The "primary school" of preschool education violates the law of children's development, is not conducive to the formation of children's sound personality, and exceeds the level of children's psychological development. Children are tired of studying before they go to school. Children are in a state of mechanical reading, writing and memory for a long time. Many children stifle their imagination when they are tired of learning, and as a result, they are anxious about going to school and tired of learning.
Curbing the all-round development of children's intelligence has missed the "critical period" of early childhood education. Kindergarten is a paradise for children, and "playing" should be their main activity in kindergarten. Children play happily in various games such as "Doll's House", "Small Supermarket" and "Small Hospital", which can not only learn knowledge easily and happily, but also cultivate good study habits. In various games and activities, children's language and psychological skills as well as their ability to communicate and cooperate with peers have also been improved.
"Primary school?" China emphasizes "instilling" knowledge into children, while games are not. It is the gradual improvement of ability and wisdom in a subtle way, bringing wisdom to children. Although this kind of intelligence is not as obvious as reading and reciting poems, it can play a role in the future growth process. For example, we often see children divide things in games, or give food to dolls, or give materials to partners. Over time, they will find that when the same things are divided into different shares, the more shares are divided, the less each share is. This discovery will make them especially clever when they learn division in primary school. For example, children who often play puzzles are particularly sensitive to the cognition of shapes, and they will learn geometry well in school in the future ... It can be seen that the game is subtle.
Ignoring the cultivation of children's non-intelligence factors is not conducive to the formation of children's good behavior habits.
Studies have shown that the first factor affecting children's academic performance is not the preparation of knowledge, but whether children are in a proactive learning attitude, whether they stimulate their interest in learning, whether they arouse their curiosity about knowledge, whether they help children develop good study habits, whether they cultivate their knowledge transfer ability, whether they help children establish the courage to overcome difficulties, whether they teach children to find their own solutions, and whether they teach them to learn to explore and learn to cooperate. The key period of cultivating these good non-intelligence factors is preschool, which is also the focus of kindergarten education. Good cultivation of non-intellectual factors will benefit children for life.