1. Education from 0 to 3 years old benefits from a person's life.
When a person comes into this world, it means not only survival, but also education. Only by receiving education can people survive, and only by receiving education can natural people truly become social and cultural people. Education in the social and cultural sense, like water in the physiological sense, injects a second life into human seedlings and even the whole human race. No matter in the wild times or in the modern society, human education has started since the birth of human beings, but in different times, the undertakers of education are different, the places of education are different, the degree of education is different, and the specific purpose and value given to education are also different. The education received by human beings in their early years has cumulative and delayed effects, which will benefit people all their lives. Therefore, the significance of education to individuals is not just the present. Still lies in the future.
With the development of physiology, cognitive neuroscience, psychology, pedagogy and other related disciplines, people have a deeper understanding of the development of children aged 0-3 and the importance of kindergarten education. The idea that education begins at the moment of birth is more deeply rooted in people's hearts. The deprivation of early positive stimulation will have an important or even irreversible negative impact on children's growth. In recent years, some cases of abnormal psychological development of children caused by family conflicts or mother's separation fully show that early positive influence is very important for people's growth. Under the concept of lifelong education, education is not exclusive to a certain age group, but a demand that exists in every age group. The line of sight of inspecting education must extend to the moment when human individual life begins. Enjoying school-age education is one of the basic rights of human beings.
General Secretary Hu Jintao clearly put forward "attaching importance to preschool education" in the report of the 17th National Congress of the Communist Party of China. This means that both the governments of China and China attach importance to the education of all ages before primary school, and it also means that the strategy of strengthening the country through talents advocated by the 17th National Congress of the Communist Party of China started from preschool education. The national innovative spirit must be cultivated in the pre-school education stage, and the real innovative talents are accumulated by the educational effects of each stage, not suddenly produced in the higher education stage. Therefore, the quality of preschool education directly affects the quality of talents in our country and the competitiveness of our country now and in the future. It is in this sense that the future of the country depends on our attitude and actions towards every new life.
Second, it is a last resort to let too young children enter full-time institutions.
An individual should be integrated into and influenced by society, which is the source of his development. But this does not mean that he … must enter the institutionalized education system and the collective education environment far away from his parents' affection. It is true that professional teachers in educational institutions for children aged 0-3 do have many advantages in guiding children's activities. However, children at home are also receiving education to promote their development. The relationship between children and family environment, parents and other relatives is indispensable for their growth. The emotional connection between children and their parents, especially their mothers, is irreplaceable by educational institutions. This kind of emotion is the basis for the good development of children's personality. Playing at the mother's knee is the best environment for children to grow up, and maternal love can make children get real peace and happiness. Practically speaking, many educational influences produced by institutional education today may also be produced in the family environment. As long as parents master scientific education methods, truly understand their children, try their best to pay attention to their needs, let their children do what they like, and let them get in touch with nature and people. It is in this sense that it is very wise and humane for some developed countries in the west to extend maternity leave. It is not the only and best choice for children aged 0 ~ 3 to enter institutions for education. It is of positive significance for disadvantaged children to enter institutionalized educational institutions, but it also has some negative effects. Their crying in educational institutions may soon end in 1 ~ 2 weeks, but it does not mean that children no longer need their mothers, and they are happy and happy without maternal love. In fact, children don't cry, but the demand for maternal love is temporarily suppressed. It is the greatest necessity in the development of life to suppress the satisfaction of maternal love prematurely. We educators have the obligation and responsibility to reduce this necessity, and through our own efforts, try our best to make up for the emotional and personality troubles that children may bring because they are far away from their loved ones. This is why kindergarten education bears more important responsibilities than other age groups, and why teachers of kindergarten children need special training. We believe that the starting point of kindergarten education is here. Only at this starting point can children be truly happy, fully active, actively communicated and developed harmoniously. As far as China's reality is concerned, qualified children should go from parent-child activities to half-day institutional education, and then gradually become full-time small class education.
