Judge yourself against the professional standards of kindergarten teachers
The " Professional standards for kindergarten teachers " put forward requirements for the professional quality of qualified kindergarten teachers from many aspects. The following is a self-evaluation train of thought from several main dimensions: ** 1. Professional ethics ** 1. ** Morality comes first ** - Love pre-school education, have professional ideals, practice the core value system of the society, and fulfill the professional ethics of teachers. For example, in their daily work and life, whether they always uphold the enthusiasm for early childhood education, actively spread positive energy, abide by the teacher's moral code, and not do anything that harms the teacher's image and the rights and interests of children. - Caring for children, respecting children's personality, full of love, responsibility, patience and carefulness; optimistic, enthusiastic, cheerful, amiable; good at self-regulation of emotions, maintaining a peaceful state of mind. He could reflect on whether he truly respected the uniqueness of each child when he was with them. Whether it was when the child made mistakes or encountered difficulties, he could patiently guide them, and he could face the pressure and challenges in work with a positive attitude. He would not vent his bad emotions on the child. 2. ** Kids as the foundation ** - Respect the rights and interests of children, take children as the main body, fully mobilize and give full play to the initiative of children, follow the characteristics of children's physical and mental development and the rules of education activities, provide appropriate education, and ensure the happy and healthy growth of children. Think about whether you really take the needs and development of children as the starting point in the design and implementation of education and teaching activities, whether you understand the age characteristics, interests and hobbies of children, whether the educational plans and activities formulated are in line with the development level of children, and whether you give children enough opportunities to explore and express themselves. ** 2. Professional Knowledge ** 1. ** Infant Development Knowledge ** - Understand the relevant laws, regulations and policies on the survival, development and protection of young children. He needed to reflect on whether he was familiar with the relevant child protection laws, such as the provisions in the Law on the Protection of Minors that involved the protection of children's rights and interests in kindergarten, and whether he could protect the rights and interests of children in accordance with the law at work. - Master the characteristics and rules of physical and mental development of children of different ages, as well as strategies and methods to promote the comprehensive development of children. For example, whether it was possible to accurately determine the cognitive characteristics of the children in the small class, the social communication needs of the children in the middle class, and the learning ability of the children in the large class, and design appropriate educational activities according to these characteristics, and adopt appropriate educational methods to promote the comprehensive development of children in the fields of health, language, society, science, and art. - Understand the individual differences in children's development level, speed, and advantages, and master the corresponding strategies and methods. Looking back at whether he could teach children of different levels of development according to their aptitude, provide expanded learning opportunities for children who developed faster, and provide more support and guidance for children who developed slower. 2. ** Early childhood care and education knowledge ** - Familiar with the goals, tasks, content, requirements, and basic principles of kindergarten education. When he made the teaching plan and organized the teaching activities, he thought about whether the overall goal of kindergarten education was to promote the all-round development of children, whether he arranged the teaching links reasonably according to the educational content and requirements, and whether he followed the basic principles of kindergarten education such as gamification and life-oriented. - Master the knowledge and methods of kindergarten environment creation, daily life arrangement, games and educational activities, child care and class management. Reflect on whether you have considered the educational, safe, and comfortable environment when you create the classroom environment, whether you have done a scientific and reasonable arrangement of the children's daily life, and whether you can flexibly adjust according to the interests and needs of the children when organizing games and educational activities. In terms of child care work, whether they have mastered the knowledge of child care, such as diet nutrition, health care, etc., and in terms of class management, whether they can establish good class order and create a positive class atmosphere. - Familiar with the safety emergency plan of the kindergarten, master the basic methods of safety protection and rescue for children in accidents and dangerous situations. Check whether you are familiar with the safety measures that the kindergarten may encounter, such as fire, earthquake, etc., and whether you have basic first aid knowledge to ensure the safety of children in an emergency. ** 3. Professional Skills ** 1. ** Creation and utilization of the environment ** - Build a good teacher-child relationship, help children build good peer relationships, and make children feel warm and happy. You can review whether you are good at creating a harmonious and positive atmosphere in the process of interacting with children, encouraging friendly communication between children, and whether you are a teacher trusted and loved by children. - Create an educational environment that helps children grow, learn, and play. Think about whether the classroom environment you create is educational and whether it can stimulate children's desire to explore and interest in learning. For example, whether you have set up a rich area for activities and constantly update and improve it according to children's interests and needs. 