Among European countries, Sweden has one of the highest birth rates (2.4 children per woman on average) and the highest working rate of preschool mothers (90%). In addition, this country adopts an open-minded attitude towards induced abortion, contraception and reasonable early pregnancy of individual teenagers.

For a long time, Swedish family policy has mainly focused on freedom of choice and equality between men and women, believing that women can be both professional women and mothers; As a part of the Swedish social security system, either parent can take 12 months off during the birth of a child and still get 80% of the salary. For every preschool child, parents can stay at home to look after their children during their illness, and they can take 60 days off every year.

In the past 20 years, the number of day care centers in Sweden has greatly increased because it meets the requirements of most parents. More than 50% of children aged 2-6 in China are in day-care centers, while other children are either in family day-care centers, half-day pre-schools or in a daze. In short, Swedish society has a great responsibility for the care and education of young children. Recently, the laws on early childhood education and care have been expanded. The newly enacted law puts special emphasis on the quality of education and the ability of staff, and requires local governments to arrange their children in day care centers within a reasonable time when parents need them, so that the new law can take into account the activities and care of children aged 1 to 12, including school-age children and out-of-school children.

Compared with other countries in the world, the quality of day care in Sweden is very high. There are various reasons for this. 1960, the Swedish government made regulations on children's health and safety, infant/space ratio, teacher-student ratio, environment and equipment. Later, these regulations were abolished because the government targeted scattered private day care. This worries many people, because most studies have found that the quality of private day care centers is very low. Since 1970s, many people have emphasized that kindergartens are regarded as half-day preschool institutions, while day care centers are regarded as full-time preschool institutions? From 1987 to 1988, the Swedish government formulated Preschool Education, aiming at guiding preschool institutions and extracurricular activities from the aspects of objectives and working methods, and trying to combine the care and education of young children. At that time, education and protection were separated in many countries, and the combination of protection and education put forward high requirements for staff.

At present, there are a large number of preschool teachers and extracurricular activities instructors engaged in day care and extracurricular activities. In order to become a pre-school teacher, you need to get a three-year university degree (whereas in the 1970s, you only received two years' training in a normal college). Other teachers and primary nurses should have two years of high school level, and most of them have corresponding academic qualifications.

The improvement of the quality of day care in Sweden is related to the increase in the number of people with higher education in day care institutions. These people are also very capable. Coupled with the improvement of the teacher-student ratio, some relevant guiding laws promulgated reflect the values of a democratic society and the requirements of children's development, which are conducive to improving the level of early childhood education and care.

In Sweden, there is another factor that affects the quality of day care, and that is the organizational form. At present, day care institutions in Sweden divide children into infant classes (1-3 years old) and mixed classes (4-6, 7 years old). In the 1980s, there was a period of expanded mixed classes with ages ranging from 1 to 10. The theoretical view of this extended mixed class is socialization, which holds that children will learn from each other and take care of each other in a natural way. Therefore, a report drafted by the government in 1978 contributed to the transition to this mixed class. According to the report, the initial education plan included too little education for babies and school shovels. For example, in the mid-1970s, the youngest children in day care centers were looked after by nurses. Therefore, the government hopes to improve the quality of all children by mixing children of all ages and hiring preschool teachers.

However, research and experience have proved that the needs of young children are very different from those of older children, so it is difficult for kindergarten teachers to meet the needs of such a large age range with various activities at the same time. Usually, when they take care of the needs of young children, they ignore older children. In addition, the bud also shows that kindergarten teachers tend to associate with older children and rarely talk to younger children; Moreover, teachers in mixed-age classes often need to spend a lot of time making plans, which could have been spent with children. Finally, the practice of mixed-age classes can not promote children's social, emotional and intellectual development. Many research results show that mixed-age classes do not or only bring a little benefit to the children in the class. On this basis, Sweden has now started to divide children into two age groups.

Practice of the Best Education Plan for Children Aged 5-8 in America

Appropriate practice

Design a series of health and safety courses (such as nutrition and oral hygiene) to help children learn personal health and safety knowledge and combine it with daily habits. Children make their own plans, write activities and read aloud, and teachers supervise their daily implementation.

Art, music, carpentry, dance, drama and other activities should be carried out in an all-round way every day to meet children's needs in physical activities, aesthetics, self-expression and expression of thoughts and feelings.

Provide stimulating and stimulating activities to promote children's friendship, mutual assistance, perseverance, diligence and independence; Guide the development of children's self-awareness and self-ability, and provide children with many opportunities to develop their social skills. Teachers always pay attention to and help children develop, and regard this as an important part of the curriculum.

Teachers enable children to build up their intrinsic motivation to know the world and acquire abilities, and guide them to choose, improve and solve problems; Strengthen students' goodwill after success and let them try more challenging tasks. Parents are welcome to visit and receive parents' visits at any time, and encourage children's family members to participate in the classroom and help them complete tasks outside the classroom but related to them.

Improper practice

The course stipulates that you should attend a health class once a week or complete a health class unit in one year. Teachers mainly use wall charts and textbooks to teach children health knowledge.