Third, let children integrate into a rational action.
1 integration is not uniform.
Kindergarten comprehensive education system is a positive and valuable framework. The integration of child care means bringing the education of children aged 0-3 into the public view and into the national education system: the integration of child care means taking the education of children aged 0-3 and the education of children aged 3-6 as two organic and interrelated stages; The integration of children means that the education of 0 ~ 3 years old and the education of 3 ~ 6 years old have the same important value in the development of life. The integrated kindergarten education system is based on the understanding of the differences and differences between 0-3 years old and 3-6 years old. Without such differences and differences, there would be no integration problem, only when different stages are related. 0 ~ 6 years old is a stage with great age span. At this stage, children's physical and mental development also has a great span, and the intelligence level of children at different ages is qualitatively different. We can't educate all children aged 0-6 in the same way. We should not only see the development connection of children of different ages, but also see their differences. Therefore, integration is not unity.
20 ~ 3 years old education is not equal to 0 ~ 3 years old institutional education.
As mentioned above, it is a last resort to let too young children enter full-time educational institutions. Therefore, attaching importance to the education of children aged 0 ~ 3 is not blindly advocating institutional education. Starting from the national conditions of China, kindergarten children's education should develop in a multi-level and diversified direction, and all educational forms and systems conducive to the development of children aged 0-3 are valuable. For example, family education, community parenting education, institutional parenting education, half-day institutional education (preferably after the age of two), and full-time education with special needs. In addition, irregular neighborhood play group activities, neighborhood visits, participation in community activities, and social volunteers' family activities are all important forms of activities to promote the development of children aged 0-3.
3 nursery class is not equal to kindergarten class.
Mr. Chen Heqin, a famous educator in China, pointed out more than 80 years ago that kindergartens should be like families, not too much like schools. The child comes from a family, and he should gradually adapt to the life in kindergarten. From Mr. Chen Heqin's thought, we can clearly realize that the nursery for children aged 2-3 should be more like a family than a kindergarten, and even less like a primary school. This means that the environment of the nursery class should be similar to that of the family, and it should be soft, soft, warm and quiet. Children in kindergarten require teachers to carry out emotional education and feel maternal love and motherhood in teachers. So "teachers should try to be like their mothers". Teachers' love for kindergarten children is similar to mothers' love and contains strong maternal love. Motherly love is gradually bred in the process of pregnancy in October and in the process of expectation, worry and love. Without genuine love for children, it is difficult for teachers to really attract kindergarten children in their manners. Teachers' maternity is naturally revealed in teachers' words, expressions and behaviors. Teachers educate with heart, not just talk but not practice. Therefore, the education of kindergarten children is not task-oriented, but emotional and spiritual needs-oriented. Kindergarten education also requires teachers to develop some special educational abilities, so that teachers can know the needs of children in time and meet their needs as much as possible. Kindergarten education also requires teachers to pay more attention to children's lives. Because, for young children, education and life are often integrated, receiving education in life and enjoying life in education. Kindergarten education also requires teachers to let children have their own spiritual world, not to suppress children's personal interests too much with collective demands, but to let children get pleasure and experience in the process of constantly doing things.
Comprehensive child care system is an educational ideal. It is not an order to completely integrate the education of children aged 0-3 into institutional education, nor is it a cover for "ruthlessly" developing the potential of children aged 0-3. The integration of children who admit differences insists on the scientificity and rationality of education, puts an end to all suppression and destruction of children's body, mind and personality, all intelligent training and heavy tasks that ignore the characteristics of children's physical and mental development, and all learning actions that claim to win at the starting line are actually vanity or profiteering of adults. Therefore, in our eyes, parenting is one. More is the extension of educational vision and the expansion of visual threshold, and it is the concern and attention to the education of 0 ~ 3 years old. Only by treating the integration of child care and child care rationally can we be worthy of children and society.