(A) the lack of special laws to give kindergarten education authority, unified norms.
According to the Education Law, China's education system includes kindergarten education, primary education, secondary education and higher education. Among them, primary and secondary education has compulsory education law and vocational education law, while higher education has higher education law, while kindergarten education only has Regulations on Kindergarten Management and Regulations on Kindergarten Work issued by the State Education Commission, Standards for Nurseries and Kindergartens Health Care issued by the Ministry of Health, and Regulations on Kindergarten Charge Management jointly issued by the National Development and Reform Commission, the Ministry of Education and the Ministry of Finance, but there is no national legal norm. The standard level is not high and scattered, lacking authority and unity, which leads to the low status of kindergarten education, chaotic kindergarten management, weak supervision and difficult problems. Due to the lack of legal provisions, it is difficult to severely punish those responsible for child abuse.
(2) Private capital excessively pursues commercial interests, which leads to the loss of "education" in private kindergartens.
There are few public kindergartens in China, which can't adapt to the growth of school-age children. In order to solve the shortage of preschool education resources, the government encourages private capital to enter the field of preschool education, and the number of private kindergartens has soared, especially since the implementation of the 20 15 "second child" policy. On the one hand, China's kindergarten education has long lacked authoritative and unified legal norms. On the other hand, the rapid growth of private kindergartens makes it impossible for administrative departments to effectively guide, manage and supervise private kindergartens. In addition, the self-financing mode of private kindergartens intensifies and magnifies the commercialization and profit-seeking of private capital. In order to pursue more profits, organizers and managers of private kindergartens pay more attention to the hardware strength such as kindergarten venues, facilities and external image, so as to charge high tuition fees. However, they lack due investment and attention in the soft power links such as teacher introduction, education quality and management level, and the core purpose of kindergartens is seriously ignored, which leads to the non-professional private kindergartens as the professional territory of early childhood education, which is why all child abuse incidents appear in private kindergartens.
(3) The training level of kindergarten education professionals in China is not high, and the entry threshold for kindergarten teachers is low, which leads to the low quality of kindergarten education in China.
Kindergarten teachers are the main personnel who actually contact and educate young children, and their professional level and ability are directly related to the quality of kindergarten education. As far as the quality of kindergarten education in China is concerned, people's recognition is not high, whether it is public or private. It is generally reflected that most kindergarten teachers lack sufficient cognitive and analytical abilities on children's behavior habits of all ages and the physiological and psychological characteristics behind them, lack the ability to guide and adjust children's emotions and self-emotions, are used to posing as "adults" and "managers", and lack the ability to love and accept children. Due to the lack of professional ability in education, most kindergarten teachers tend to adopt simple and rude methods such as admonition, reprimand and even corporal punishment in order to establish authoritative and efficient management. For example, teachers' emotions are out of control, and conventional management methods without "love" can easily turn into violence.
The root of the low quality of kindergarten education lies in the low training level of preschool education professionals. The level of kindergarten teachers in China is uneven. Most of them are secondary professional kindergarten teachers' schools, a few higher professional kindergarten teachers' schools, and professional kindergarten teachers' departments are merged into universities. Professional kindergarten teachers' training courses are run by commercial organizations. However, the students majoring in kindergarten teachers are mainly junior high school students, and their starting point is low. As far as the teaching atmosphere is concerned, most schools aim at enrolling students, issuing academic certificates and solving employment problems, and most students aim at completing their studies, obtaining academic qualifications and finding jobs in a short time. In this utilitarian atmosphere, the study period is short, the curriculum is shallow, and the professional assessment is loose. Although students may learn some low-demand skills, such as dancing, painting, games, etc., it is difficult to really learn and master the real professional knowledge of early childhood education, such as the characteristics of early childhood education and psychology.
The low training level of preschool education professionals will inevitably lead to a low entry threshold for kindergarten teachers. In China, anyone who has a pre-school education background and has obtained academic qualifications and teacher qualification certificates can become a kindergarten teacher. However, based on the previous analysis, pre-school education qualifications and teacher qualification certificates are relatively formal, and there is no gold content. Some people who lack professional quality become kindergarten teachers.
(D) Lack of effective kindergarten supervision and management mechanism.
Parents should be the most powerful supervisors based on their true love and protective instinct for their children. But the common problem is that parents are very passive about their children's situation in kindergarten. In the situation of strengthening the safety and security work in kindergartens, in addition to parents' open days, parents can enter the park and enter the classroom to learn about their children. Most of the time, they will be rejected. Although there are teachers in class and after school, parents can't ask questions in detail because of safety management and time. In addition, although monitoring is installed in kindergartens, most kindergartens do not disclose the monitoring content to the public. Therefore, unless kindergartens take the initiative to attack, it is difficult for parents to communicate smoothly and effectively with kindergartens, parents' right to know is greatly limited, and parents' supervision is almost blank, which makes the above or similar child abuse incidents happen from time to time.
The supervision and management of administrative departments such as education is the main part of the current kindergarten education supervision system. However, judging from the news reports of various child abuse incidents, it was only after the incident broke out that the relevant administrative departments made a hasty response and issued a statement to refute rumors, which reflected the lag of supervision and management of the administrative departments.