2. ** Organization and Conservation of a Day's Life ** - Arrange and organize all aspects of a day's life reasonably, and flexibly permeate education into a day's life. For example, whether children could be guided to develop good eating habits during the meal segment, and whether healthy eating education could be infiltrated at the same time; whether a quiet and comfortable sleeping environment could be created during the afternoon nap segment, and whether attention should be paid to the cultivation of children's sleeping habits. - Protect children effectively, deal with common accidents in time, and give priority to rescuing children in dangerous situations. Reflect on whether you are always vigilant in your daily work, whether you can detect the dangers that children may encounter in time and take preventive measures, whether you can handle the common accidents such as small bumps and bumps, and whether you can put the safety of children first in emergency situations. 3. ** Support and guidance for game activities ** - To provide games that meet the interests, needs, age characteristics, and development goals of children. For example, whether to provide suitable game materials according to the age characteristics of the children, such as simple, intuitive and interesting materials for the children in the small class, challenging and cooperative materials for the children in the middle class, etc. - Make full use of and reasonably design the game activity space, provide rich and suitable game materials, support, trigger and promote children's games. Think about whether you can use the space reasonably when planning the play area, whether you can constantly update and supplement the game materials according to the children's play needs, and stimulate the children's interest and creativity in the game. - Children are encouraged to choose their own game content, partners, and materials. Children are supported to actively and creatively play games and fully experience the joy and satisfaction of games. Review whether you respect the child's right to make their own choices during the child's play process, whether you give the child enough freedom to explore and create gameplay, and not interfere too much with the child's play process. 4. ** Planning and implementation of educational activities ** - Draw up a plan of educational activities and specific activities. He could check if he could formulate a reasonable long-term and short-term educational activity plan based on the kindergarten's curriculum and the child's development needs, and if the activity plan had clear objectives, content, methods, evaluation, and other elements. - Observing children in educational activities, adjusting activities according to their performance and needs, and giving appropriate guidance. Think about whether you can keenly observe the child's reaction in the teaching activities, such as the child's attention, participation, etc., and adjust the teaching method and progress according to the child's performance in time to give the child individual guidance to meet the learning needs of different children. 5. ** Incentives and Evaluation ** - Pay attention to the daily performance of children, discover and appreciate the progress of each child in time, and focus on stimulating and protecting the enthusiasm and confidence of children. Review whether you are good at discovering small improvements in children's daily work, such as small improvements in children's painting skills, language expression, social skills, etc., and give timely affirmation and encouragement to enhance children's self-confidence and learning motivation. - Through effective use of observation, conversation, home contact, work analysis and other methods, objective and comprehensive understanding and evaluation of children. Think about whether you can use a variety of evaluation methods, not only to pay attention to the child's performance in kindergarten, but also to communicate with parents and analyze the child's work to understand the child's development in a comprehensive manner. Also, whether the evaluation is objective and fair, and can provide targeted suggestions for the child's further development. 6. ** Communication and Cooperation ** - Use a language that matches the age of the child to carry out the care and education work. Reflect on whether you use simple, vivid, and easy-to-understand language when communicating with children. For example, when telling stories and explaining concepts, whether you can express them according to the child's understanding ability. - Good at listening, amiable, and effective communication with children. When interacting with the child, review whether you can patiently listen to the child's thoughts and feelings, give positive responses, and let the child feel respected and understood. - Cooperate and communicate with colleagues, share experience and resources, and develop together. Think about whether you are actively cooperating with your colleagues in the kindergarten team, whether you are willing to share your teaching experience and educational resources, and at the same time, learn new ideas and methods from your colleagues to jointly improve the quality of kindergarten education. - Communicate effectively with parents to promote early childhood development. They could check if they could communicate with their parents regularly about the situation of their children in the kindergarten, listen to their parents 'opinions and suggestions, and provide scientific child-rearing guidance to their parents to form a good situation of co-education. 7. ** Reflection and Development ** - Collect and analyze relevant information actively, reflect on it continuously, and improve the education work. For example, would they reflect on their teaching activities, class management, and other work regularly, analyze their successes and shortcomings, and actively look for ways to improve, such as participating in training, reading educational books, and so on. - To explore and study the practical needs and problems in the care and education work. Think about whether you have the spirit of exploration, whether you can actively try new methods to solve the practical problems encountered in kindergarten education and teaching, such as children's behavior problems and poor teaching effects, and constantly explore better education and teaching models. Read more exciting novels for free
What are the standards for kindergarten cleaning?
