be separated from the influence of family, there are more mechanisms and ways than family in teacher-student interaction, collective life, peer communication and incentive mechanism.

3.3 society

Society is the big environment for children to grow up. Social influence permeates all aspects of children's growth, such as psychology, behavior, emotion, value orientation and so on.

3.4 Culture

The influence of social culture and mass media on children's socialization can not be ignored. This influence is reflected in cultural identity, which has the function of predetermining people's social role to determine people's position in cultural groups and society. It is closely related to children's socialization.

3.5 Self-factors

Children's own factors will also affect their socialization development, the most important of which is their intelligence level, especially emotional intelligence (emotional quotient), personality characteristics, temperament types and so on. Research shows that children's temperament is significantly related to their socialization development.

Four, two principles of preschool teachers to guide children's social development

Social development is an important aspect of children's psychological development. Preschool teachers are an important factor affecting children's social development, which has a direct and significant impact on children's social development. Although family, society, culture and other factors have different degrees of influence in the process of children's social development, the guidance of preschool teachers on children's social development affects and determines the nature and level of children's social development to a considerable extent.

With the help of relevant departments and kindergarten teacher training institutions, as well as the subjective and joint efforts of kindergarten teachers and colleagues, the professional level of kindergarten teachers has been improved. How do kindergarten teachers with higher professional level realize the social development of children? Through practice and experience, this paper draws the conclusion that the key to children's social development is the professional interaction between kindergarten teachers and children. Kindergarten teachers adhere to the following two principles in guiding children's social development.

4. 1 Adhere to the principle of emotional support.

Adhering to the principle of emotional support means that kindergarten teachers actively establish two-way emotional connection of acceptance and love in their daily communication with children, and consciously use positive social emotional contagion and stimulate children's social emotions in the educational process. This is a unique and very important principle in children's social education. At this point, social education and cognitive education are very different. The effect of children accepting knowledge and understanding things and phenomena depends more on the correctness, interest and attraction of knowledge. However, if there is no positive emotional foundation and interaction between children and kindergarten teachers, it is almost impossible for kindergarten teachers to have good and effective educational effects. The positive relationship between teachers and students and the positive emotional input and infection of preschool teachers in the process of education provide a good psychological background for the social development of children and a good foundation for education and guidance.

4. 1. 1 Establish an emotional connection of two-way acceptance, love and care.

In kindergartens, preschool teachers are the main communication objects of kindergartens. The basic emotional attitude of preschool teachers to children and the basic emotional tendency of children to preschool teachers have great influence on the effect of preschool social education. It can be said that kindergarten teachers can establish a two-way emotional connection of acceptance, love and care with children through positive and appropriate emotional communication with children, which is the basis for kindergarten teachers to carry out social education and training. The existing empirical research and observation experience show that the emotional attitude of kindergarten teachers towards children's warmth, relationship, acceptance, understanding and support is the key factor affecting children's acceptance of kindergarten teachers' teaching and the good development of children's sociality.

First of all, kindergarten teachers must love children. This is unconditional, no matter whether the child is smart or not, smart or not, it is attractive. When interacting with children, kindergarten teachers must take a warm, cordial, caring and caring attitude to give children a sense of security and closeness. This will make children feel positive and happy, willing to approach and communicate with kindergarten teachers, and more willing to accept their teaching.

Secondly, kindergarten teachers should actively accept and respect children. In the contact with children, kindergarten teachers should pay attention to smiling, nodding, affirmative gestures, physical contact (such as touching and patting the head) and encouraging words (such as praise and appreciation), so that children can feel fully valued and respected, and feel that they are loved and accepted by teachers, so that the interaction between children and teachers is warm and acceptable. Thirdly, kindergarten teachers should also hold an emotional attitude of understanding and support for children. Young children are inevitably weak in ability, absurd in behavior, and even often do bad things with good intentions. In this regard, kindergarten teachers must adhere to the principles of understanding, encouragement and support, positively affirm and encourage young children, and not only give them specific methods and strategies, but also give them emotional and psychological support, thus giving them the motivation and strength to overcome difficulties and make progress in behavior. Of course, kindergarten teachers should also be good at observing children's emotions, emotions, needs and other psychological States, and give timely and appropriate responses. Only on the basis of such emotional communication background can preschool teachers establish a positive emotional relationship of mutual acceptance, trust, care and concern with young children, which will become the basis for the good development of education and society. At the same time, this kind of emotional support itself will become an example for children's socialized learning and promote their behavior guidance.