Art, music, carpentry, dance, drama and other activities are taught once a week by professionals as independent subjects. Students participate in related activities mechanically according to specific guidance, and handicraft skills replace the artistic expression of thoughts and feelings.

The main goal of teachers is strict discipline management. The teacher just repeatedly stressed the importance of proper social behavior, and the main station emphasized that he had the right to reward and punish children. Children will be punished for whistling, talking and walking when they are tired. Children have no chance to practice social skills except passive obedience in class.

Teachers try to use external rewards and punishments to promote children's learning. The teacher's role is to correct the child's mistakes and ensure that the child knows the correct answers to all subjects. Scores and material rewards are the main means.

The teacher thinks that the role of parents is to act according to the regulations of the school, or to help the teacher discipline the disruptive students. In fact, parents don't need to participate in teaching activities. Schools are specially set up for teachers and children. Meeting parents will only hinder normal teaching activities.

Bitch mother's original post: (written on 6/5/20012: 09: 31pm)

French preschool education

The function of preschool education in France is different from that in other countries. Their preschool education institutions undertake three major functions of education and diagnosis and treatment, integrating society, health and psychology.

France believes that kindergartens are a group that combines health, education and psychology, so the combination of education and protection is very good. For example, they study a series of emotional problems of children aged 2-4, 4-5 and 5-6, and give them psychological treatment. The indicators they set up to constitute children's problem behaviors are very objective, and then they will observe and deal with them. They think:

1, the function of early childhood education is not only to pay attention to the development of children's body, mind and habits, but also to the healthy development of personality and adapt to the full development of children's individual potential. It is necessary to cultivate children to care about others, cooperate with others, have the ability to adapt to the environment, know democracy, science, friendship and law-abiding, and enhance human happiness.

2. Provide free education for all and let children enter the park freely in a democratic way. Starting from 188 1, preschool education enjoys the same free admission as primary schools, which is free treatment, not free education. Primary education covers preschool education, including three stages: two to four and a half years old, four and a half years old to eight and a half years old, and eight and a half years old to eleven years old.

3. Teacher training can be exchanged with primary school teachers, receiving professional training, paying equal attention to theory and practice, and solving problems that other countries can't solve in the connection between young and young. Encourage male teachers, with a high proportion.

4. Flexibility and openness. In remote mountainous areas, teachers deliver to the door and serve the households. Even if there are only three children, there are mobile education vehicles. Kindergartens recruit disabled children of all ethnic groups because they think that early childhood education should have the function of compensation.

Jewish tutor

If one day your house burned down, what would you take with you to escape?

There is a kind of baby that has no shape, color or smell. Do you know what this is?

-is wisdom!

Because no one can take away wisdom. As long as you live, wisdom will always follow you.

The Jews suffered the worst disaster in the world, and they did not have their own country for a long time, but they contributed a large number of outstanding talents to the world in economy, science and art: Marx, Darwin, Freud and Einstein. ...

For decades. The proportion of Jews who won the Nobel Prize is much higher than that of other nationalities. The advantage of Jews in intellectual orientation activities is closely related to their family education.

rich cultural heritage

In the long-term national disaster, Jews left their homes and scattered around the world. They tenaciously maintained their own culture, but also absorbed the cultural essence of the host country.

The outstanding scientific creativity of the Jewish nation stems from its unique and open social and cultural form. Many Jewish families take the initiative to contact with other ethnic groups and absorb a lot of cultural nutrients from other ethnic groups, which broadens their horizons and enriches their knowledge and nutrients. Oppenheimer, the father of American atomic bomb, and Fromm, a psychologist, are both scientific talents who broke ground in this complex cultural form.

A persistent pursuit of education

A foreign writer wrote: "The knowledge of Jewish families should be highly praised, and non-Jewish families are dwarfed in this respect." This factor forms the basis of all other differences. "Einstein's achievements are also related to the good education he received in his childhood. Thanks to his mother's musical influence, his uncle's mathematical enlightenment and his father's emotional education, he encouraged him after he made a poor bench.

According to a survey conducted by UNESCO in 1998, in Israel, which is dominated by Jews, Israelis over 14 read a book on average every month, and there are 4.5 million people in the country, and 1 10,000 people have library cards.

Rational thinking mode

Herbert Brown, an American Jew who won the Nobel Prize, said, "My grandfather often asks me why today is different from other days. He always lets me ask my own questions, find out the reasons myself, and then let me know why. Throughout my childhood, my parents encouraged me to ask questions and never taught me to accept one thing by faith, but to seek truth from everything. I think this is a place where Jewish education is slightly better than others. "

Almost every child in a Jewish family has to answer this question: "If one day your house is burned down, what will you run away with?" If the child answers that it is money or diamonds, the mother will further ask: "There is a kind of baby without shape, color and smell. Do you know what it is? " If the child can't answer, the mother will say, "Son, what you want to take away is not money or diamonds, but wisdom." Because no one can take wisdom away, as long as you live, wisdom will always follow you. "The characteristics of Jews' single-minded pursuit of knowledge and unusual use of knowledge to make a living have been passed down from generation to generation.

