According to the presentation of the curriculum, American scholar Jackson divided the curriculum into two categories: explicit curriculum and implicit curriculum. Explicit courses are mainly presented to everyone in the form of teaching materials, which are planned and targeted, while implicit courses belong to "silent teaching materials" and are unpredictable.
Kindergarten is the first social place for children to leave home. Everything it shows, including material, spiritual, explicit and invisible, plays an irreplaceable role in children's physical and mental development. Explicit curriculum is a purposeful and planned way for teachers to use various educational methods to influence children, while implicit curriculum is subtle and imperceptible, which generally exists in kindergarten environment construction, kindergarten class cultural atmosphere and kindergarten teachers' words and deeds.
First, the problems that should be paid attention to in the current hidden curriculum construction in kindergartens
(A) the lack of educational environment function
At present, some kindergartens have the problem of lack of educational function in class environment construction and public area environmental planning. First, decorate classrooms and public areas to beautify physical space. We often say that the environment is a talking element of education, and every decoration in kindergarten should reflect its due educational value and meet the staged characteristics and cognitive needs of children's physical and mental development. However, as far as the current kindergarten environment is concerned, most kindergartens have the problem of random decoration. Secondly, the phenomenon of kindergarten environment convergence is obvious, and different kindergartens should have different characteristics. Facing different students, kindergartens should focus on the environmental layout, but at present, the environmental construction of kindergartens is the same. Rural kindergartens and urban kindergartens have no obvious regional characteristics in environmental construction. Thirdly, the creation of kindergarten environment is led by administration and teachers, which leads to the loss of the leading role in the creation of children's environment. Such an environment will make children feel strange and anxious, which is not conducive to the healthy development of children's psychology.
(B) the lack of scientific management of daily life
Children's learning and life are mainly carried out in the daily life of kindergartens. At present, there are three main problems in the daily life of kindergartens: First, influenced by objective factors such as the venue and the number of teachers, there are "five-plus" imaginations in the daily life of kindergartens, that is, there are many collective activities, waiting time, teaching activities, indoor activities and teachers' orders, which easily lead to children's anxiety. Second, there is a lack of flexibility in the connection of activities, and teachers have not changed the teaching links according to the changes in the environment. For example, during the lunch break in winter, it suddenly snowed outside, and the child's attention was attracted. At the moment, the activity arrangement can only be a lunch break, and teachers will not change the original teaching plan for this, which reduces the chances for children to discover and perceive beauty. Third, the teaching content is pan-primary. Influenced by the traditional educational concept, parents and teachers are eager for quick success and instant benefit, and pay attention to the cultivation of knowledge and skills in kindergarten curriculum. This blind study, which ignores the law of children's physical and mental development, will have an irreversible negative impact on children's future study and life.
(C) there are disharmonious factors in peer relationship
Children's early interpersonal communication affects children's life development and plays an irreplaceable role in the formation of children's personality and the cultivation of their emotions. Practice has proved that children with good peer relationship in kindergarten are more likely to integrate into the group in the future learning process, while children without peers in early childhood are prone to show bad emotional characteristics in the future learning.
Second, play the role of hidden curriculum in promoting children's mental health development.
(A) to provide a guiding learning environment
Reggie's curriculum theory holds that "the environment is the third teacher in the class", which has a great influence on children's psychological development. Therefore, in the process of developing hidden curriculum, teachers should put the creation of learning and living environment with educational value in an important position. On the one hand, teachers should provide children with real and operable activity materials as much as possible, which can not only familiarize them with the kindergarten environment and help them gain a sense of psychological security, but also enable them to master certain life skills through basic life activities and exercises. On the other hand, teachers should fully respect children's dominant position in learning, encourage children to actively participate in the creation of kindergarten environment, make children the masters of the environment, and cultivate children's positive, active and optimistic personality characteristics.
(b) A reasonable day in kindergarten life.
