In order to make educational activities conform to the characteristics of children's psychological development and have a positive impact on children, social education in kindergartens must follow the following basic principles.
1. Moderation principle
Moderate education means that teachers should grasp the appropriate boundaries of education and avoid going to extremes in the process of education. At the same time, we should always pay attention to the development and changes of educational objects and constantly adjust educational methods. The principle of educational moderation embodies the dialectics of education. "Dialectical education method is a basic principle of education." To grasp the moderation of education, the most important thing is to grasp the appropriate limit of education, that is, to grasp the degree of education. Specific to social education, the most important thing is to handle the relationship between freedom and restriction. Makarenko pointed out that if we can find an appropriate boundary between enthusiasm and restraint, it is equivalent to solving the problem of education. [2] Therefore, in kindergarten social education, the appropriate guarantee is not only to create a relaxed environment for children, but also to guide children to abide by appropriate rules.
2. The principle of consistency and coherence.
Consistency means that teachers' educational requirements for children cannot change with time, place or teachers' mood.
Consistency means that different educators should have the same requirements for their children.
Consistency usually includes two aspects, namely, the consistency of family and kindergarten education and the consistency of education among family members. The reason why we should adhere to the principle of consistency and consistency is that children's social development is highly repetitive and easily changed by the influence of the environment, and sometimes it may even be "one step ahead and two steps behind".
Therefore, teachers should not only pay attention to the consistency of their own requirements for children, but also strive for the cooperation of parents to maintain the consistency of family education, thus promoting the social development of children. In kindergarten social education, the cooperation between kindergarten and family is very important. 24 hours a day, children stay at home most of the time. If parents don't cooperate with teachers' educational work, it will easily lead to children's behavior showing two sides, that is, children show good side in kindergarten and many bad behaviors at home. It can be seen that uncoordinated family education is likely to hinder children from developing good behavior habits. This is because an important feature of the cultivation of good behavior is the generalization of behavior, that is, showing consistent behavior at different times and places. If parents do not adhere to the educational requirements consistent with teachers, it is difficult for children to develop good behavior at home, and it is difficult to form the generalization of behavior, and the effect of social education will be negatively affected. Therefore, teachers should try their best to let parents know about the social education concept of kindergartens, so as to gain their support and cooperation, especially in the educational objectives. Teachers should always communicate with parents about their children's performance in kindergarten and at home, better adhere to the consistency and coherence of education, and avoid improper family education methods from weakening the effect of social education in kindergartens.
3. The principle of combining professional education activities with infiltration education.
Social education in kindergartens has a special form of educational activities. Specialized educational activities can systematically promote children's good social development. At the same time, social education should be organically combined with education in other fields to infiltrate social education into all aspects of children's daily life. This is because children's social learning has a strong subtle feature, and a considerable part of their learning process and learning results are not triggered by teachers' direct teaching activities. For example, in order to let children learn to respect and tolerate others from an early age, teachers will specially design and organize special educational activities, such as "For us in send warm" and "You, Me and Him". But in fact, teachers' and parents' attitudes towards the people around them will also exert a subtle influence on children, which is sometimes even greater than special educational activities. Therefore, the principle of combining thematic education activities with infiltration education requires teachers to design thematic activities to carry out purposeful and planned social education for children, and at the same time, consciously infiltrate social education content in educational activities in other fields such as language and art, and in all aspects of daily life. To promote the healthy development of children's sociality, teachers should also create an environment where children can feel care and support, establish a close, equal and respectful relationship between teachers and students, create a safe and relaxed autonomous learning atmosphere that allows exploration and failure, and provide time and space for free communication among children's peers.
4. The principle of combining positive education with personal behavior correction.
The so-called positive education refers to helping children understand what to do in various occasions in social life or in the process of interacting with people, so as to cultivate their good attitudes and behavior habits. Individual behavior correction refers to educating different children, especially children with obvious social problems, correcting their bad behaviors by using behavior principles, helping them cultivate good behavior habits, and thus promoting their healthy social development.
The age of children entering the park is generally 3 years old, and the initial germination period of children's sociality is before 3 years old. Due to incorrect family upbringing, such as doting and overprotecting, a considerable number of children will show some bad behavior characteristics when they enter kindergarten, such as willfulness, dependence, selfishness, timidity and unsociable. These bad behavior characteristics are not only conducive to children's adaptation to the collective life of kindergartens, but also conducive to their good social development. Early childhood is the period when children's personality is initially formed. During this period, although the child's personality is gradually stable, it still has great plasticity. Therefore, teachers should seize the critical period of children's personality education, use positive educational methods to promote the good development of children's personality, and at the same time pay attention to those children who have some bad behaviors, and use individual behavior correction methods to help children replace bad behaviors with good behaviors. Of course, teachers' individual education must be coordinated by parents, and family education must be consistent and consistent.
5. The principle of combining social cognition, social emotion and social behavior.
Sociality is the unity of social cognition, social emotion and social behavior. Social cognition is an individual's understanding of self and others, social environment and social behavior norms. (5) Social emotion is an individual's emotional experience in social life and social communication. [6] Social behavior is the behavioral characteristics of individuals when interacting with people and participating in social activities. [7] In kindergarten social education, social cognition, social emotion and social behavior are closely related: emotion is the internal motive force of social behavior, cognition is the important premise of social behavior, and behavior is the most direct expression of social development, and the three are indispensable. Therefore, social education in kindergartens should combine the development of children's social cognition, positive social emotion cultivation and good behavior habits, so as to really promote children's social development.