4. 1.2 Positive emotional input and emotional stimulation

In order to cultivate children's positive and good social emotions and behaviors, kindergarten teachers should not only treat children with a positive, enthusiastic and friendly attitude in educational activities and daily life, but also actively participate in their own emotions consciously in the educational process, thus infecting and driving children and having a far-reaching impact on their behaviors. Whether preschool teachers actively participate in their own emotions and emotions in the process of education and whether they are good at stimulating children's emotions are important factors for their educational success. Emotion plays a powerful motivational role in the generation of children's social behavior, which helps to promote children's expected social behavior. On the contrary, without social emotion, it is impossible to promote the corresponding social behavior. The input and stimulation of emotion is very important in the process of social education. Our observation and educational experiments have repeatedly revealed and verified this point.

The important influence of role-playing on children's social development. [3] For example, one day, teacher Zhang, the head teacher, slipped and fainted on the ground because there was water on the ground. At this time, many children saw and heard. They either watched, walked away, or were at a loss, or smiled and said, "It's funny that teachers are wrestling at this age." At this time, Mr. Wang, the main class, saw it and rushed over immediately. He wanted to help Mr. Zhang up and press him, and asked anxiously and with concern, "Teacher Zhang, what's wrong with you?" "Teacher Zhang, what's the matter with you?" ..... and turned to the children and said, "Teacher Zhang is dizzy and can't sit still. What should I do? " "Teacher Zhang is so dizzy, what should I do?" Influenced and driven by the teacher's true feelings, the children gradually participated, and some were busy lifting the table to let teacher Zhang Lie down; Some people are afraid that Teacher Zhang will be cold lying on the bare table, so they move to the doll's house or their own quilt to cover Teacher Zhang. Some poured water for teacher Zhang; Some help teacher Zhang rub his arms and legs; Others are eager to see a doctor ... because of Mr. Wang's sincere efforts, the children's kind feelings have been infected and stimulated, and their behavior has changed a lot. Children have received a profound education through active investment and participation.

4.2 adhere to the principle of behavior practice

Adhering to the principle of behavior practice means that kindergarten teachers should not only pay attention to transmitting social cognitive concepts, skills and knowledge to children, but also provide a lot of practical opportunities for children to guide their behavior practice. Behavior practice is another important principle of children's social training, which has a special function in children's social development. But now, due to various subjective and objective reasons, it is often ignored by many kindergarten teachers. In fact, when we carry out social education for children, we should not only let children gradually have correct and positive social cognition and emotions, but more importantly, let them practice and exercise in real life and activities, and turn corresponding ideas, understandings and emotions into actions, especially in the corresponding situations in the future. This is the purpose of our social education, and this is the complete social education process. It can be said that cultivating children's positive social behavior is the ultimate goal of our early childhood education. All the work done in children's social cognition and emotion is ultimately to enable them to produce actual corresponding behaviors and develop behavioral habits and qualities. Therefore, behavior practice is a very important link in social training, and preschool teachers must attach great importance to it.

4.2. 1 Kindergarten teachers should pay attention to helping children learn social knowledge, behavior norms and their own actual behaviors, and teach them specific behaviors.

