The principle of preschool education is the basic requirement that teachers must follow when educating children. These requirements are fundamental.

It is based on the goals and tasks of preschool education and the characteristics of children's physical and mental development, and is put forward on the basis of summing up long-term practical experience of preschool education. The principles of preschool education should always run through the whole process of preschool education, including

The preparatory stage of preschool education curriculum also includes the implementation stage of preschool education curriculum. In the course implementation stage, it is not only suitable for teaching activities, but also suitable for games, daily life activities and other types of activities. It is suitable for both living and life.

The presupposition of dynamic plan and the selection of content are also applicable to the creation of environment, the provision of materials and the setting of activity areas. In short, as long as it is in all aspects, links and processes of education that have an impact on children, we should follow this.

Some principles.

The principle of preschool education consists of two parts: first, the general principle of education, which should be followed by preschool education institutions, primary and secondary school teachers, and it embodies the general requirements for all educators; The other is the special principle of preschool education, which is put forward according to the characteristics of preschool education and is the special requirement of preschool education for teachers.

(A) the general principles of education

1. The principle of respecting children's personal dignity and legitimate rights and interests

As the object of preschool education, children are first and foremost a person and a member of our society. Therefore, they enjoy human dignity and rights. Without respect for children, there is no real education.

(1) Respect children's personal dignity

Children have personal dignity from birth. They are all members of society like us. We shouldn't discriminate against them because they are young. It is necessary to put an end to the rude behavior of perfunctory, blind accusations and arbitrary humiliation of children, not to mention

You can play with children as pets, give them nicknames at will, and expose your defects in public. Teachers should treat children as people with independent personality and respect their thoughts, feelings, interests, hobbies, demands and wishes.

(2) Protecting the legitimate rights and interests of children

Preschool children are developing social members different from adults. They enjoy many special rights different from adults, such as the right to life and education.

The right to bear children, the right to be taken care of, the right to develop and so on. It embodies human recognition and respect for children's status and rights in society. However, preschool children are immature and vulnerable individuals after all, and they must also know how to exercise their rights.

Only through adult education and protection can it be realized. Families, pre-school education institutions and society should protect the legitimate rights and interests of minors from infringement. Therefore, teachers are not only "educators" of children, but also the realization of children's rights and interests.

Defender.

2. The principle of development suitability

The starting point and final destination of preschool education is to promote the harmonious development of children's body and mind. Promote every child to get an adequate education on the basis of the existing level.

Maximize development. Teachers should focus on promoting children's development in the design, organization and implementation of preschool education and curriculum. The proposed educational objectives can neither be arbitrarily raised nor blindly lagged behind, and the arrangement of contents should be

Based on the maturity of children's physical and mental development, pay attention to children's learning preparation. According to Vygotsky's theory, it is necessary to determine each child's "zone of proximal development" so that each child can be in the original state through teaching activities.

On the basis of improvement, that is, "jump up and pick peaches." On the basis of fully understanding children's existing knowledge, understanding ability and intelligence level, teachers should put forward appropriate educational requirements of "slightly ahead" to make children's development possible.

Sex and active guidance are dialectical combination, that is, neither underestimating or accommodating children's existing level, missing opportunities for development, nor encouraging children to surpass the possibility of development.

3. Goal principle

The ultimate realization of educational goals is the starting point and destination of all educational activities. Teachers can't do whatever they want regardless of their hobbies, interests, joys and sorrows. All the processes of implementing education must be carried out closely around the educational objectives. To implement this principle, we should pay attention to:

(1) Grasp the directionality and guidance of the target.

First of all, we should make clear the educational goal and its characteristics, and grasp the central connotation and spiritual essence of the educational goal. Because the educational goals are hierarchical, there are overall educational goals, stage educational goals, and educational goals in various fields and disciplines.

Standard, there are specific educational activities. Among them, the overall goal is directional and instructive, and must be firmly grasped, clear and accurate; The stage goal is a link between the preceding and the following. Compared with the overall goal of education, it is very important for teaching.

As far as the specific objectives of educational activities are concerned, it has certain universality: the specific objectives of each educational activity are the basic units to achieve the overall objectives. The educational objectives of the three levels restrict each other and jointly control the curriculum group.

The specific process of knitting.

(2) Pay attention to the dynamic management of the implementation process of educational objectives.

