Since the founding of New China, the development of preschool education in China has embarked on a road of mobilizing all social forces to set up preschool education institutions and organizations according to local conditions, giving full play to the role of mass organizations (such as trade unions and women's federations) and promoting the prosperity and development of preschool education, which shows that the development of preschool education in China has the characteristics of sociality, locality and mass. If the pre-school education in our country was a spontaneous primary form of community education, then.
First of all, theoretically speaking, according to the concepts of sociology and big education, preschool education or preschool education is not equal to the institutional education of kindergartens, nor to the standardized kindergarten education of a single model, but should be incorporated into an open social system and placed in the general environment of social communities. Preschool education should be extended to all aspects of family and community, especially to play an important role in the growth and development of young children. Improve the understanding and participation of members of the whole society in early education. From the perspective of community preschool education, we can understand this social phenomenon, which includes not only all children in the community from birth to preschool, but also their parents and all members of the social community. As an all-round systematic project, community preschool education can help popularize the knowledge of eugenics and excellent education of community members and create a good family environment and social environment for the healthy growth of preschool children in this community.
According to modern management theory, there is an interdependent relationship between organization and environment. Environment plays an important role in the performance of organizational functions. An organization develops through continuous interaction with the environment, which is an open social system. The efficiency of an organization depends on its adaptability to the environment. An organization not only obtains material, energy and information from the environment, but also develops itself. Organizations should also be open to the environment, consciously adjust themselves to maintain a balance with the environment, and actively change and create a new environment conducive to their own survival. Organizations should do their duty for the society, give play to social benefits and have social impact. As a phenomenon of education management, we should not talk about education, but should study the changes in the environment, especially those brought about by the establishment of market economy, and actively interact with the environment.
Judging from the actual needs and requirements, since the 1990s, China has implemented economic system reform, transforming from a planned economy to a market economy. As the tertiary industry, education should study the new situations and problems brought about by social changes, understand the new demands brought about by social changes, and take the initiative to serve them. Since the 15th National Congress, the Party and the government have further clarified the thinking of enterprise reform, intensified the reform of state-owned enterprises, and put forward the requirement of gradually establishing a modern enterprise system. An important link is to separate the social service function of enterprises, so that kindergartens can be gradually separated from enterprises and early childhood education can be pushed to the society. The 15th National Congress also proposed to actively promote various supporting reforms, establish a social security system, implement a pension and medical security system that combines social pooling with individual accounts, improve unemployment insurance and social relief systems, and provide the most basic social security. The outline of the Ninth Five-Year Plan for the development of civil affairs and the long-term goal of 20 10 put forward that by the year 2000, there will be 7,000 community service centers, with 1 community service center in each street (county), and a community service network with diverse economic components, diverse services and good service quality and management level will be basically established. This shows that social development has put forward new requirements and provided favorable conditions for the development of preschool education, while children.
The significance of community preschool education can be summarized as follows:
First, preschool education can make full use of community resources, including local natural resources and human resources, widely mobilize and coordinate various forces, develop early childhood education, and provide more children with educational opportunities;
Secondly, community education is conducive to making preschool education from closed to open, paying attention to the organic connection between family education, institutional education and various educational factors in the community, exerting the influence of holistic education and improving the quality of education;
Thirdly, the development of community education can strengthen local autonomy, make preschool education better based on local reality and form its own characteristics;
Fourthly, community education can expand the social function of preschool education, help to give full play to the role of education in social and community development, promote the construction of two civilizations, and better realize the function of education serving the society.
It should be recognized that community preschool education is different from previous preschool education in educational resources, ways and methods, purposes and effects.
Community is not only the main body of preschool education, but also the direct beneficiary of preschool education. Community preschool education is not only conducive to the exploration of urban kindergarten system reform, but also of great significance to rural areas, which is the focus and difficulty of preschool education development in China. Rural areas, especially remote and poor areas, can learn from the past experience and lessons from the beginning, abandon the concept of developing education, break the system division, fully tap community resources to set up pre-school education, and give full play to the service, radiation and education functions of pre-school education.
