As countries around the world increasingly highlight the holistic development of children and the cultivation of their overall qualities, kindergarten-based curriculum (KBC) is increasingly being given high priority. This study used a systematic literature review (SLR) to analyze KBC and kindergarten teacher in Chinese three-level curriculum management system and the relationship between them. Ultimately, it was found that there is some relationship between KBC and effective teaching in Chinese three-level curriculum management system in several ways. KBC and kindergarten teacher are mutual influence and promotion. Kindergarten teacher is the main developer, implementer and improver of KBC. At the same time, kindergarten curriculum in Chinese curriculum system, definition and characteristics of KBC, importance of the professional development for kindergarten teacher, characteristics of excellent kindergarten teacher, training of KBC for kindergarten teacher were all analyzed deeply. This study is of great significance in that it not only provides a complete theoretical framework for KBC in Chinese three-level curriculum management system, but also analyses in depth the important role of kindergarten teacher in Chinese three-level curriculum management system, while the relationship between KBC and kindergarten teacher is theoretically confirmed. These conclusions bring breakthrough significance and provide a theoretical basis for subsequent research.
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(Li et al., 2024)
Li, Z., Sihes, A. J. Bin, Wang, S., & Lingna Zhou, L. L. (2024). The Relationship Between Kindergarten-based Curriculum and Kindergarten Teacher in Chinese Three-level Curriculum Management System. International Journal of Academic Research in Business and Social Sciences, 14(6), 1772–1788.
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