Children are an organism, so kindergarten education should let children feel and express the world in a holistic way and establish a holistic understanding of the world. Therefore, integration is very important for kindergarten education, and the core significance of integration is organic connection and mutual penetration. The requirement of integration is "organic": it conforms to the logic of life and experience, is a natural extension, has a natural connection, is not a duplication and mechanical splicing, but a supplement and expansion. Integration is the common principle of all kinds of kindergarten courses. Integration is not only the integration between fields, but also the integration between fields. Kindergarten education should stop dividing teachers into different subjects. The premise of integration is that teachers are familiar with children's development and sensitive to key experiences in various fields of children's development.

The division of five fields in the Guide to Learning and Development for Children Aged 3 ~ 6 is relative, and they are organically related and mutually infiltrated. The core experience of the five fields is not the course itself. Curriculum is a process of experience decomposition according to core experience, a process of preparing environment and materials for teachers and children to gain experience, and a process of children's multi-sensory participation and efforts. Integration is the principle of kindergarten curriculum, which should be implemented regardless of the curriculum type. Experience or action is the realistic expression of kindergarten curriculum, and the kindergarten curriculum structure is the action structure.

Therefore, kindergarten education should pay attention to the integrity of children's learning and development. Children's development is a whole, so we should pay attention to the mutual penetration and integration between fields and goals, and promote the all-round and coordinated development of children's body and mind, rather than unilaterally pursuing one or several aspects of development.

Kindergarten curriculum is a comprehensive action structure with thinking as the link, not just a static knowledge structure. The key to children's development is to constantly gain new experience, and only through action can real experience be gained. The curriculum structure of kindergartens is different from that of primary and secondary schools. It is a dynamic structure with children's development as the guidance and experience acquisition as the process and purpose. Action has no disciplinary boundaries, and the process of action must be holistic and related.