How do kindergartens and families educate young children? 1. Kindergarten education and family education for children.
1. Kindergarten education
Kindergarten education is a purposeful, planned and organized activity to promote the harmonious development of children's body and mind under the guidance and supervision of the education administrative department and according to the needs of society. This kind of formal kindergarten education has the characteristics of openness, integrity, systematicness and planning, which plays a positive role in promoting the development of children, making them adapt to social life better and faster, and laying a solid foundation for their future development.
2. Children's family education
Children's family education mainly refers to the education and influence of parents (or other older family members) on children (three to six or seven years old) in family life. Therefore, children's family education is more flexible, targeted and continuous.
Parents' education for young children is not limited by objective factors such as time and place, and parents can educate flexibly, and the content of education is also determined according to the specific situation, so that young children can master hunger knowledge more firmly. Parents are the closest people to their children and have a deeper and more detailed understanding of their children, which enables parents to teach their children in accordance with their actual situation and their existing knowledge, experience and personality characteristics. This is unmatched by kindergarten collective education.
Second, the relationship between kindergarten education and children's family education
In the whole process of children's development, both formal kindergarten education and informal family education play a key role. The two complement each other and restrict each other. If kindergarten education can give full play to its own advantages and influence, it is necessary to pay attention to discussing the relationship between kindergarten education and children's family education. Similarly, if children's family education can fundamentally promote their healthy growth, it also needs the knowledge and help of kindergarten education.
1. Kindergarten education plays a guiding role in children's family education.
Children's family education is extremely closed, random and one-sided, and these unfavorable factors will restrict their healthy development. As a kind of school education, the nature of kindergarten education determines that its own education has a strong purpose, planning, systematicness and scientificity.
Many parents feel helpless in the face of disobedience. This is because they don't understand some basic concepts and ideas of education, and they don't scientifically grasp the principles and methods of education from a theoretical perspective. Family education for children is very important for their development, but at the same time, it must be helped by kindergarten education to make it as scientific and reasonable as possible.
2. Kindergarten education restricts the development direction of children's family education to a certain extent.
Kindergarten education is an integral part of China's basic education, and its educational goal is established according to China's educational policy and the age characteristics of young children. The establishment of kindergarten education goals also reflects the development needs of society to a certain extent. The purpose of children's family education is arbitrary, flexible and targeted. Children's family education should be closely linked with kindergartens and society, cooperate with each other, maintain the consistency of education, and promote the healthy and lively growth of children's body and mind.
3. Children's family education is counterproductive.
If kindergarten education wants to obtain high-quality educational effect, it must be strongly supported and cooperated by children's family education. Children's family education is closely linked with kindergarten education. If children's family education can actively cooperate with kindergarten education, kindergarten education can be carried out smoothly, so that children's education can be kept complete and coherent to a certain extent, and remarkable educational effects can be achieved. If family education can't cooperate with kindergarten education well, it will hinder the development of kindergarten education to a certain extent, greatly reduce the quality of kindergarten education and affect the development and progress of children.
Third, the strategy of home cooperation and co-education.
Home cooperation is an educational form in which kindergartens and families cooperate and communicate with each other to promote children's comprehensive and healthy physical and mental development.
1. Kindergartens carry out more parent-child activities.
Parent-child activities are the most effective form of activities to encourage parents to directly participate in kindergarten activities. Parent-child activities help to strengthen emotional communication between teachers and parents, parents and children, and further deepen mutual understanding.
Parent-child activities can strengthen the emotional communication between parents and children and let parents know their children from all aspects. In carrying out parent-child activities, kindergartens can exchange views with parents, determine the content of activities that both sides think are meaningful, and stimulate parents' initiative. In this way, parents can change from passive participation to active participation, raise some problems existing in children, broaden the vision of kindergarten education, bring more and wider information to kindergarten education and ensure the improvement of children's family education quality.
For example, when changing books in kindergarten, parents bring some books they have read at home to school with their children and exchange them with other children. Children can communicate with others by themselves, and can exercise their language expression ability and let them gain more knowledge.
2. Parents of young children and kindergartens should communicate frequently and establish a relationship of mutual trust.
The success of family cooperation often depends on parents' participation attitude. Parents' understanding, support, active participation and mutual trust are the prerequisites to ensure the smooth development of family cooperative education. In addition to parents' responsibility to educate their children, kindergartens should also undertake the responsibility of educating their children. In early childhood education, they should try their best to communicate, understand and support each other, and have a comprehensive and accurate understanding of children's ability development, so that education can be more targeted and timely, which is more conducive to children's development.
When parents communicate with kindergartens, they can't just passively accept teachers' opinions unilaterally. Parents can put forward their own ideas on some unreasonable aspects, and kindergartens should also adopt their reasonable suggestions appropriately. Only in such an equal relationship can parents and kindergartens establish mutual trust and make home cooperation play the greatest role in early childhood education.
3. Kindergarten should give guidance to parents' education.
Guidance for parents' education is also a form of family cooperation. Many parents often feel helpless when educating their children because they lack some theoretical guidance. Kindergartens can provide parents with theoretical knowledge of educating their children through a series of parent training courses.
On this basis, kindergartens can also test some educational methods created in their own gardens through the practice of family education, so as to promote kindergartens to improve their scientific research ability and improve the quality of running kindergartens in the process of continuous exploration. This process also allows children to become beneficiaries of education, so that education can truly serve children's own development needs and the development of various abilities.