(1) Strive for community support and participation in kindergarten work. Kindergarten education should also make full use of community resources, mobilize community support and help for kindergarten education, and make joint efforts to run education well. As a social region with production function, life function and cultural function, community can provide educational support of manpower, material resources and financial resources for kindergartens. In addition, it is also the trend of preschool education reform and development to strive for the active participation of all sectors of society in kindergarten education. For example, kindergarten teachers lead children out of the garden gate, visit museums in the community, expand their knowledge, broaden their horizons, and use the educational resources of the community for education. Another example is to invite relevant community personnel to kindergarten to explain relevant knowledge to children and organize some activities. These practices break the closed education mode of kindergarten, make it an open school and garden, let children really get in touch with society, let the community integrate into the ranks of educating children, and jointly promote their healthy growth.
(2) Kindergartens serve the community with their own educational advantages. Compared with informal community preschool education, kindergartens have many educational advantages, including complete hardware facilities and environment, professional teachers, planned and organized educational content and activity organization. Therefore, kindergartens are at the core of community education, and their exemplary educational work drives the development of preschool education in the whole community. Under this heavy responsibility, kindergartens should serve the community with their own educational advantages and support the development of various educational activities in the community. Specifically, the following activities can be carried out: ① to undertake the training and further improvement of community preschool teachers and help improve the quality of community education; (2) Open their own educational resources for community use, improve the utilization rate of resources, and benefit all children in the community; (3) Teachers can serve the community as instructors and consultants of community education; (4) Support participation in beneficial cultural and educational activities in the community, and make kindergartens a position for education and cultural propaganda. Promote the improvement of the cultural and educational quality of the whole community.