The kindergarten's cleaning standards were as follows: - ** In environmental hygiene (70 points in total)**: - There must be no paper scraps and stains inside and outside the classroom. The floor and walls must be clean and free of debris. This will give you 20 points. - The door, table, chair, and cup cabinet should be clean and tidy, without dust and stains, accounting for 20 points. - The windows and doors must be clean and the glass must be bright. There must be no dust or water stains. - 10 points for placing toys, books, office appliances, etc. neatly, cleanly, and orderly. - ** Personal hygiene (30 points)**: - Children's clothes must be clean and tidy, 10 points. - Children should bathe frequently and wash their hands, face, and feet every day to keep them clean. 10 points. - The length of the child's fingernails is appropriate, and there is no mud under the fingernails. 10 points. There were also the following inspection criteria: - The outdoor floor is clean without dead corners, paper scraps, moss, and debris (10 points). - Small, medium, and small toys are safe and clean (10 points). - Keep the doors, handles, window frames and windowsills clean and dust-free (10 points). - Scrub the tables and chairs every Thursday. The surfaces of the tables and chairs and the side surfaces are clean and free of oil stains (10 points). - The surfaces of all items and cabinets are clean, free of oil stains and dust, and placed neatly (10 points). - The sink of the pool and urinal is clean and free from dirt, rust, and odor (10 points). - Water cups, towels, and thermos containers are clean and free of oil stains (10 points). - The surface of the bed and bedding should be kept clean without dust (10 points). - In terms of hygiene in the zone, toys such as building blocks are disinfected every Friday, cushions are clean and dust-free, the materials in the zone are clean and safe, plant corners are planted luxuriously, and there are no dry leaves (10 points). - Glass and other items, clean and bright glass, and other items placed neatly and cleanly (10 points). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The standards of outdoor activities in kindergarten
The kindergarten's outdoor activities were as follows: 1. ** In terms of venue ** - Each class should have a dedicated outdoor activity area, and the per person area should not be less than 2m <anno data-annotation-id ="999c3336 - 4416 - 4416-a999 - 99999999999"> 2 </anno>. The activity areas of each class should be separated; - A common activity area for the whole park should be set up, and the per capital area should not be less than 2m squared. The per capital area of the outdoor activity area of the nursery should not be less than 3m squared. If it is really difficult to set up an outdoor activity area for the nursery in the urban densely populated areas, the per capital area of the outdoor activity area should not be less than 2m squared. - The outdoor activity space of the township (street) kindergarten students should not be less than 4m <anno data-annotation-id ="00000000 - 4000 - 4000 - 4000 - 9000 - 9000 - 90000000000"> 2 </anno>, and there should be a hardened field, grass field, soft field, game field, activity equipment field, 30-meter straight track, sand pool, paddling pool, plantation land, breeding area, etc. There should be more than three large and medium-sized sports equipment outdoors. 2. ** Time **: At least 2 hours a day. 3. ** Event content ** - Sports activities suitable for young children should be carried out. - For example, in terms of games, there were games that trained children's reaction ability, physical coordination ability, and cultivation of competitive awareness. 4. ** Clothing for children ** - Should be loose, comfortable, breathable, sweat-absorbing, easy to exercise cotton sportswear; - The style is simple and fitting, without unnecessary ornaments; - The shoes should be light and fit, and it would be best if they were flat sneakers without shoelaces. - According to the weather conditions and the amount of outdoor activities of children, timely increase or decrease clothes, wear hats and gloves in winter, and pay attention to whether children's clothes are neatly dressed during activities. 5. ** In terms of toys ** - According to the safety and hygiene principles, different types of toys (such as steel and wood, electric toys, water toys, catapults, music toys, etc.) should be inspected according to the corresponding safety inspection standards to ensure that the toys have no safety risks and are suitable for children. - Following the principle of standards, the shape of the toy should be standard. For example, the shape and size of the building blocks should help the child establish the concept of geometric figures. - Follow the principle of durability and choose toys of good quality to avoid damage, distortion, fading, rusting, loosening, etc. due to quality problems. - Following the principle of unity, purchase from professional kindergarten toy manufacturers to meet the needs of children in all classes in the kindergarten. - According to the principle of emphasizing age characteristics, the shape, structure, usage, and design functions of the toys should be reasonably planned according to the development goals and educational goals of children of different ages from 2 to 6 years old. At the same time, it should meet the needs of individual special children in regional games as much as possible. 