The goal of curriculum development is the basic basis for teachers to make educational plans and organize educational activities. In the process of implementation, teachers are required to pay attention not only to the realization of basic goals, but also to the development of children in the class, adjust goals or generate new goals in time, and form a dynamic process of implementing goals based on children.

4. Subjectivity principle

Children are the main body of learning. Only when children actively participate and construct can the curriculum be internalized into their learning experience and promote their physical and mental development. To give full play to the principle of subjectivity, we must respect children's personality, respect their needs and inspire them.

Children's initiative. In preschool education, teachers should give full play to the role of creators of their own environment, observers and guides of children's learning, embody the art of "guidance" and hand over the main position of activities to children.

The child really became the master of the activity. Teachers should realize that preschool children are the main body of learning and development, and that preschool children are independent, complete, growing and have great development potential.

To implement this principle, we should pay attention to:

(1) Accurately grasp the characteristics and present situation of children's development.

In different aspects of education and curriculum design, organization, implementation and evaluation, we should accurately grasp the characteristics and present situation of children's development, fully consider children's interests and needs, respect children's learning characteristics, learning interests, learning background and learning willingness, and provide children with opportunities for active learning.

(2) Be good at stimulating preschool children's learning interest and motivation before activities.

In the activities, teachers should not only consider how teachers teach, but also consider the actual situation of children, stimulate the internal driving force of preschool children's learning, think about how children learn and how to fully mobilize their enthusiasm.

Initiative and creativity enable preschool children to explore new knowledge and accumulate new experiences. At the same time, we should observe children's activities and give timely support, guidance and help.

Children's active learning can not be separated from teachers' active guidance, and teachers' scientific and ingenious guidance can not be separated from teachers' subjectivity. Only when teachers give full play to their enthusiasm, initiative and creativity can the formulation of educational plans and the development of educational activities become a mere formality and truly promote the development of children.

5. Scientific and ideological principles

Because of the enlightening characteristics of preschool education, it focuses on the cultivation of children's learning interests, methods and emotional attitudes. Its educational purpose is to promote the harmonious development of children's body and mind and the growth of their personality. Therefore, the education of preschool children must be scientific and ideological. To implement the principles of scientific thought, we must do the following:

(1) The educational content should be health science.

The selected teaching content should be healthy and scientific, which has a positive leading role for children. The content and methods should be correctly standardized, which is conducive to preschool children to correctly perceive objective things and phenomena and form a correct concept and scientific attitude towards things.

(2) Education should proceed from reality and be conducive to the healthy development of children.

It is necessary to proceed from reality and carry out targeted education for children; The form of education should be lively and varied; Teachers and parents should lead by example, match words with deeds, and become role models for preschool children.

(3) Educational design and implementation should be scientific and correct.

Teachers and parents should understand children's age characteristics and the laws of understanding things, and arrange corresponding teaching contents according to children's actual choices: teachers should accurately grasp knowledge, pay attention to the relationship between various disciplines and knowledge, choose a variety of teaching means and methods, scientifically organize children's daily activities, and reasonably arrange the time and amount of activities.

6. Fully explore educational resources and adhere to the principle of opening up schools.

We must realize that children themselves, children's groups, families and society are all valuable educational resources, and we should give full play to their educational functions. Educational resources exist in children's lives. In families, communities, educational machines

Buildings, streets, markets, fields, children themselves and children's groups all have rich educational resources. Watching TV, listening to radio, talking, playing games, traveling and other activities are all having a strong influence on children.

Its universality, flexibility, diversity and immediacy are incomparable to preschool education institutions. If you run a school behind closed doors, it will not only result in the closure and narrowness of education itself, but also a great waste of educational resources.

Today's pre-school education institutions must complete their educational tasks with the cooperation of the social system, and give play to the guiding role of pre-school education institutions in the growth of pre-school children. Therefore, in preschool education, preschool education

Institutions must be "open" and must be closely integrated with families and communities. This is not only the objective requirement of social development for preschool education, but also the internal demand of preschool education's own development.

7. The principle of integration

The principle of integration refers to taking preschool education as a complete system, ensuring the overall healthy and harmonious development of preschool children's body and mind, comprehensively integrating all the elements of the curriculum and implementing education. In order to implement the principle of integration, we should pay attention to the following points:

(1) activity goal integration

The determination of the goal should not only pursue the acquisition of knowledge and skills, but also comprehensively consider the cultivation and improvement of comprehensive qualities such as emotional attitude, habitual personality, knowledge and experience, skills and abilities, that is, the main goal of activity education should be the development of the whole person.