Eternal mental state

Jewish families attach importance not only to knowledge, but also to talent. They call people who have only knowledge but no talent "donkeys with many books on their backs". They advocate innovation and think that learning without innovation is only imitation, and learning should be based on thinking, dare to doubt and ask questions at any time. Doubt is the key to wisdom. The more you know, the more doubts you have, and the more questions you have. So many Jewish families meet their children after school, and the first sentence is: "Did you ask questions again?"

Some people say that the Jewish people are a nation of philosophers who try to reveal the secrets of nature and mankind. It has become the core of Jewish family education to like to think about macro and deep-seated problems and to like abstraction and logic.

Original post of smelly boy's mother: (written on 6/5/200 1 2:06:55 pm)

Characteristics of early childhood education in Germany

What Germany advocates is to cultivate a complete person, because children are lively and complete people. The characteristic of early childhood education in Germany is to put the responsibility of education on parents. People think that in infancy, parents are the masters of family education.

The German Constitution clearly stipulates that raising children is the birthright and obligation of parents. The government is in an auxiliary position in early childhood education. It is parents who are really responsible for education. Early childhood education is a part of social education, which has not been included in the school education system and is managed by the Youth Army. They think:

1, the child is human, but he needs time to develop into an adult;

2. Children are historical figures. He was always born in a certain space, a certain social class and a certain background of the times. He has to face the ever-changing history in the future.

The child lives in a social space that interacts with him. He needs to establish various relationships with his peers, adults, community and local culture, and attaches great importance to the sociality of young children.

4. Emphasize that children live in the ecological environment closely related to them, such as sea water, sunshine, stones, Woods, sand, etc. They are all what he wants to explore and use (so he attaches great importance to the relationship between children's development and nature and society);

Early childhood education in Germany highlights two points:

1, parents are the masters of education;

2. Children are children, and kindergartens are places where children develop. We should provide help, support and encouragement to children and guide them to acquire the ability of self-development in their own way.

South Korea's educational philosophy: educating children's national spirit from an early age

South Korean schools and kindergartens attach great importance to educating children about national traditions and cultivating national spirit. Cultivating children to love their country and nation seems to be the conscious behavior of every kindergarten.

Respecting the old and caring for the young, respecting teachers and being polite to guests are fully reflected in Korean schools and kindergarten education. Orderly upbringing and childlike innocence, the qualities that a commodity economy and society must have, have been valued and cultivated in kindergartens and schools in South Korea. Unity-the team spirit and tenacity to tide over difficulties are also formed from an early age and passed down from generation to generation. When South Korea faced a serious financial crisis, the ratio of US dollar to Korean won dropped sharply. The Korean people consciously donated their own dollars, did not go out to travel, and lived a hard life to help the country overcome financial difficulties.

Korean kindergartens advocate human nature education, emphasizing the cultivation of polite and educated children and educating children to learn to be social people. Some kindergartens have specially set up etiquette rooms, which are full of Korean furniture. Teachers and children wear bright national costumes and learn tea ceremony together. Teachers teach children how to pour tea, how to respectfully offer tea to guests with teacups in both hands, and thus teach people how to treat people and carry out traditional national etiquette education. Some kindergartens also set up housekeeping activity rooms, so that children can learn to be small masters and cooks, and they can also make their own cookies and jiaozi. After cooking under the guidance of the teacher, guests and children can be invited to taste it together. Other kindergartens set up mixed classes or carry out large-scale and novel activities every day in the open kindergarten activity room to cultivate the spirit of mutual care, unity and cooperation among children. Korean kindergartens attach great importance to providing children with more conditions and opportunities to learn to be human beings and social people, laying the foundation for their future.

South Korea regards early childhood education as a national public welfare undertaking, with a high rate of children entering the park and high demands from families and society. In order to meet the requirements of social development for the quality of future talents, the goal of kindergarten education is to cultivate children who are good at thinking, exploring and creating. This kind of education is mainly carried out by creating a good environment.

The environment creation of Korean kindergartens is full of characteristics. In addition to complete facilities, children's activity rooms are very large, generally about 100 square meters per class. Family-oriented and life-oriented environment layout not only has strong modern consciousness, but also embodies national cultural characteristics, which plays a subtle educational role in cultivating children's imagination and creativity. Each classroom has more than 10 activity areas. Children can freely choose activities, draw circles in the art area or study in the math area. You can play in the doll house and construction area, and you can also explore in various natural corners and scientific discovery corners. The layout of each activity area is completely based on children's needs, which is conducive to children's learning, exploration and operation. For example, in the music area, various musical instruments are displayed. Most of these instruments, such as sand balls, waist drums, timbre bottles, etc. It is made by children themselves with waste products and other materials, and they can play with it at will; A table decorated with staff, music rhythm pictures, etc. , are more practical for children to fully operate and practice, feel the common sense of music theory and guide children to learn. The layout of the dollhouse is closer to the children's life. You can sleep in a cot and sit on a sofa. The furniture is ethnic and western-style, and all kinds of living facilities are warm and interesting. This relaxed and harmonious living environment is jointly discussed, participated and created by teachers and students, which will have an important impact on the cultivation of children's creative ability and healthy personality.

Note: Media views are for reference only.