6. ** Organizing large-scale toy activities ** - Before the activity, teachers should carefully check the activity venue and large toys for potential safety risks, whether there are protective devices, count the number of children, check the children's clothing, and check whether the children carry dangerous items. They should explain the rules and safety requirements of the activity and remind the children to use the correct method to play the game in an orderly manner. - During the activity, teachers should divide the work well and take responsibility for each other. They should take good care of the children, pay attention to the weak and weak children, and take good care of and protect them individually. It is strictly forbidden for a teacher to organize activities alone. - After the activity, he led the children to do relaxation exercises to soothe their emotions. He counted the number of children again, checked their clothes, and organized the children to return to the activity room in an orderly manner. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Quanzhou kindergarten food standards
In 2020, the maximum price for food expenses in Quanzhou's inclusive kindergarten was 350 yuan/month, and other non-inclusive kindergarten could follow suit. As for the food standard of Quanzhou kindergarten in 2024, it was only mentioned that the agency fees (including food expenses, etc.) of the public kindergarten were collected and paid according to the cost, and no specific food standard value was given. The private kindergarten did not find any more information about the food standards. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Interviews for kindergarten teachers, professional self-introduction, short English advanced vocabulary
The following is an example of a kindergarten teacher professional interview in English, using some relatively advanced vocabulary: Good morning/afternoon. I'm [your name]. I'm highly enthusiastic about applying for the preschool teacher position. I possess a profound love for children, which can be described as an in - depth affection. I'm well - equipped with a creative and innovative teaching approach. I envision myself being able to create a vivid and engaging learning environment for the kids. I'm proficient in English, and I'm eager to combine my English proficiency with my passion for children's education. I consider myself to be highly patient and empathetic, which are crucial traits for interacting with young children. I'm also quite adaptable, able to adjust my teaching methods according to different children's needs. Thank you for your attention. I'm looking forward to the opportunity to contribute to your preschool. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Safety standards for outdoor activities in kindergarten
The following are the safety standards for outdoor activities in the kindergarten: ** 1. Personnel Management ** 1. ** Teacher Inspection and Organization ** - Before the activity, the teacher should carefully check the activity venue and large toys for potential safety risks and whether there are protective devices; count the number of children, check the children's clothes, and check whether the children carry dangerous items. - Explain the rules and safety requirements of the activity, and remind the children to play the game in an orderly manner. - During the activities, teachers should divide their work well and take care of the children. Teachers are strictly prohibited from organizing activities alone. They should pay attention to the weak and incompetent children and take good care of them. - After the activity, he led the children to do relaxation exercises to soothe their emotions. He counted the number of children again, checked their clothes, and organized the children to return to the activity room in an orderly manner. 2. ** Children's self-protection ** - During outdoor activities, children's lung function is not fully developed, and masks can easily cause breathing difficulties or even breathing difficulties, so it is not suitable to wear masks for outdoor activities. - Remind children not to touch objects casually, not to touch their eyes, nose, mouth, etc. with dirty hands; if they need to talk, keep a distance; if they sneeze, cover their nose and mouth with their elbows. After returning to class after the outdoor activities, the teacher should immediately organize the children to wash their hands strictly according to the "seven-step hand washing method". Pay more attention to hand cleanliness during critical periods such as before and after meals, after coughing or sneezing, after touching public objects that many people have touched, when they feel dirty, after exercise, and so on. ** 2. Event venue ** 1. ** Class-specific venue ** - Each class in the kindergarten should set up a dedicated