Piaget's Early Childhood Education Experimental Plan (I) University of Wisconsin Early Childhood Research Center Plan According to Piaget's theory, the University of Wisconsin Early Childhood Research Center designed a set of early childhood education experimental plan, aiming at children aged 3-5, with the main goal of testing the influence of the plan on children's intellectual and social development. 1, course design. Teachers don't try to teach some specific concepts directly in educational activities, but children develop some concepts themselves. In this course, teachers encourage children to actively manipulate objects, ask children exploratory questions, and encourage children to interact with their peers openly. Therefore, children can freely choose their own activities. This scheme holds that the world discovered by children themselves is meaningful and beneficial to children. In the process of children's thinking, the correctness of answers and methods is not the first consideration. The ultimate goal of the whole plan is to cultivate people with creativity and thinking ability. 2. Theoretical basis. The plan focuses on intellectual development, but it also attaches importance to cognition, emotion and skills. In order to help children keep close contact with the environment, it is necessary to provide knowledge of mathematics, sub-logic, physical environment and social environment. 3. Implementation process. According to the curriculum, children's two and a half hours in the park include free play (60 minutes), cleaning (15 minutes), snack time (15 minutes), group time (20 minutes), group activities (15 minutes) and outdoor games (25-30 minutes). The sequence of activities can be flexibly grasped. Among them, group activities are the most, with about 200 planned and designed in three years. Their activities focus on specific logical concepts, such as classification, arrangement, ranking, quantity, time and space, measurement and so on. Classes are held for 28 weeks every academic year, and formative evaluation is conducted regularly every week. Teachers are responsible for the final evaluation every academic year. (II) Kemi's educational experiment scheme Kemi and Jude Vilis designed a most creative Piaget's educational experiment scheme "the curriculum experiment scheme originated from Piaget" at the University of Illinois in Chicago. 1, the basic principles of education (1) are applicable to social-emotional education principles: a Encourage preschool teachers to improve their relationship with adults independently. B encourage children to interact with each other and solve their own contradictions. C encourage children to maintain their independence and curiosity, satisfy their curiosity with innovation, be confident and have the ability to carry out their own activities, talk freely about their own ideas, and be able to deal with fear and anxiety in a constructive way. (2) Educational principles applicable to cognition: A. Implementing teaching in children's games. Encourage and accept children's "wrong" answers. Teaching is based on physical knowledge, mathematical knowledge and social knowledge. Consider the process and content of teaching. 2. Curriculum design goal (1) Long-term goal: give priority to the development of complete personality, especially emphasize intellectual and moral autonomy, encourage children's critical spirit, and cultivate independent thinking and creativity. (2) Short-term goal: a social emotion; Maintain a non-mandatory relationship with adults to gain a sense of security; Respect the feelings and rights of others, and start to coordinate different views; Be alert, independent, curious, satisfy curiosity with innovation, be confident, believe that you have the ability to count things, and be able to express your views. B Cognition: Explore interesting ideas, questions and puzzles, bring objects into relationships, and pay attention to their similarities and differences. 3. The content of the course. There is no specific subject, but a series of situations and activities to promote development. Its content can be deduced from the daily life, children's development courses and activities provided by Piaget's theory. (1) As far as daily life is concerned. (2) As far as child development courses are concerned. (3) As far as the activities provided by Piaget's theory are concerned. 4. The tasks of teachers and parents. Teachers need to create an environment and atmosphere conducive to learning; Providing materials and suggesting activities; Answer children's questions with relevant knowledge; Help to expand children's thinking. Teachers should cooperate with each other and let the activities of physics knowledge cooperate with group games. The task of parents is to agree with the concept of this course, and the way of raising children in families must match this course. The second educational model of Bank Street B. Bai Hua and others studied the children's development curriculum based on the interaction method of development and Piaget's theory in the School of Education of Bank Street. (1) Early theoretical research focused on exploring the importance of educational goals and values, systematically observing and recording how children learn and how to achieve development goals through education and training. Concepts include: (1) When children develop themselves, individuals interact with the environment. Children are full of strong curiosity and motivation to explore the environment, which will lead to children's continuous learning behavior. (2) Development is characterized by qualitative change and quantitative change, so individuals interact with the environment through differentiation and integration to produce new experiences. (3) Adaptation is an indispensable function in the development process, which refers to an adjustment process that individuals take in order to balance when interacting with the environment. It includes two complementary activities: assimilation and adaptation. (4) If children can't show general developmental behavior, it is caused by bad factors in the past. (5) In the interaction with others and the environment, the self is constantly enriched and reflected, and gradually grows into a mature individual. (2) The educational goal is to cultivate children's excellent intelligence, good attitude, correct values and self-concept. Cultivate children to become a complete child, that is, acquire knowledge, have the ability of value judgment and problem solving, so as to develop autonomy, self-esteem, self-respect, self-affirmation and self-growth, and establish good relations with others. (3) Teaching plan and strategy 1, principle of educational development (1) The growth of intelligence is composed of the integration of learning and knowledge; (2) Children's learning is mainly based on experience; (3) Linking personal experience with his wisdom can accelerate children's understanding and learning; (4) The function of school and family is to provide children with thinking conditions; (5) Children can express various roles and emotions through drama performances, get familiar with different emotions, and project real-life emotions into the roles they play; (6) When drawing up the curriculum plan, we must meet the needs of children's physical and mental development and arrange the environment according to children's interests and abilities; (7) Teachers should be good at observing and comparing children's development, so as to encourage children in time. 2. Teacher-student relationship emphasizes the role of teachers, the good relationship and trust between teachers and students, and teachers should be the coordinator of self-affirmation and negation in children's learning. The teacher's attitude should be: (1) Let the children know that the teacher will always care and help them when they need it; (2) Teachers should listen to guidance and evaluate children's behaviors, regardless of whether their behaviors are valuable; (3) Teachers should immediately correct children's immature discussion or language deviation; (4) Use actions to reflect the situation of young children, rather than direct language correction or prohibition; (5) Participate in children's learning happily; (6) Give effective help, provide new materials appropriately, and give positive suggestions in activities; (7) Understand and explore the source of children's difficulties and the main reasons of fear and anger; (8) Understand the behavioral characteristics of children in the development stage; (9) Understand children's abilities and needs; (10) Try to give children challenges within their ability to increase their learning response, but avoid exceeding their ability and making them feel frustrated; (1 1) Communicate with children in verbal and nonverbal ways as much as possible. 3. Children's learning motivation Some methods to improve children's learning motivation are put forward: to promote children's curiosity and concern about things, thus promoting the occurrence of learning behavior. Let learning become an expansion from the on-campus experience to the off-campus experience, and constantly enrich the children's experience. (4) Course content 1, providing a learning environment for children's activities: (1) Exploring various parts of the body; (2) operating specific objects; 2) Cognitive teaching planned by teachers: (1) Develop children into individuals who actively accept and respond to stimuli; (2) developing children's marking function; (3) developing children's language ability; 3) Promote children's knowledge and understanding of the environment: (1) Observe some things in the kindergarten and let children understand their functions. (2) By telling stories, we can understand the origin and process of history and festivals. (3) Observe the function of the off-campus environment. (4) Discuss what happened or heard recently. 4. Combine drama with children's experiences. Show children's inner experience through drama performance, and vent their fears, frustrations and other emotions. 5. Develop children's all-round ability. Enhance children's ability of self-understanding, self-affirmation and self-growth, and help children become independent learners, thus developing into a complete and sound person.