“幼有善育”背景下托育师资队伍建设路径的研究

Research on the Path of Childcare Teacher Team Construction under the Background of “Quality Early Childhood Education”

Under the premise of “quality early childhood education”, an in-depth analysis of pathways for childcare teacher team construction holds crucial significance for improving the overall quality of childcare services. Current research on childcare services mainly focuses on proposing specific countermeasures regarding teacher development within the context of public childcare services, which demonstrate certain relevance and practical value. However, systematic research on analyzing the pathways for childcare teacher team construction remains insufficient. This study adopts a bottom-up qualitative research approach, utilizing Nvivo11 software to conduct textual coding and in-depth analysis of childcare teacher development strategies extracted from 72 core journal articles published over the past decade. Through continuous summarization, different levels of categories and attributes were formed, ultimately identifying four core categories for building childcare teacher teams: teacher supply, industry regulations, professional development, and support systems. Based on these findings, effective pathways for childcare teacher team construction under the “quality early childhood education” concept are proposed, including: standardizing professional regulations to ensure teacher qualification compliance; diversifying teacher cultivation to address supply-demand challenges; enhancing professional training to improve care and education quality; and establishing multi-level social security systems to stabilize teaching staff.

在幼有善育的背景下，深入分析托育师资队伍建设的路径，对于提升托育服务的整体质量具有至关重要的意义。目前有关托育服务的研究主要集中在探讨公共托育服务的背景下而提出有关托育师资的具体对策，这些对策具有一定的针对性与实际应用价值。然后，在系统性地分析托育师资队伍建设路径方面，研究尚显不足。本研究借鉴自下而上的质性研究方法，运用Nvivo11 辅助软件对近十年来72 篇核心期刊论文中有关托育师资建设的对策进行文本编码和深入分析。通过不断概括形成了不同层级的范畴和类属，最终确定了建设托育师资队伍的四个核心类属，包括师资供给、行业制度、专业发展和保障体系。在此基础上，提出了“幼有善育”理念下，托育师资队伍建设的有效路径，具体包括：规范职业制度，把好托育教师准入关；多元化师资培育，破解供需难题；专业化职业培训，提升保教服务质量；多层次社会保障，稳定师资队伍。