The core connotation of child-oriented refers to respecting children's rights and interests, taking children as the main body, and fully mobilizing and giving play to children's initiative. Follow the characteristics of children's physical and mental development and the laws of teaching activities, provide appropriate education and ensure children's happy and healthy growth.

"Ben" can be interpreted as: foundation, subject, root, origin, essence, starting point, purpose, etc. The meaning of "child-oriented", that is, "child-oriented", is the concrete embodiment of "people-oriented" Scientific Outlook on Development in early childhood education, the important connotation of the essence of early childhood education, and the core concept that kindergarten teachers should uphold.

Cherishing children's lives, respecting children's values, meeting children's needs, safeguarding children's rights and promoting the all-round development of every child are the core connotations of "children-oriented". Advocate "child-oriented" but not isolated.

"Child-oriented" is not "just for children", because the realization of "child-oriented" needs many conditions to ensure, otherwise "child-oriented" will become an empty talk. Many examples show that children's good development is difficult to achieve without the correct understanding, guidance and support of adults. The research on the factors affecting the quality of preschool education also shows that, among the factors affecting the quality of preschool education, the "process quality" as the first factor largely determines the experience and the quality of experience that children get in their daily lives.

The elements of "process quality" such as "teacher's affinity" and "positive attitude towards children" are reflected by the relationship between caregivers and children. The real "child-oriented" is embodied in the daily interpersonal relationship centered on the "relationship quality" between caregivers and children, and in the repeated interactions between caregivers and children.

At the same time, from the factors that affect the quality of working environment, we can also see that the work, living conditions, job satisfaction and stress of caregivers are closely related to the quality of early childhood education. Because of this, paying attention to improving the working conditions of preschool teachers, improving their treatment and reducing their pressure are inseparable from implementing the concept of "children-oriented" and promoting the development of preschool teachers.

The isolated emphasis on "child-oriented" gives teachers too much burden or pressure, and only makes teachers talk about dedication and "all for children", regardless of the quality of teachers' working environment. Without reforming the management of kindergartens and creating suitable working conditions for teachers, it is impossible to achieve "children-oriented". Advocate "children-oriented", but not absolute. We can't think that "child-oriented" means "children are omnipotent", and even reasonable protection and education are regarded as "adult-oriented" and criticized.

Children are equal social members and independent people with adults, which is the basic view of "children-oriented". However, it must be noted that "equality" is about the social status relationship between children and adults, while "independence" is more about children's personality. "Child-oriented" is completely compatible with adult protection, education and even necessary constraints and norms.

In a word, the concept of "children-oriented" has far-reaching significance in the history of early childhood education in China, and it is the result of social progress in China. Every kindergarten teacher should be keenly aware of the social progress and its accompanying conceptual changes, face it with rational consciousness, and constantly improve their understanding and understanding of education and children.