A Study on the Reconstruction of the Professional Identity ofEarly Childhood Educators in China from the Perspective of Role Theory—Insights from Singapore′s Early Years Development Framework(EYDF 2023)

Liu Hai; Yan Shaoying

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Education and Teaching Research ›› 2026, Vol. 40 ›› Issue (7) : 86-100.

A Study on the Reconstruction of the Professional Identity ofEarly Childhood Educators in China from the Perspective of Role Theory—Insights from Singapore′s Early Years Development Framework(EYDF 2023)

Liu Hai, Yan Shaoying

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Abstract

In recent years,China has gradually established an institutional framework for the development of childcare services,providing cleardirections for the professional growth of teachers.However,systematic supportfor the role construction of childcare teachers in China remains inadequate.Theunclear definition of professional roles and the constrained professional identity of early childhood educators are significant factors undermining the qualityof early childhood education and care services in China.The underlying issuesstem from ambiguous role expectations, a lack of professional empowerment,weakmechanisms for reflection,and insufficient family-kindergarten collaboration. This study,grounded in role theory,examines the integrated role model presentedin Singapore′s Early Years Development Framework(EYDF 2023),which conceptualizes the educator as a ″thoughtful planner-responsive facilitator-reflective practitioner-collaborative partner″.By connecting this model with the realitiesof Chinese educational practice,this article systematically constructs a dynamicsystem linking curriculum planning,instructional implementation,professional reflection,and family-kindergarten collaboration within the Chinese context.Based on this analysis,the article proposes four pathways for reconstructing the professional role of early childhood educators in China:clarifying role expectations to establish a developmentally appropriate system of teacher role standards;resolving the ″guidance-autonomy″ role tension,building a system of professional empowerment centered on observation;internalizing role identity,fosteringa community of critical reflection embedded in practice;and formalizing the role of collaborator and systemic functions to establish an institutionalized,collaborative support ecosystem involving families,kindergartens,and the community.

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early childhood educators / role theory / role reconstruction / role identity / Early Years Development Framework(EYDF 2023)

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Liu Hai, Yan Shaoying. A Study on the Reconstruction of the Professional Identity ofEarly Childhood Educators in China from the Perspective of Role Theory—Insights from Singapore′s Early Years Development Framework(EYDF 2023)[J]. Education and Teaching Research. 2026, 40(7): 86-100

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