outdoor activity area, and the per capital area should not be less than 2m <anno data-annotation-id ="0000008 - 4446 - 4000 - 9999 - 9999 - 9999999999999"> 2m </anno>. Separation measures should be taken between the activity areas of each class. - The ground should be flat, non-slip, unobstructed, and free of sharp protruding objects, and should be soft. 2. ** The entire garden is shared ** - There should be a common activity space for the whole park, and the per capital area should not be less than 2m <2>. - The common activity area should be equipped with game equipment, sandpits, 30m running track, etc. A paddling pool should be set up, and the water storage depth should not exceed 0.30m. Soft pavement should be set up on the ground below and around the game equipment, and hand washing pools and foot washing pools should be set up. - More than half of the outdoor activity area should be outside the shadow line of the standard building. ** 3. Event Organization ** 1. ** Divisional Activity ** - Divide the areas according to the training of sports ability, such as climbing area, running and jumping area, throwing area, drilling and climbing area, etc., and organize the children's timing and regional activities. Each class had at least 8 - 10 outdoor activity areas, and the number of players in each area was 2 - 4. - After the division, a record/schedule of children's outdoor activities should be formulated to ensure balanced development of sports. 2. ** Material Usage (One Item for Many Players)** - Changable materials were the prerequisite for multi-play, and sufficient exploration was the guarantee for multi-play (no interference, no constraints, no formality). - Interesting scenarios were the way to implement multi-play activities, and appropriate guidance was the catalyst to promote multi-play activities (effectively observing and adjusting the throwing of materials; appropriately imparting game skills; equal participation in the process of playing). - An appropriate evaluation would be to stimulate the motivation of the multi-play activity (maintaining neutrality and vertical comparison). ** 4. Dressing ** - Children's outdoor activities clothing should be loose, comfortable, breathable, sweat-absorbing, and easy to exercise cotton sportswear. - The style of the clothing was simple and fitting, without any unnecessary accessories such as ropes, chains, metal objects, etc. - The shoes should be light and fit, and it is best to use flat sneakers without laces. - According to the weather conditions and the amount of outdoor activities of the children, they should increase or decrease their clothes in a timely manner. In winter, they should wear hats and gloves. During the activities, they should pay attention to whether the children's clothes are neatly dressed and prompt them to solve the problems in time. ** 5. Usage of specific toys ** 1. ** Large toys ** - Before the activity, the teacher had to check the safety and protective devices of the venue and toys. - Pay attention to the safety of the children during the activity, explain the rules, and do a good job after the activity. 2. ** Swings, boating toys ** - Teach children the correct way to play, such as playing on the swing, swinging the boat, both hands should grasp the chain or hold the rope, sit firmly, do not stand, do not swing with many people. - When playing with swings and boats, they should maintain a suitable height range to prevent falling from a high place and hurting themselves. For waiting children, teachers should organize order and prohibit them from playing in dangerous areas around swings and boats. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Thoughts on the latest kindergarten curriculum standards
There was no unified curriculum standard in kindergarten. The kindergarten curriculum was usually constructed according to the basic spirit of the "Guide to the Guidance of Infant Education" and the basic requirements of the "Guide to the Learning and Development of Children Aged 3-6". On the positive side, this gave the kindergarten greater autonomy and flexibility. Each kindergarten could be based on the local regional background, inherit and create local culture from the perspective of education, and build a kindergarten local culture curriculum system that integrated local regional characteristics. At the same time, according to the individual differences in children's development level, ability, experience, learning style, etc., the kindergarten could develop children's intelligence level from a multi-perspective through multi-directional and multi-level interaction games based on the theory of multiple intelligences. It could discover and develop children's intelligence strengths and promote children's all-round development. For example, with the five fields as the carrier, the content was relatively divided into nine aspects, carrying out theme activities, game activities, etc., respecting the individual differences of children's development, understanding the learning methods and characteristics of children, and paying attention to the learning quality of children. However, the lack of unified curriculum standards could also be problematic. For example, there might be a lack of uniform standards for teaching quality assessment, and the education level between different kindergarten might be uneven. For parents, it may be difficult to clearly determine what kind of education content and development level their children should receive in kindergarten. At the same time, there might be some difficulties in connecting the primary school curriculum with the primary school curriculum due to the lack of unified standards. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Grade 13 for kindergarten teachers