(2) Integration of activity content

It is based on the integration of goals, which is mainly manifested in the organic connection between different aspects in the same field or different fields. The integration of content will eventually be implemented in specific educational activities. example

For example, in the field of Chinese education, we can not only integrate knowledge learning and ability training in the field of Chinese education, but also integrate learning contents in the fields of society, science and art.

(3) Integrating educational resources

The integration of educational resources is closely related to educational content, which contains various educational contents. The integration of educational resources is conducive to the integration of educational content, expanding the space of preschool education and enriching preschool education.

Methods, forms and means of education. Preschool education institutions, families and communities are rich in educational resources, so we should make full use of them, organically integrate them, and truly coordinate and contribute to the growth of preschool children.

Have a positive and effective impact.

(4) Integration of activity form and activity process.

For example, teaching activities, games, daily life and other related activities should be integrated with each other.

Group activities, collective activities and individual activities are combined, used and integrated in a complementary way, so that educational activities will always have a positive and effective impact on children's growth.

Chen Heqin, a scholar of preschool education in China, put forward the "holistic teaching method" as early as the 1920s. The basic starting point is that Mr. Chen Heqin thinks that children's reaction to the outside world is "holistic" and their development is also holistic.

It is a whole, and the role of the external environment also affects children as a whole, so the curriculum designed and implemented for children must also be holistic and interrelated. And are inseparable from each other. This principle has become

It is the common trend of international preschool education development and the direction of preschool education curriculum reform in various countries.

Special principles of preschool education

The general principles of education have been mentioned above. For preschool children, due to the particularity of their physical and mental development, education should also follow the following principles.

1. The principle of unity between education and protection

Teachers should start from the characteristics of preschool children's physical and mental development, pay attention to the care and protection of children's lives while educating children comprehensively and effectively, and ensure children's real healthy and all-round development.

Exhibition. Different from primary and secondary education, preschool education is very important to care for children, which is determined by the characteristics of preschool children's physical and mental development. In order to implement this principle, the following points should be made clear:

(1) Conservation and education are two major tasks of preschool education institutions.

Conservation is mainly to create a good environment and provide material conditions for children's survival and development, give children careful care and upbringing, help their physical and functional development, and promote their physical and mental health development; Education is very important.

In cultivating children's good behavior habits and attitudes, developing children's cognition, emotion and sociality, and guiding children to learn necessary knowledge and skills. These two aspects constitute the whole content of preschool education.

(2) Protection and education are interrelated and interpenetrating.

The inseparable relationship between conservation and education in preschool education institutions is determined by the particularity of preschool education and the characteristics of children's physical and mental development. Although protection and education have their main functions, they are not completely separated. Education contains elements of conservation, and conservation also permeates the content of education.

Protection and education are realized in the same process. Conservation and education are not carried out separately, but are realized in the same educational process under the guidance of a unified educational goal. Some nurses are nursing the children's lives.

At this time, children's development is unconsciously affected, ignoring the randomness and conscious implementation of education. This may encourage children's dependence, but it will also make them lose their self-confidence and exercise ability.

Children may be virtually deprived of the right to self-development.

2. The principle of taking games as the basic activity

Games are the basic activities of preschool education institutions. Games are most in line with the characteristics of children's physical and mental development and are the activities that children are most willing to engage in. They can best meet children's needs, effectively promote children's development, and have irreplaceable educational value.

(1) Games are the best way for children to learn.

For preschool children, games are also a kind of learning, which is more important and suitable. Froebel said: "Children's early games are the germ of all future life." Children's most natural activities.

Style is a vivid game. Montessori said: Games are children's work. The game is a process-oriented, fun-oriented and internally driven activity. Chen Heqin pointed out: "Children are naturally active and can swim."

Play is life. "Games are the needs of preschool children's physical and mental development and an important means to promote children's physical, intellectual, moral, emotional and creative development and growth. It is easy to arouse children's learning in game activities.

Interest, let children play in school, play in school, and study easily and happily.

(2) The game is a combination of content and form.

The game is not only the content of the course, but also the background of the course implementation, or the course.

The way to achieve it. The content involved in games is related to children's interests, games should be related to children's behaviors, and games should be related to children's initiative and spontaneity. Teachers should give full play to the role of games in children's development.

