curriculum implementation competence	before action research	after action research	evaluation methods
observation and analysis competence	confusion in observation objectives, plans and methods; deviation from “children oriented”	master and apply observation methods; understand and support children’s learning and development as the starting point	qualitative method
activity design competence	confusion in how to design activities, how set objectives, focuses, etc.	understand the basic principles and specific requirements of activities to effectively promote children’s development	qualitative method
activity organization and guidance competence	more attention is on how to follow routine and make the activities go smoothly	more focus on children’s creativity and children’s play	quantitative method qualitative method
environment creation competence	create the environment according to the age characteristics of children	enable children to interact with the environment and to promote children’s deep learning	quantitative method
teaching evaluation competence	few teachers have evaluations and reflections	keep evaluation and reflection records based on their own teaching behavior	quantitative method qualitative method
resource utilization competence	select resources according to their own needs, operability, or existing materials	select resources according to diversified needs of children and curriculum	qualitative method quantitative method