The advantage is that the traditional preschool education activities have been re-examined, and in this process, concrete, vivid and rich connotations have been obtained, which has also given new understanding and significance to educational practice. The disadvantage is that it is flawed in developing children's cognition and rarely contains knowledge of mathematical logic.
Kemi explored the connotation of education to the greatest extent from Piaget's theory, and extracted three principles of curriculum design:
First, the principle of "initiative". The acquisition of knowledge is a dynamic process, and children's learning must be a process of active exploration, self-thinking, questioning, comparison and demonstration. Providing children with such opportunities and creating such an atmosphere and environment is the fundamental principle of the curriculum.
Second, the principle of "enrichment". That is, the purpose of the course is not to focus on "acceleration" outside the stage, but to work hard on the basis of laying a solid foundation for children's development. By making children "make mistakes" fully, the cognitive structure of children in preoperative stage can be improved.
Third, the "structural principle". Kemi believes that generalized knowledge is a complete structure, not a collection of single skills. Well-structured old knowledge enables children to infer, judge and process problem information from reality more richly and correctly. In this way, the relevant knowledge in the knowledge structure will be more systematic and perfect. Helping children form such a knowledge network is an important task of the course.