Function, ensure the time and space of the game, provide rich game materials, let children play independently and happily, and promote physical and mental development through games.

3. Activities and intuitive principles in education

The way and characteristics of preschool children's cognitive intuition, action and visualization determine that they can't get development mainly through learning books in class like primary and secondary school students, but must get in touch with various things through activities.

Things and phenomena, interacting with people and actually operating objects can gradually accumulate experience and gain true knowledge. Without activities, there is no child's development. Education in pre-school institutions should not only let children sit, watch and listen, but should

Do everything possible to guide children to take the initiative. Because, for them, only learning in activities is meaningful learning and understanding learning. Teachers should proceed from the characteristics and level of children's physical and mental development to

Activity-based educational process. At the same time, the forms of activities should be diversified, so that children can develop in various activities. To implement this principle, we should pay attention to the following points:

(1) Educational activities

① Promote children's development through various activities with activities as the intermediary.

Preschool education mainly promotes children's development through activities. Preschool children get all-round development by participating in various activities. Therefore, in the design, organization and implementation of activities, teachers should provide children with rich materials, sufficient activity space and time, and carry out various types of activities and interpersonal opportunities, thus providing possibilities for children to play their initiative.

Teachers should not only trust children and let them do all kinds of activities freely, but also support and guide them in time, give them necessary guidance and help, and encourage their enthusiasm, initiative and creativity in activities, so that activities can truly become a means of children's development.

In the process of activities, we should understand the children's activity state, including children's psychological awakening level, interest center and needs, activity preparation state, habitual behavior, motivation and emotional background, learning and activity methods and their characteristics. Therefore, studying and understanding children's situation is of substantial value for realizing the activities of curriculum organization and implementation.

② Diversity of educational activities

The activities of preschool education institutions should not be single. Because the content and form of activities are different, they play different roles in children's development. Teachers should pay attention to the diversity of educational activities in order to effectively promote children's development.

For example, in terms of types, there are concentrated educational activities, games, daily activities, parent-child activities, and labor. From the field of activities, there are activities in the fields of health, science and language. From the form of expression, I have heard of it.

Activities such as expression, exercise, hands-on production and small experiments can be divided into group activities, group activities and individual activities.

(2) Educational intuition

Because of the concretization of preschool children's thinking and the dominant characteristics of the first signal system, they can only understand things on the basis of rich perceptual experience. Preschool children know the world around them mainly through various senses. It is a concept that directly perceives the surrounding things, forms appearances and develops into a primary concept. The education of preschool children should be intuitive and vivid.

① Teachers should use various forms of intuitive teaching methods according to the physical and mental development level of children at different ages, from concrete things with plots to things without plots, from the intuition of physical types to the intuition of pictures, models and languages.

(2) Teachers can use intuitive teaching methods such as demonstration, demonstration and application examples to turn abstraction into image and boredom into vividness. At the same time, they can also use vivid teaching language to help children understand the teaching content.

(3) Through specific visible or operable activities, children can easily understand what they have learned intuitively and vividly, and gain all kinds of knowledge and experience more quickly.

4. The principle of life and the integrity of one day's activities

Due to the physiological and psychological characteristics of preschool children, the education of children should pay special attention to life. And play the overall function of the day's activities.

(1) Life Education

Life-oriented first refers to the life-oriented education. In other words, the content of educational life should be included in the curriculum field. For example, preschool education institutions arrange courses in the natural order of life; Course content can be based on

Festival sequence; Or organize courses according to the laws of seasons and seasonal changes. Strengthening the connection between education and life is to integrate the experience of preschool children in various situations, whether it is learning in daily life.

Tired, or what we should know and understand in non-daily life, are all included in the curriculum organization structure to be integrated.

(2) Life education

Life has another meaning, that is, life teaching.

Education. In other words, it is necessary to systematize and organize the original experience gained by preschool children in daily life, and give timely guidance in life to promote the development of preschool children. In preschool institutions, it is not important for adults.

Insects, pebbles, leaves and other natural objects are treasures in the eyes of preschool children. If teachers can observe the world of preschool children and organize these contents effectively. Will make preschool children feel

Get development in the process of life. For example, the design of educational activities is not only the design of classroom teaching activities. We should include all aspects of day trips, integrate education into day trips, and seize the opportunity to educate children in time. get through

Help children sort out their scattered life experiences and make them systematic and complete. Besides. The content selection and implementation of activities should pay attention to life.

