Second, basic learning-the content of quality early childhood education. The content of education is directly related to the goal and quality of education. For basic education, fundamentality and fundamentality have always been the principles of content selection. But the understanding of what is basic and basic learning content has changed a lot compared with the past. In the past, people often understood "basic knowledge" and "basic skills" as basic and basic learning contents. Today, with the increasing speed of knowledge updating, lifelong learning has become inevitable. Education, especially basic education, can no longer take imparting knowledge and skills as its basic goal and task. The function and value of basic education are being reinterpreted in the context of lifelong education, and the criteria for judging basic and basic learning content have also changed.
Third, integration-the organization of high-quality preschool education content. The ideal development of children, that is, the realization of the educational goal of cultivating high-quality children, depends on the beneficial learning experience they have gained in educational activities. And "no single learning can have a very far-reaching impact on learners." Only with the accumulation of experience can children have profound changes. In order to make the learning experience produce cumulative effect, we must organize various educational factors so that they can reinforce each other. Effective education must be a reasonably organized whole or system. As the organizing principle of educational content, "integration" refers to strengthening the organic connection between content and students' learning experience, so as to help children integrate and connect all kinds of experiences gained from various aspects, fields and successively, thus enhancing their understanding of what they have learned and improving their learning effect and knowledge application ability. The choice of educational content is related to the organization of educational content, but it is not the same concept. Choosing educational content and expressing it clearly from a certain angle solves the problem of "what to teach" or guiding children "what to learn", that is, the scope and basic composition of educational content, while organizing educational content mainly involves "how to teach" or "how to learn".
Fourth, active learning-the process characteristics of quality early childhood education. Active learning is a complete process composed of many factors. Children's real active learning includes directly manipulating objects, thinking about internal motives and needs, and solving problems in activities. In short, active learning is a process in which children explore the environment and carry out activities based on their inner interests and needs, and constantly think, discover and solve problems in the activities. Society's understanding of active learning has a development process. At first, it was regarded as a means of effective learning, and later it was regarded as an important goal of education-to make children become active learners.
5. Supporters, collaborators and guides-the role of teachers in high-quality early childhood education. In creating an educational environment that promotes children's active learning and harmonious development, the role of teachers will inevitably change greatly. In traditional early childhood education, the role of teachers tends to be only the caregiver of life, the provider of environment and the observer of activities, or they play the role of teachers, managers and controllers too much. Now the ideal role of preschool teachers has begun to walk out of these two extremes. They are neither "nannies" and playmates in the general sense, nor "educators", "preachers, lecturers and confusers" in the strict sense. To borrow a sentence from Huggins, he is a "person who gives learners and learning value with a professional eye". The so-called "professional vision" means that preschool education should understand the knowledge of preschool education and have the ability to use reliable professional knowledge and viewpoints to analyze and judge the significance and value of education when facing things, events, behaviors, materials and situations in the surrounding living environment. On the one hand, it means that children feel that their learning activities are "important" and meaningful through the teacher's behavior, on the other hand, it means the teacher.