We know that the Guide aims at "laying a good quality foundation for children's follow-up study and lifelong development" and pays attention to promoting children's comprehensive and coordinated development in physical, intellectual, moral and aesthetic aspects. By putting forward the learning development goals and corresponding educational suggestions for children aged 3-6, we can help preschool teachers and parents understand the basic laws and characteristics of children's learning development, establish reasonable expectations for children's development, implement scientific conservation and education, and let children spend their time. We should follow several principles in the process of study and practice:

First of all, we should pay attention to the mutual penetration and integration between the field and the goal. Although the guide describes children's learning and development from five fields: health, language, society, science and art, children's development is a whole. We can't pursue one or several aspects of development unilaterally, but we must pay attention to the integrity of children's learning and development, so as to achieve the goal of promoting children's comprehensive and coordinated physical and mental development.

Secondly, we should follow the children's development laws and learning characteristics. This requires each of our kindergarten teachers and parents to respect and protect children's curiosity and interest in learning, cherish the unique value of children's life and games, create an educational environment for children to grow up happily, support and meet the needs of children for direct perception, practical operation and personal experience to gain experience, resolutely put an end to advanced education and intensive training, and avoid adverse consequences that are counterproductive.

Third, we should respect the individual differences in children's development. Children's development is a continuous and gradual process, and it also shows certain stage characteristics. We should not only accurately grasp the stage characteristics of children's development, but also fully respect the individual differences in the continuous process of children's development, reach the development state presented in the Guide at our own speed and way, and better support and guide children to develop from the original level to a higher level.

Fourth, we should pay attention to the formation of children's study habits and the establishment of learning quality. Practice has proved that children's positive attitude and good behavior tendency in the process of activities are valuable qualities necessary for lifelong learning and development. The essence of the Guide is to help children gradually develop good learning qualities such as initiative, earnest concentration, courage to explore and try, and willingness to imagine and create.

Second, study guide, talk about education together.

Parents are children's first teachers, and their education is an extremely important part of early childhood education. Studying the Guide with parents, knowing about children, making full use of parents' resources through home cooperation, and letting parents participate in kindergarten education with their own expertise can help parents understand kindergarten and early childhood education in depth.

First of all, we should make an in-depth investigation to understand the family education of each child in the class. According to the actual situation, we should guide parents to master the main points of their children's family education, guide parents to care about their children's education, have correct requirements for their children, establish good family relations, and make their children in a normal and equal family position. Moreover, the requirements for parents must be consistent. No matter parents, grandfathers and grandmothers, anyone who has close contact with children and has a great influence on children must be consistent, so that teachers and parents can jointly complete the education of children.

Second, we should coordinate the efforts of relevant social groups to jointly promote children's development. Kindergarten, family and community are the most influential and direct microenvironment in children's development. As the earliest social and cultural environment for children, it plays an incomparable role in children's development. Therefore, children's education must be based on children's activities, roles and interpersonal relationships established in a specific environment, coordinate the strength of relevant social groups and jointly promote children's development.

Third, we should meet the reasonable needs of parents and gain their trust. Parents' cooperative attitude depends on whether cooperation meets their needs of educating their children. When kindergartens meet parents' reasonable needs, parents' desire and enthusiasm for cooperation will be more positive. Therefore, teachers should understand parents' needs for preschool education, try their best to meet parents' needs, gain parents' trust, and thus stimulate parents' interest and enthusiasm for kindergarten education.

Fourth, parents can understand the uniqueness of their children. We know that every child's needs and personality are unique. Teachers often have a certain understanding of the development knowledge of specific age groups, and the understanding of personality depends on getting along with individual children and their families. As parents of children, their understanding of children is vertical and vertical, while teachers' understanding is horizontal. In this way, the cooperation between teachers and parents is just complementary in cognition and achieves mutual cooperation and support in education.

Fifth, enrich the forms of family cooperation. By holding parent-teacher conferences, parents' schools, inviting parents to visit kindergartens for one day, carrying out parent-child activities, home visits, and parents' experience exchange meetings, we can understand the contents of kindergarten education, learn the methods and experiences of early childhood education, and pay more attention to children's education. Improving parents' scientific parenting level is an unshirkable responsibility of teachers, an indispensable part of parents' work, and the need to realize family education and improve children's quality.

Third, practice guide, grow together.

Now we study and practice the Guide with parents, actively understand each other, cooperate with each other and support each other, and jointly promote children's physical and mental development through the two-way interaction between kindergarten and family. Combined with the work of pre-school education publicity month, a series of activities of "learning to guide, understanding children and promoting work" were launched to let parents experience the fun of growing up with their children.

(A) change the concept of education, understanding the importance of family education.

In the activities of learning and using the guide, we have always attached importance to the importance of publicizing and guiding family education. In the past, parents always wondered why the teacher didn't teach pinyin and calculation. Parents pay attention to this aspect through parent-teacher conferences, especially by attracting parents to participate in various activities in kindergartens to gain their recognition and feelings. With the unremitting efforts of our teachers and parents, parents have realized what early education is, from coping to taking it seriously, from trouble to active communication for advice, to taking the initiative to become parents volunteers, and so on. We have seen the change of parents' educational concept and the parents' increasing attention to the quality cultivation of their children.

(2) devote to family education and improve the guidance of children's activities.

Children's education is inseparable from the correct guidance of adults. How to guide children correctly is even more difficult for rural parents, especially migrant families with low educational level. To this end, our guidance to parents is also "concrete and operable": parents are invited to observe the teacher's lectures and talk about ideas and gains in combination with their own family education; Carry out parent-child activities to make parents' methods collide with teachers' methods, so as to get a more effective experience; In the exploration record form distributed by activities, use symbols or pictures to indicate which ones were filled in by parents and which ones were completed by children. Every step is so clear, and the theory and practice are in a virtuous circle and repeated, so that parents' ability to guide their children is constantly improved. Rough parents feel guilty, impatient parents can calm down and listen to their children, and busy parents can take it as their job to guide their children to explore. Through conscious guidance activities again and again in kindergartens, parents' guidance ability grew from scratch until it changed qualitatively.

(C) Home-school cooperation to strengthen communication with teachers.

Home-garden cooperation has always emphasized that teachers should learn to communicate with parents and attach importance to their ability to communicate with parents, but real home-garden cooperation cannot be separated from the active cooperation of parents. Among them, the active communication between parents and teachers is particularly important. The actual situation in our kindergarten is that the general parents' education level is not high, and there are many grandparents, which leads to poor communication at home. The communication channels of our kindergarten are: children's growth footprint, home contact bar, SMS interactive platform, morning and evening pick-up and conversation, parents' open day, telephone and so on. Many communication methods are faced with group parents and parents who can take the initiative to talk to teachers and are good at communication. For some parents who are not good at communication, introverted, grandparents and so on, the best platform to communicate with these parents is online home platform, SMS interactive platform, activity feedback form and other ways expressed in words. Nowadays, parents can take the initiative to talk to their teachers about their children's behavior at home, and even exchange some interesting things with their children or their own practices in the process of exploration. Because of parents' active communication, teachers can capture children's information and parents' counseling information in time and give timely guidance.