从“情”到“行”:幼儿园保育员专业发展的有效路径  

From“Love”to“Action”:the Professional Developmental Path of Childcare Givers in Kindergarten

作　　者：黄鑫 陶志琼[1] HUANG Xin;TAO Zhiqiong(School of Teacher Education,Ningbo University,Ningbo 315211 China)

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《学前教育研究》2023年第1期60-71,共12页Studies in Early Childhood Education

基　　金：国家社科基金教育学一般课题“建国70年来学前教育价值取向的变迁研究”(批准号:BHA190139)。

摘　　要：幼儿园教师的培养和专业发展通常遵循从“知”到“行”的路径。当前我国保育员的学历远低于幼儿园教师,这使得他们不可能走与幼儿园教师一样的专业发展之路。实践中优秀的保育员通常都是因为非常喜欢孩子而进入幼儿园从事保育工作的。如果他们能够把这种对孩子的喜欢升华、积淀为对幼儿的教育爱,主动生发出对幼儿的了解、尊重、关心和责任意识,依靠自身坚韧的精神力量和健硕的身体力量保持这份爱,那么他们就有可能进一步将之化为对幼儿生活的照料力、对幼儿游戏的支持力、对班级保教工作的协同力、对自我完善的反思力以及自我成长的学习力。在这种从“情”到“行”的专业发展过程中,幸福的童年时光、美好的养育经历、和谐的工作氛围以及保育员自身的自尊自爱都是重要的影响因素。教育管理部门与幼儿园应高度重视保育员专业发展从“情”开始的特性,并将教育爱作为保育员门槛准入和职后培养的重点。The professional life of kindergarten teachers often starts from learning professional knowledge,then they will be required to learn how to put such knowledge into practice.Because of much lower educational background,it’s impossible for childcare givers in kindergarten to follow the same professional developmental path.Their love for children has been proved to be the beginning of their professionalism for such love can be elevated into a kind of educational love reflected in childcare givers’understanding,respect,care and responsibility for children and guaranteed by their mental tenacity and physical strength.Furthermore,the educational love can stimulate childcare givers to take appropriate actions during the process of taking care of children and interacting with children.The forming of educational love is the result of happy childhood,good parenting experience,harmonious working atmosphere and self-respect and self-love.The administration of childcare givers in kindergarten should attach importance to the ethical characteristics of their professional development and take educational love as the key point of their entry threshold and post-service training.

关 键 词：保育员 教育爱 专业伦理 专业发展 

分 类 号：G617[文化科学—学前教育学]