社会杂志 ›› 2026, Vol. 46 ›› Issue (2): 147-181.

• 专题三：数智时代的社会逻辑 • 上一篇    下一篇

镜头下的工作：劳动可见性如何影响幼儿教师的专业自主性？

陈玉佩()   

  • 出版日期:2026-03-20 发布日期:2026-05-19
  • 作者简介:陈玉佩  陕西师范大学哲学学院社会学系，E-mail: yupei.chen@snnu.edu.cn
  • 基金资助:
    国家社会科学基金青年项目“高质量发展背景下托育从业者职业发展与培养体系建设研究”的研究成果(22CSH028)

Working Under the Lens: How Labor Visibility Impacts the Professional Autonomy of Early Childhood Educators?

Yupei CHEN()   

  • Online:2026-03-20 Published:2026-05-19
  • About author:CHEN Yupei, Department of Sociology, School of Philosophy, Shaanxi Normal University, E-mail: yupei.chen@snnu.edu.cn
  • Supported by:
    the Youth Project of the National Social Science Fund of China "Research on the Career Development and Education System for Early Childhood Care Practitioners in the Context of High-Quality Development"(22CSH028)

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摘要：

在机构化抚育面临信任危机的背景下，数字媒介技术作为一种家园沟通手段普遍应用于托幼机构，“可见性”因此成为幼儿教师面临的一项工作条件。本文从专业自主性的理论视角出发，探究可见性对幼师工作的影响。研究发现，托幼机构因在市场竞争中地位的差异，建立了不同的可见性模式。托幼机构通过抚育过程的媒介再现满足家长信息获取与远程关怀的需求，然而，这也使幼师的专业自主性面临新的挑战，不仅媒介技术使其劳动过程为家长可见，更重要的是媒介再现的特点和抚育劳动的逻辑存在错位，且对影像诠释的开放性蕴含着冲突的可能。面对工作被审视、评判乃至干预的可能，幼师通过信息控制、关系调适和有条件的反抗三种策略试图重新实现对自身工作的掌控。同时，对可见性的追求一定程度上带来了非预期的、矛盾的后果：满足可见性的需求，应对可见性带来的挑战，以及采取策略性行动维护专业自主性，均作为幼师专业实践的一部分，降低了高质量抚育所需的专注度和积极情感投入。

关键词: 幼儿教师, 可见性, 专业自主性, 家园沟通

Abstract:

Amidst a trust crisis in institutional childcare, digital media technologies are increasingly deployed as a means of communication between family and educational institution, making"visibility" a key aspect of early childhood educators' work environment. Drawing on the theoretical perspective of professional autonomy, this paper examines the impact of visibility on teachers' professional practice. The study finds that, ECEC institutions adopt different modes of visibility based on their positions in the market, aiming to meet parents' demands for information access and remote care via media representation. However, such practices pose new challenges to the professional autonomy of early childhood educators. This is not only because media technologies have made the process of caregiving more visible to parents, but also, more fundamentally, because there is a mismatch between the nature of media representation and the logic of caregiving. And thus, its open-ended interpretations likely lead to conflicts between teachers and parents.Faced with the possibility that their work might be scrutinised, judged, or even interfered with, preschool teachers attempt to regain control over their work through three strategies: information control, relationship management, and conditional resistance. Meanwhile, the pursuit of visibility has led to unintended and paradoxical consequences for teachers: meeting the visibility demands, addressing the challenges it poses, and taking strategic actions to safeguard professional autonomy, have all become an integral part of their professional practice, thereby reducing the attentiveness and positive emotional engagement required for high-quality care and education.On the practical level, this study focuses and reflects on the impact of technology on teacher-child interactions and early childhood development; on the theoretical level, it proposes an analytical framework of "negotiated professional autonomy", advocating for an inquiry that is grounded in micro-level workplaces to explore how practitioners strive to gain control over professional matters through multi-agent interactions and everyday work practices, thereby expanding the scope of the sociological analysis of diverse occupations.

Key words: preschool teachers, visibility, professional autonomy, family-school interaction