Reflecting Pedagogy and Making Teaching and　

　　　　　 Learning Meaningful

 

　　　　　　　　　Zhu, Jiaxiong

Institute of Early Childhood Education East China Normal University

3663 North Zhongshan Road, Shanghai, China, 200062

 

 

　　　　　　　　　　Abstract

During almost 20 years’ ECE curriculum reform in Mainland China, by and by, people have realized the teachers’ professional development is the key factor for the success of curriculum reform. The current reform aims to promote their professional growth and develop the abilities to modify new curricula to be diversified and flexible to suit the needs of local and individual programs. Teaching research rooted in kindergarten and based on action is a good way for teachers to reflect their own teaching and acquire the knowledge and capability to handle complicated and uncertain context. And also, “documentation” is an effective tool to reflect their practice and make teachers’ teaching and children’s learning meaningful. Through some cases, this presentation demonstrates how “documentation” helped teachers to focus, think and understand what is going on during the teaching process, to think how the children will be and what the teacher should do?