In a word, the development of community preschool education is in line with the national sustainable development policy, which can realize mutual conditions and two-way interaction between education and social communities, promote common development, realize the unity of human development and social development, and make preschool education gain momentum and vitality for development. At the same time, it is also conducive to the overall optimization of the social environment.
Based on the above understanding, the Ministry of Education regards the socialization of preschool education and the development of community education as an important task in the future.
Second, explore the mode of preschool education going to the community and strengthen the function of the community.
In China, preschool education, as a non-compulsory education, has social welfare and service, and its development has extensive social participation and local characteristics. Community is the living environment, development background and the most basic reality in preschool education management activities. Therefore, it is necessary to understand the particularity of preschool education and seriously study and explore the management mode different from compulsory education. The development of preschool education should go out of the vertical system. From the perspective of the education system itself, we should step out of the form of industry management, establish a community-based integrated system of society, educational institutions and families, combine industry management with social management, consider both vertical system and horizontal connection, give full play to the coordinated and comprehensive management function of the whole community, and realize government overall planning, social participation and active service.
Community education should attract the participation of the whole community, especially to stimulate the enthusiasm of children's families and the community public to participate in education, help them learn scientific educational knowledge in participation, and let them directly benefit from community education. Children, parents and the community public should also become the implementers and managers of community education, and as an important force in this work, cooperate with educators, health care workers, various social intermediary organizations and grass-roots administrative departments. Ensure the implementation of community education. It should be noted that with the transformation of the economic system, the status of the community is gradually improving. The community public and residents have gradually changed from unit people to social people, and the related educational service facilities such as community people, educators, teaching staff and preschool institutions have gradually changed from unit ownership to community ownership and sharing. Community public and preschool institutions will gradually enhance their sense of belonging and identity to their communities and become the main body of community life and activities. It will play an increasingly important role in community construction and community education. The participation of the community public is also conducive to promoting the democratization of community education management and the autonomy of community residents, and gradually forming a management pattern of small government and big society.
There are many festival cultures full of rich customs in China, and the origin, celebration methods and customs of each festival can guide children to know it. The Mid-Autumn Festival organizes children to go into the community to listen to the Goddess Chang'e flying to the moon's story and taste moon cakes with grandparents. Solve riddles on the lanterns activities are held on the Lantern Festival. On March 5th, Lei Feng Day, we organized a collective love activity. Teachers and students donate money and materials to poor students in the community. Children are taught to care about others. When the children's own festival-June Day comes, the community center garden is even more lively. Children sing and dance, celebrate together, participate in recreational activities together, and keep calm in the ocean of joy.
Establish the concept of big education, make effective use of community resources and promote children's all-round development. Family, community and kindergarten all have their own influences on children's growth. Only when various aspects of education cooperate with each other to form a joint force can the quality of kindergarten education be further improved.
1. At work, we should first pay attention to confidential cooperation with every family, stimulate parents' enthusiasm for participating in education with a positive and sincere attitude, make full use of this educational resource, and get parents' support for our work.
2. Lead children to the society, improve children's understanding of society, and actively prepare. At the same time, we should play role games and imitate the behaviors of various roles. It is necessary to actively contact all units for the kindergarten through parents, and use the waste scraps to process and make area corners or game materials.
In order to let children know more about society and nature, our kindergarten classes can vigorously carry out activities outside the park, make full use of the natural scenery, human resources and environmental facilities of the community, and cultivate children's good moral quality and social morality consciousness.
Nowadays, preschool education is developing in a diversified and open direction. Preschool education is not equal to kindergarten education. It is necessary to establish a great education concept and a correct education resource concept, so that pre-school social education can cross barriers and develop and give full play to the maximum function of kindergarten itself and community education resources.