In order to achieve this goal, preschool teachers should first help children make it clear that all the codes of conduct they have learned are closely related to their own behaviors. Rules are not common sense, but common expectations and requirements for every child's behavior. They not only restrain the behavior of other children, but also restrain their own behavior. At the same time, they help children to establish a connection between the code of conduct and their own behavior. This will not only help children know what is right and wrong, but also help them realize what they should do in this situation. Secondly, because of their young age and general lack of experience in social behavior, children often do some prosocial behavior even if they have the desire, but they can't produce good results, but they don't understand and master the appropriate behavior. Therefore, kindergarten teachers must teach children the corresponding specific behaviors, that is, show them how to do it. In this way, children not only realize that they should help others, but also master some specific behavior ways and methods to help others, laying a good foundation for social behavior practice in real life in the future.

4.2.2 Preschool teachers should provide a lot of opportunities for children's behavior practice.

Only in the process of real life and activities can children practice the concrete study of social knowledge, experience and behavior rules, turn social knowledge related to norms and their own behaviors into practical actions, and gradually form habits and internalize them into a quality through practice. Because children usually don't take the initiative to seek and create such opportunities, they are greatly influenced by the environment and activity conditions themselves. Therefore, kindergarten teachers should not only not restrict them, but also consciously create and provide them with sufficient opportunities for social practice, for example, provide rich activities and opportunities conducive to friendly exchanges, care, cooperation, sharing and humility among children, so that children can fully practice and exercise in these aspects and improve their development level. In this process, kindergarten teachers must pay attention to observing and guiding children's actual behavior at any time. The task of preschool teachers is not only to provide opportunities for children's activities and practice, but also to give timely guidance and feedback in combination with children's behavior practice, so as to make the effect of behavior practice better.

4.2.3 Preschool teachers should give children the opportunity to negotiate and discuss problems.

Behavior practice means that once kindergarten teachers see any problems between children, they should avoid dealing with them themselves, but consciously show them to children, so that they have the opportunity to discuss and solve them through consultation under the guidance of kindergarten teachers. For example, in the event of crowding, solving the looting among children or helping some children solve difficulties, kindergarten teachers do not need to use their own authority and instructions to deal with these problems, but can deliberately put these problems in front of children and let them try to analyze, discuss and solve them with their own social knowledge, code of conduct, behavior and ability. Therefore, preschool teachers should fully realize the educational significance of various events in daily life, even if it is a trivial matter; We should also believe in children's ability and exercise their behavior.

4.2.4 Preschool teachers should pay special attention to guide and help children to transfer their cognition and behavior learned in a specific education or situation to a wider daily life and situation.

This is very important. Because children usually don't take the initiative to promote the cognition and behavior they have learned in an educational activity or situation to other corresponding occasions. For example, kindergarten teachers have taught children to help after falling. Some children will only help in their own classes or in basically the same situation. On other occasions (such as seeing children in their own classes in the yard and on the road, brothers and sisters who don't know about falling, and the elderly), they won't help. The purpose of our behavior education is to make children show similar behaviors in different time, place, characters, situations and other conditions, as long as others need help, rather than being limited to specific situations, that is to say, helping others should become a part of children's behavior habits and an internalized behavior quality. This requires us to help children expand their behavior and move to a wider range of situations, so that they can also care for and help people in need in other occasions and situations.

Verb (abbreviation of verb) conclusion

On the basis of analyzing the factors that restrict the specialization of preschool teachers, this paper discusses the key path to realize the specialization of preschool teachers. Combined with the comprehensive factors affecting children's social development, this paper holds that teacher professionalization plays a leading role in the process of children's socialization. By adhering to the two principles of emotion and practicality, the behavioral interaction between teachers and children is integrated, so as to realize the coordination and unity of preschool teacher professionalization and children's social development.

References:

[1] Gong Shunmei. Research on children's social development and education. [J]。 Higher education. 20638+04.06.

[2] Zheng. How to cultivate the social skills of small class children? [J]。 New curriculum. Morning. 20 13.05

[3] Xu Lina. The influence of role-playing on children's social development. [J]。 Teacher.2013.28.