Early childhood education

The word “education” is derived from Mencius’s “Education for the talents of the world”. The education process begins at the birth of a person and lasts for a lifetime, producing lasting and profound changes to the person. The study of American psychologist Jemmins pointed out that before the age of 5 is the fastest period of intellectual development. Early childhood brain development is the fastest, and learning things is also the fastest. Appropriate and correct preschool education has a great effect on children’s intelligence and its future development.

Early childhood education refers to the early childhood (3 to 6 years old) education. Early childhood education can also be divided into broad and narrow senses. In a broad sense, all purposeful activities that can affect children’s physical growth and the development of cognition, emotion, personality, etc., such as children watching TV, doing housework, and participating under the guidance of adults Social activities, etc., can be said to be early childhood education. In a narrow sense, early childhood education refers specifically to the education of kindergartens and other specially established early childhood education institutions, and can also be called education in the social field.

Early childhood education involves parents and kindergarten teachers using various methods and objects to develop the intelligence of preschool children, making them smarter, systematically, systematically and scientifically to stimulate their brains, so that the functions of various parts of the brain gradually Perfect and ongoing education.

Early childhood education is a multi-faceted training process, including the cultivation of children’s observation ability, imagination, thinking and memory, language expression and creativity, learning interest and curiosity, etc. These aspects are interdependent and mutually restrictive, and they are indispensable in the entire preschool education process.

Family education method

1. Language guide

First of all, parents understand that the important thing in the early childhood stage is not knowledge, but to cultivate interest, thinking, and emotional abilities through guidance. At the same time, a certain amount of knowledge and skills must be mastered. Language guidance is to teach through words and deeds through language communication and language instructions. For example: telling stories, literacy, reading, reasoning, singing nursery rhymes, talking and communicating, etc. Tell him what you know. It can be said that the main way of education comes from language.

2. Play games together

Parents and children playing games together can not only make the children happier, but also enhance the emotional relationship between parents and children. Improve children’s thinking, emotional intelligence, creativity, practical skills, etc., so that they can develop healthily. First guide the children’s interest in games. Parents should be as sincere and focused as their children when playing games with their children, and should not be perfunctory. Actively listen to what the child says. Ask more questions about developing thinking skills, and guide children to solve them when they encounter problems.

3. Go out

Take your children to strange places, experience different people and things, experience getting along with strangers, adapt to the climate of all parts of the country, appreciate various styles of buildings, and taste different foods from various places together. Take the children out to see the world better. In order to truly understand it, blend into it, and recognize it, so as to truly understand oneself and know oneself. Children belong to society and the world. Only by constantly knowing strange things and exploring unknown things can they truly have long-term insights and become more broad-minded and open-minded. The things that the family knows are limited, and one cannot stay at home all the time and take the children out!

Kindergarten education method

1. Practice practice

This is a way to cultivate children’s basic social life abilities and skills through real life events and life situations, and to enhance children’s relevant knowledge and stimulate children’s social emotions. The characteristic of this method is to make full use of real life, make full use of all available opportunities in life events and life activities, and let children practice and practice, so as to form and consolidate or change the basic social behavior of children. Practice practice is a typical way of learning by doing. Such as day-to-day students, self-service, public welfare labor in the park within one’s ability, dealing with others, solving contradictions and conflicts, etc.

2. Investigation method

Teachers guide and inspire young children to collect relevant materials through a variety of ways and means to deal with the social environment, social things and social phenomenon related issues, and to think about and analyze the materials, so as to discover the state of social phenomena or the causes of social problems , Or the connection between social phenomena. The survey method in preschool social education mainly solves the problems of “what is it like” and “why is it like this”. Therefore, the investigation method is problem-oriented. Through investigations, young children have a perceptual and more specific understanding of social life. Therefore, the survey method is an important method of preschool social education. The survey that young children participate in is different from that of adults. On the one hand, the content of the investigation is simple, easy to find, and directly related to life, and the implications of the relationship should be clearer. On the other hand, the investigative methods are mainly based on visual perceptual methods, and seeing, asking, and listening are important methods of investigation.

