1. Parents do not know enough about the importance of emotional education.

In recent years, although great progress has been made in preschool education, there are still quite a few people in society who have wrong understanding and understanding of preschool education. Especially in many small and medium-sized cities, parents still pay too much attention to the development of children's cognitive ability, and send their children to various remedial classes early to instill knowledge in them, thinking that children can know thousands of words before going to school, which can be counted as addition and subtraction. Fluency in English is a sign of cleverness. If you communicate with these parents, it is not difficult to find that parents have a set of high-sounding reasons that they think are quite reasonable. For example, parents are afraid that their children will lose at the starting line, and they will not be able to attend a good middle school or a good university or find a good job; I am afraid that others will learn, and my children will fall behind if they don't learn; Fear of fierce social competition, children have no place to grow up, and so on. It is human nature to expect children to become dragons, which we can all understand, but we really can't agree with the practice of being proud of how many words children know, how many words they know about addition and subtraction, and how many English words they know. Early childhood education should be appropriate and conform to the characteristics of children's physical and mental development. Can we really shape the talents we want by imposing knowledge beyond children's acceptance and depriving them of a happy childhood?

2. The phenomenon of pre-education in kindergarten is serious.

It is undeniable that the theoretical research on children's emotional education in China has achieved fruitful results. However, there are still many pressures and problems in the concrete development of kindergarten emotional education. Most importantly, in order to cater to parents' tastes or market hype, kindergartens carry out mental arithmetic, early literacy and bilingualism that violate the laws of children's development at will. Nowadays, walking in the street, you can often see kindergarten signs with the words "bilingual", "art" and "experiment", which seem to witness the high-level running of kindergartens and the advanced quality consciousness. However, if we can kneel down and ask the children there, "Are you happy?" The result often makes us heartache. The advanced education in these kindergartens may teach children to sing, dance and draw, and may help them learn a lot of knowledge and skills, but it can't give them good habits, beautiful eyes, loving hearts and happy mentality. A survey shows that children who have received "advanced education" have mastered the knowledge of primary school before entering primary school, which makes them uninterested in repeated learning in primary school. They don't listen to the teacher at all in class, and they are often absent-minded and make small moves. Once these bad learning attitudes and habits are formed, they will definitely have a negative impact on their future study and development. Therefore, preschool education should first focus on children's all-round and harmonious development, develop good behavior habits and develop children's social adaptability. At present, these kindergartens ignore children's emotional, social and long-term development, which is definitely not worth the candle.

3. The effect of emotional education in kindergartens is uneven.

For a responsible kindergarten, emotional education for children is always an educational concept, but the effect of education is uneven and unsatisfactory. The reason must be that children are young and have limited cognition, which is not easy to understand and accept, but more should be the gap between teachers themselves. Emphasizing emotional education will inevitably improve the requirements for teachers' quality, because teachers' quality is a direct factor affecting children's emotional development. Children's emotions are not only fragile, but also easily influenced by the surrounding environment. As a kindergarten teacher, you must have a positive and healthy mood and know how to implement emotional education. However, the present situation of teachers is not satisfactory.

There was once a study that made such a special investigation on some kindergarten teachers, and asked the teachers to give examples for analysis. Give an example: a parent of a small class in a kindergarten told the class teacher that the child didn't have enough to eat (lunch) in the kindergarten. The teacher was unhappy after hearing the reaction, and deliberately gave the child food that he could not finish after eating, so that the child could finish it. Please analyze the teacher's behavior. The survey results agree that the teacher's behavior is wrong, and there are several viewpoints when explaining his mistakes: ① making children indigestion and affecting their health; (2) Affect emotions and make children have rebellious psychology towards teachers or kindergartens; (three) the social impact is bad, affecting the reputation of kindergartens; ④ Affect teachers' self-image and development prospects. The order of the number of people who put forward the above adverse consequences is: 1324. From the height of emphasizing early emotional education, the order of this analysis is inappropriate, which reflects the gap between teachers in strengthening emotional education at present. First of all, teachers lack the awareness of emotional education. Because teachers don't pay enough attention to emotional education, when analyzing teachers' wrong behavior with examples, they pay more attention to the direct impact on physiology and ignore the emotional harm caused by wrong behavior to children. Secondly, there is a lack of methods to implement emotional education. I don't understand the characteristics of early emotional education, so I ignore the role of daily life activities in emotional education. Finally, it also reflects the poor emotional quality of teachers themselves. The lack of food for the children in the example is an obvious change. If the former is unintentional, then the latter is intentional, which is not allowed by professional ethics. This is not reflected in the investigation and analysis. In actual observation, we can also find a similar situation in the examples around us. For example, parents report that children don't often drink water in kindergarten, so there will be a phenomenon that some teachers fill their children with a large glass of water to "let you drink enough". As a result, the child was wronged. The above problems are not only reflected in the investigation, but also in the actual work, which is definitely not conducive to the implementation of emotional education in kindergartens. Even if it is barely implemented, the effect can be imagined.