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Paths to Promote the Sustainability of Kindergarten Teachers’ Caring: Teachers’ Perspectives

Author

Listed:
  • Jiawei Liu

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Yong Jiang

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Beibei Zhang

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China
    Department of Preschool Education, College of Home Economics, Hebei Normal University, Shijiazhuang 050000, China)

  • Xingjian Zhu

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Tianyan Sha

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

Abstract

Caring is a crucial aspect of early childhood education (ECE) and is an essential attribute possessed by kindergarten teachers. The sustainable development of ECE in aging China calls for the sustainable development of teachers’ caring. However, research into teachers’ caring in education for sustainable development in ECE has been scarce. This paper aims to emphasize a concern for the theme of caring in the sustainability of ECE and to provide a Chinese perspective on this topic. This study explored the path to promote the sustainability of teachers’ caring from the perspective of Chinese kindergarten teachers, based on an analytical framework of cognition, emotion, will, and behavior. For this purpose, semi-structured interviews were conducted with 17 Chinese kindergarten teachers. The data were analyzed using MAXQDA, qualitative data analysis software, and the descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. Research shows that reading, leisure and art activities, cultural immersion, and mentoring practice can bring many benefits to the promotion of teachers’ caring. Continuous reading can awaken teachers’ caring conscience and promote the sustainability of caring cognition while sufficient leisure and art activities can generate their caring emotions and promote their sustainability. Cultural immersion can cultivate teachers’ caring beliefs and promote the sustainability of caring will while mentoring practice can shape teachers’ caring behaviors and promote their sustainability. The four paths cited above successfully helped teachers overcome the obstacles to caring that they faced and promoted their caring abilities. This study provides systematic paths for promoting the sustainability of kindergarten teachers’ caring and emphasizes their self-care as critical to ensuring teachers’ caring. The necessity of providing effective institutional and policy support to promote the sustainable development of teachers’ caring is suggested.

Suggested Citation

  • Jiawei Liu & Yong Jiang & Beibei Zhang & Xingjian Zhu & Tianyan Sha, 2022. "Paths to Promote the Sustainability of Kindergarten Teachers’ Caring: Teachers’ Perspectives," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:14:p:8899-:d:867437
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    Cited by:

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    2. Li Li & Xue Lv & Yaqin Xi & Liping Guo, 2022. "Can Preschool Teachers’ Accurate Analysis of the Development Trajectories of Children’s Preconceptions Ensure Their Effective Response? Evidence from Situational Judgement Tests," Sustainability, MDPI, vol. 14(18), pages 1-16, September.
    3. Qingru Duan & Yong Jiang & Yifang Wang & Chuchu Zheng & Jing Liu & Xin Liu, 2023. "Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale," Sustainability, MDPI, vol. 15(3), pages 1-20, January.

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