The time of one day's life in kindergarten should not be divided too finely and fragmented, and the conversion time of each link should be shortened as much as possible. For example, the drinking time of children in large classes can be carried out in free activities without unification. This can not only avoid the long transition period caused by individual children's delay, but also cultivate children's awareness of self-discipline and self-management. At the same time, the daily life arrangement of kindergartens should be relatively stable, which is conducive to enhancing children's sense of time, order and planning. If the arrangement is too chaotic, it will easily lead children to become "followers" of time, lose themselves and have anxiety, which is not conducive to the satisfaction of children's psychological security needs.
(3) Establish a benign relationship between teachers and students and peers.
Establishing a benign teacher-student relationship and peer relationship is a very important link in early childhood education. Harmonious teacher-student and peer relationship can greatly arouse children's enthusiasm, creativity and initiative in participating in activities, which is conducive to promoting children's physical and mental health and the development of social behavior. On the one hand, in the teacher-student relationship, teachers should love their children from the heart, be their bosom friends, and help them build good interpersonal skills from an early age; On the other hand, in the process of establishing peer relationship, teachers should always pay attention to the interaction between children, solve the friction between children in time, let children learn how to deal with contradictions from an early age, and help children form close peer relationship.
(d) Pay attention to the creation and utilization of the environment.
Environment is an important hidden curriculum education resource. Kindergartens should pay attention to the creation and utilization of the environment to promote the all-round development of children. The material environment resources of kindergartens include many aspects, namely, the location of kindergartens, the characteristics of kindergarten buildings and gardens, the creation of outdoor facilities in kindergartens, the space of classes, the division and decoration of class activity areas, the placement of class activity equipment and handmade materials, and so on. These seemingly lifeless physical environments contain important values and aesthetic feelings, which will exert a subtle influence on children's character, ability and habits.
(5) Develop a good cultural system.
A good cultural system is an important guarantee for the smooth development of kindergarten work. Kindergarten songs, training, emblem, style and appearance are all important carriers of kindergarten culture. A good landscape can guide children to establish correct values and beliefs, and help to cultivate their sense of honor and cohesion. Various rules and regulations of kindergartens, such as safety management system, health care system, transportation system, parent-teacher conference system and teaching practice, are concrete manifestations of kindergarten culture. Creating a safe, orderly and healthy educational environment for children is conducive to enhancing children's sense of security and belonging and has an important impact on children's spiritual life. The resources at the level of cultural system have one thing in common, that is, they have a common value orientation, regulate the behavior habits of all kindergarten teachers and students in a transparent and intangible cultural form, and unconsciously cultivate children's good behavior habits and values. Children's imitation ability is very strong, so teachers, parents and companions who have been in contact for a long time have become the objects of their imitation. Kindergarten interpersonal resources include the interaction between teachers and children, children and children, teachers and teachers, parents and teachers. Through mutual interaction, the emotional factors of care, trust, respect and equality conveyed will affect the formation of children's emotions and personality. A relaxed, pleasant and friendly interpersonal environment is conducive to cultivating children's communicative competence, helping children to establish self-confidence and promoting their development.
In short, kindergartens should build invisible courses from the following aspects: First, a good material environment. Kindergartens should constantly optimize the environmental layout, improve the activity facilities and improve the classroom environment, but at the same time, we can't ignore the details. A harmonious material environment helps to stimulate children's interest in various exploration activities and guide them to interact with the surrounding environment. Second, improve the professional quality of teachers. Kindergartens should strengthen the norms of teachers' words and deeds and dress, and require teachers to use standardized language to be neat, elegant and generous. Kindergartens should constantly improve teachers' professional quality, so that every teacher can be an example for children in knowledge, morality, behavior and thought, and play a good demonstration role for children with their strong sense of responsibility and positive mental outlook. Third, strengthen spiritual and cultural construction. Kindergartens should pay more attention to the construction of spiritual civilization, actively create a good and distinctive garden style, garden capacity and teaching style, establish and improve various rules and regulations, encourage all kindergarten staff to do their duty in their posts with a positive mental outlook, jointly build a harmonious kindergarten environment, enhance the relationship between teachers and teachers, and promote children to form a positive mental outlook.