A kindergarten teacher's level 13 position corresponded to a member level position. A primary school teacher's level 2 and 3 positions also corresponded to a level 13 position. Level 13 was the lowest level, and such teachers often had not been evaluated for their teacher titles. Usually, teachers 'professional titles were divided into five levels and a total of 13 grades. The senior teachers were divided into four small levels corresponding to (4 - 1) grades, the senior professional titles corresponding to (7 - 5) grades, the first-grade teachers corresponding to (10 - 8) grades, the second-grade teachers corresponding to (11, 12) grades, and the third-grade teachers corresponding to (13) grades. The junior level was set up as a member level and an assistant level, while the senior level was set up as a deputy senior level and a senior level. The names of the staff, assistant, intermediate, deputy senior and senior titles (positions) were respectively Grade 3 Teacher, Grade 2 Teacher, Grade 1 Teacher, Senior Teacher and Senior Teacher. If a kindergarten teacher has the professional and technical position of a senior middle school teacher, they will be employed to the third level post of a senior middle school teacher (Level 7) according to the current regulations; if a kindergarten special teacher has the position of a senior middle school teacher, they will be temporarily employed to the second level post of a middle school teacher (Level 6). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten teachers 'expectations and suggestions for the new kindergarten
From the information available, the kindergarten teachers might have the following expectations and suggestions for the new kindergarten: ** I. Anticipation of the cultural value of the new park ** 1. ** Cultural heritage and emotional continuation ** - He hoped to extract cultural value points from the process of running the old park, and transform the teachers 'deep feelings for the old park into longing and expectations for the new park, so that the new park could rely on cultural inheritance. 2. ** The implementation of educational concepts ** - He hoped that Xinyuan would sincerely love their children and think for their future. They would establish special educational concepts, such as "awakening the seeds in their hearts and stimulating their natural potential", to arouse parents 'recognition of the value of early childhood education and to cooperate internally and externally to educate their children. ** 2. The expectations for the construction of the new park ** 1. ** Basic Construction ** - ** Safety **: Put safety first and carry out basic equipment and construction according to the local evaluation standards. For example, use rounded corners in the hardware infrastructure design of the park to avoid excessive right-angle collisions. Take into account the perspective of children in the design of the facilities. Design interesting and low-structural spaces (such as treehouses, pipeline passages, transparent glass, climbing walls, indoor and outdoor doodles, etc.) while ensuring safety. - ** Multifunctionality **: The infrastructure construction must not only meet the needs of early childhood education, but also meet the needs of teachers 'work and life (such as the toilet partition in the teacher's room, etc.), as well as the needs of parents (such as the reception room, waiting area, etc. to facilitate communication and pick-up between parents and the kindergarten). - ** Soft environment creation **: In terms of the creation of the soft environment, it is expected to reflect the concept and culture of the kindergarten and the content of the curriculum. Through the design and installation of a series of decorations such as the brand concept display wall, the children's work wall, the moral education wall, the children's personality file, the home contact column, the parent suggestion box, and the multi-functional experience room, the soft culture of the kindergarten will be enriched, and the people-oriented environment atmosphere and humane care will be reflected. 