In this case, teachers can grasp the opportunity of education in life and pay attention to strengthening in daily life, which embodies the principle of life-oriented curriculum organization.

(3) Give full play to the overall function of one-day activities.

One-day activities of preschool education institutions refer to all conservation education activities carried out by preschool education institutions every day. It not only includes activities organized by teachers, such as children's life activities, labor activities, teaching activities, etc. It also includes children's independent and free activities, such as free games and free activities in the corner.

Preschool education institutions should fully understand and make use of the educational value of various activities in daily life. Through reasonable organization and scientific arrangement. Let the one-day activities play a consistent, coherent and overall educational function and integrate education into the one-day activities.

(1) All kinds of activities in a day can't be ignored.

Whether it is children's life activities such as eating, drinking and sleeping. Or teaching activities, visits and other activities; Whether it is organized activities or children's independent and free activities. They all have important educational functions and are indispensable for children's development. Therefore, we should not neglect one thing and lose another, and weaken or cancel any kind of activities at will.

(2) All kinds of activities must be organically unified into a whole.

Every activity will not affect children individually and in isolation. One-day activities must be unified under the common educational goal and form a joint force in order to play the overall educational function. Therefore, how to infiltrate educational goals into various activities and how to carry out various activities around the goals has become a problem that needs special attention in practice.

Second, the basic characteristics of preschool education

Kindergarten is the basic stage of the school education system. Compared with other stages of the school system. Its educational work has the following characteristics.

(A) pre-school education is not mandatory

Children's education in kindergarten is voluntary, not compulsory. Parents can fully consider their children and their own situation. Comprehensively consider whether to send children to nursery or kindergarten, and which kindergarten to send children to.

Garden or nursery. Preschool children can study independently and freely in preschool education institutions. Parents and teachers shall not force children who are unable to attend preschool education institutions for some reason to make up lessons afterwards.

(2) The combination of preschool education and education.

Preschool period is a very rapid and vigorous stage for children's growth and development. It is also a period when the functions of various organs and systems of the body are not yet mature and perfect. Physiologically, their ossification is incomplete and their bones are fragile.

Easily damaged and deformed. They have tender muscles, weak strength, poor endurance and easy fatigue; Psychologically, because of their young age, little life experience, great mobility and poor self-control,

live in

They have poor management skills and are highly dependent on adults. They need to build relationships with others and need adults or older children to lead them into society and gain experience. Legally, although they are like adults.

Power, but they don't have the corresponding ability to act and responsibility. According to China's General Principles of Civil Law, children under the age of 10 are citizens with no capacity for civil conduct at all, and they certainly do not bear corresponding responsibilities for their actions.

Therefore, the education of preschool children should pay special attention to the combination of conservation and education, and all educational activities are carried out on the premise of conservation.

(C) Enlightenment of preschool education

Before kindergarten

The enlightenment of education means that preschool children's education should be related to their actual development needs, and they should be taught at the right time before development, step by step, without damaging the "buds" and promoting their healthy growth. Nursery home

Menstruation is the early stage of life development. This is the primary stage of human physical development, mental development and personality germination. Preschool children have begun the initial socialization process. Facing the world, they are curious, confused and active.

Explore and show your inner nature of life. Education in this period should lay a good foundation for the future development of preschool children, so that preschool children can develop physically, intellectually, morally and emotionally and enter primary schools.

Later, they quickly adapted to formal study and life, and laid the foundation for their lifelong development. So in the pre-school education stage, the main goal is not to impart systematic knowledge. Teaching activities are specially organized for preschool children.

The content provided for them is the most basic and enlightening; Preschool children play freely. Even eating, taking a nap, dressing, etc. It is arranged in combination with their daily activities in preschool education institutions.

The characteristics of activation.

(D) Direct experience of preschool education

In the pre-school education stage, due to the low cognitive level of pre-school children. Lacking knowledge and experience, they know things mainly by feeling.

Officials and actions, direct contact with things in the surrounding living environment, perception and operation, get direct experience. Moreover, their way of thinking is mainly through concrete images, and preschool children can only be determined through senses and movements.

Touch things and operate them. To understand them. Therefore, preschool education has direct experience. In preschool education. Attention should be paid to providing preschool children with rich physical materials and real life situations to help them obtain.

Get a direct experience.