3. Visiting method

The visiting method in the social field means that children enter a certain realistic social scene and perceive the state of social phenomena through a variety of senses. The observation method in the social field is mainly for in-depth observation of one or two social things or phenomena, with vision as the main perceptual channel. That is, according to the purpose and tasks of social education, organize children in or outside the kindergarten, so that children can obtain new social knowledge and social norms through observation and thinking of actual things and phenomena. It can closely link early childhood education activities with children’s actual life, through being on the scene, hearing and seeing, contacting the society, and receiving education. The application of the visiting method must obey the purpose of education and be carried out in accordance with the requirements of education. The preparatory work of the teacher before the visit is to determine the place, object and steps of the visit according to the educational purpose and requirements, and make a plan for the visit. During the visit, children should be guided to observe and perceive around the purpose of the visit. After the visit, the teacher should help the children make a summary of the visit content, so that the children have a general understanding of the visit content.

4. Acting method

Teachers plan and purposefully guide children to experience and feel the emotions and behaviors of certain roles through body movements, language and expressions, so as to achieve the goal of social-emotional development. Generally, there should be a clear theme. The theme can be agreed upon by the child, or jointly determined by the teacher and the child. Children can determine the corresponding role according to this theme or with the help of the teacher. Performances in social education in kindergartens always point to specific development goals. Teachers can determine the theme of performance and corresponding roles according to the needs of children’s development and the actual conditions of children’s behavior and emotional development, and create or guide children to create specific scenarios for children’s performances, and provide relevant materials for children’s performances. Generally, the theme of children’s performance comes from real life events or works of art (literary works, television, etc.). Attention to children’s real life will help to enrich and lively perform themes, and also help stimulate children’s desire to perform.

5. Explaining method

The method of explanation is to explain some simple and basic knowledge and principles to children, let them understand the rules and their meanings, let them know some basic facts, and know the basic criteria for judging things, that is, what is right and what is wrong. What should be done and why. Explaining method is not the only method for children’s social learning, but an important method. The teacher’s explanation to the children is not necessarily the explanation of the whole class, but should also include group and individual explanations. There is a basic premise for the use of the interpretation method, that is, it is difficult to grasp the essence of facts, principles or rules by relying on children’s own exploration and thinking, or the time cost of children’s own exploration and thinking to achieve their goals is too high. The teacher’s explanation helps to reduce the difficulty of children’s understanding, or to enable children to truly master the relevant content. Teachers’ overly esoteric explanations that ignore children’s abilities and over-repetitive explanations that ignore children’s interests are not conducive to children’s social learning. Explaining is not from reason to reason, but often requires examples. The explanations in kindergarten social education should be perceptual, vivid, and specific, focusing on children’s interests and existing experience.

6. Conversation

Talking method is the thought and emotion exchange between teachers and children and children and children around a certain problem. Language communication is its core form of expression. It often manifests as questions and answers between teachers and young children and between young children and young children. The use of conversation in the education of children’s social fields helps children express their experience of social things and phenomena, helps children and teachers share thoughts and emotions, and also helps children form some correct concepts. The teacher’s guidance plays a very important role in the conversation. The teacher guides the children to enter the conversation topic, express their thoughts, raise their own questions, and make the conversation revolve around the goal of the educational activity. Topics can be caused by teachers or raised by children, but any topic must contain the goal of social education and be talkable, that is, the conversation can go deep. Generally speaking, the closer a topic is to children’s lives, the more talkable it is. The conversation can be conducted in the whole class or in a small group. Can be flexibly organized according to needs.

7. Discussion method

Discussion method refers to the collision or divergence of ideas between teachers and children around a topic. There are two types of discussions in kindergarten social education. The first is a discussion of value conflicts, such as who is right and who is wrong, and the other is a variety of possibilities, such as how we can help children with hearing impairments in the class. The similarity between these two discussions is that there is a discussion process. The premise of discussing the law is that there is a topic that can be discussed. This topic is either a value conflict or there are potentially many possibilities. Otherwise the discussion will be difficult to start and maintain. Sometimes, the discussion becomes a general conversation. The main reason is that the topic is not suitable for discussion and does not have the characteristics of discussion. Therefore, it is not a topic in the true sense, but only a topic of conversation. In the discussion process, the primary role of the teacher is to guide, not to guide. Teachers participating in children’s discussions should ask less and speak more, that is, express personal opinions, so as to induce children to express their personal opinions, and they should influence children in an equal discussion.

“Education has a law, but there is no fixed law.” This is an important feature of educational methods. The determination and selection of educational methods are based on the regularity of the educational process itself, not arbitrary. Teachers are required to use their educational wits, according to conditions and needs, to artistically recreate, reprocess, and flexibly apply educational methods. In educational practice.