2. ** Brand and Image Building ** - He hoped that at the beginning of the new construction, he could give full play to the group's structure and the advantages of intelligence gathering. First, he would design the brand development strategy of the group park from the top, and design a unified brand logo to create a special park that was universal and not ordinary, so as to improve the popularity of the park and strengthen its competitiveness. ** 3. Your expectations for the management of the new park ** 1. ** Rules and Regulations ** - He hoped to establish a scientific and perfect basic management system, such as teacher training system, safety management system, emergency response mechanism, education protection system, reward and punishment system, promotion system, evaluation system, education and teaching management system, etc., and formulate practical implementation rules according to the work of each department and post in the park. In the process of implementation, it was promoted and evaluated in stages, and each post should be serious and responsible and do their best. - He hoped that the Garden Affairs Department would establish a management system, improve the salary system and performance appraisal system, and the Teaching Department would establish a training system, improve the curriculum system and teaching and research management system. ** IV. Anticipation for the opening of the new park ** 1. ** The consideration of the opening time of the park ** - From the perspective of ensuring the safety of the children, like some kindergarten, after the renovation, it would take a year to settle down. After ensuring the safety of the environment (such as ventilation and odor release, etc.), the kindergarten would open as soon as possible, not purely from a commercial perspective. ** 5. Your expectations for your own work ** 1. ** Devoted teaching energy ** - He hoped that there would be less formalism and less paperwork to welcome the inspection, so that he could put more energy into teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A kindergarten near Fujian is recruiting kindergarten teachers
The following is the information about the recruitment of kindergarten teachers near Fujian: - In 2024, one temporary kindergarten teacher was hired in the autumn of Xiangyun kindergarten in Fujian Province. The recruitment requirements included having the nationality of the People's Republic of China, supporting the Constitution, having good moral character, loving education, having good professional ethics, having the physical conditions to perform the duties of the post normally and meeting the medical examination standards, being under 40 years old (born after October 1983 (inclusive)), having a college degree or above in pre-school education, child education, and other related early childhood education majors, and holding a kindergarten teacher qualification certificate. The registration time was from October 21 to October 24,2024 at 17:30. The candidate would register by email. The electronic manuscript of the relevant materials and the original documents would be packed and compressed before being sent to the email address: 729364300 @ qq.com. The email subject and compressed document would be named "Name-Temporary Post Preschoolers". - In 2024, Xibin Primary School, Jimei District, Xiamen City, was recruiting three non-permanent teachers. See the announcement for details. - In 2024, the recruitment of 3 non-staff staff members of Guankou Central kindergarten in Jimei District, Fujian Province was announced. - In 2024, the announcement of the recruitment of two non-permanent teachers in Xincheng kindergarten in Jimei District, Fujian Province was detailed in the announcement. - In 2024, Jimei Primary School in Fujian Xiamen City recruited a non-permanent teacher. See the announcement for details. - In 2024, Fujian Sanming No.9 Middle School temporarily hired a teacher. See the announcement for details. - In 2024, Lianlong Primary School in Fujian Xiamen City was recruiting one non-staff member. The deadline for registration was September 14,2024. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The latest grading standards for kindergarten Chongqing City
The grading standards of the kindergarten in Chongqing are as follows: Grade 1 kindergarten: 90 points or above, with no less than 80% of the Grade 2 indicators; Grade 2 kindergarten: 80 - 89 points, with no less than 70% of the grade 2 indicators; Grade 3 kindergarten: 70 - 79 points, of which all the indicators of Grade 2 are not lower than 60%. The examination took the form of listening to reports, consulting materials, on-the-spot observation, inspection, interviews, random spot checks, and other methods. The following phenomena must be rectified within a time limit: 1. The implementation of the laws and regulations of early childhood education is ineffective, violating the laws of early childhood education, early directional training, primary school, and serious commercial tendencies; 2. The accumulated savings of the children's food expenses in each semester exceeded 3% of the total food expenses of the children. The following questions will be vetoed by one vote: 1. Major safety accidents within 3 years; 2. There is corporal punishment or disguised corporal punishment of young children, causing adverse social effects; 3. Refuse to review opinions and refuse to improve. The following circumstances will be reduced by one grade: not in accordance with the provisions of the staff; exceeding the class quota by 20%. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>