The principle of preschool education evaluation is people's understanding of the objective law of preschool education evaluation, or the reflection of the objective law of preschool education evaluation in people's minds. It can guide the thoughts and actions of pre-school education evaluation, and it is the code of action that guides us to evaluate pre-school education. An unprincipled evaluation is a blind evaluation, and such an evaluation loses its value of existence. In this sense, preschool education evaluation must be clear and follow the principles of preschool education evaluation.

First, the principle of directionality

Directional principle refers to the formulation of evaluation contents and standards, the emphasis of evaluation process and the affirmation or negation of evaluation results, so as to promote preschool education to implement the national education policy, meet social needs and continuously improve the quality of preschool education.

Preschool education evaluation must ensure the correct direction. The goals of pre-school education evaluation include the overall goal, kindergarten work goal and children's development goal. Accordingly, the directional principle of preschool education evaluation should also be reflected in these three goals. The overall goal of preschool education evaluation should be the conservation education goal of children's all-round development, which is put forward in the "Kindergarten Work Regulations" promulgated by the State Education Commission. Regulations on Kindergarten Work is an important administrative regulation to guide and standardize preschool education in China, and it is also the basic basis for preschool education evaluation in China. Its core idea "promoting the development of every child" is the concentrated expression of the general direction of preschool education evaluation, and it is also the general direction of evaluating children's development and kindergarten work.

The evaluation of children's development has its own goals, which reflect the direction. For example, the evaluation of children's development must be the evaluation of children's all-round development, the evaluation of children's physical health development, the evaluation of cognition and language, and the evaluation of social and emotional aspects, and no one can be neglected. If we only pay attention to one aspect of evaluation, such as cognition and language, it will violate the goal of early childhood development and cannot correctly reflect the direction of early childhood development evaluation.

Kindergarten work evaluation also has its goals, which should be reflected in a certain direction consistent with the general direction. For example, the evaluation of kindergarten education and teaching should aim at improving the quality of kindergarten education and teaching. To evaluate the quality of education and teaching, we must realize that the combination of protection and teaching is the basic feature of kindergarten education and teaching, and we should not attach importance to teaching but not to protection. If we only pay attention to the evaluation of "teaching" but not the evaluation of "guarantee", it will mislead the direction of kindergarten education and teaching, violate the requirements of the overall goal of preschool education, and thus violate the directional principle of preschool education evaluation

Second, the principle of feasibility

Preschool education evaluation is to actually measure and evaluate the phenomenon of preschool education, and make value judgments according to the results of measurement and evaluation. Both practicality and operability are very strong. Therefore, we must ensure that pre-school education evaluation is feasible. If it is not feasible, the evaluation of preschool education can only be empty talk. In order to ensure the feasibility of preschool education evaluation, we should pay attention to the following aspects:

First, the evaluation index system should be simple and easy to measure. Comprehensiveness and progressiveness are the basis for us to establish an evaluation index system for preschool education. Excessive demand for comprehensiveness and advancement may lead to too many evaluation projects, too much workload and insufficient human and material resources when carrying out evaluation. It may also make the evaluation project inconsistent with the actual work of most kindergartens and the relatively backward situation of preschool education in China, and the evaluation object is far from the requirements. Therefore, our pre-school education evaluation must solve the contradiction between comprehensiveness, advancement and moderation, ensure the scientific and reasonable evaluation index system, and more importantly, have operability.

Second, the evaluation index should be consistent and universal. Consistency has two meanings. On the one hand, it means that the goal of preschool education evaluation is the same, that is, we must adhere to the unified requirements and standards stipulated by the state, not lower them, so as to be consistent. On the other hand, it means that the same evaluation object in the same scope must use unified standards.

Third, quantitative evaluation results should not be excessively required. The phenomenon of preschool education is very complicated, with many variables, many influencing factors and poor controllability, so it is difficult to make accurate measurements. According to the principle that "high complexity and high accuracy cannot coexist in the same system" in cybernetics, we must face the reality of high complexity of preschool education. In the contradiction between complexity and accuracy, we have to reduce accuracy little by little. Therefore, our pre-school education evaluation can adopt a combination of quantitative and qualitative methods. If the qualitative description is quantified, the principle of membership degree in fuzzy mathematics can be used to "assign value" and "quantify twice" on the basis of grade evaluation.

Third, the principle of comprehensiveness.

The principle of comprehensiveness refers to the comprehensiveness of information collection in educational evaluation, and we can't emphasize one of the evaluation indicators unilaterally, and we can't be biased. Only by following the principle of comprehensiveness can we ensure the comprehensiveness of evaluation indicators and information collected in the evaluation process, thus making the evaluation more scientific and accurate.

Carrying out the principle of comprehensiveness also requires us to collect relevant information comprehensively and fully in the evaluation of pre-school education, and not to be biased. For example, the evaluation of a kindergarten teacher should not only listen to the opinions of a certain leader. We should also listen to the opinions of other kindergarten teachers and employees, parents and children's opinions on teachers, and investigate the development level of children in a class she is responsible for; To evaluate a kindergarten, we should not only listen to the opinions of a few kindergarten teachers, but also listen to opinions from all sides, collect relevant information from all sides, and then analyze and summarize them to make an appropriate evaluation.