The primary school of preschool education refers to an attempt to encourage kindergartens to treat children as primary school students in their teaching practice. At present, in Zhuhai, even in the whole province, most private kindergartens and a considerable number of public kindergartens in China, the primary tendency of early childhood education is becoming more and more serious and accelerating. This is a very harmful tendency and needs to be corrected by the education department. This paper is willing to discuss this issue. First, the specific performance of early childhood education is mainly manifested in the following two aspects: (1) In terms of code of conduct, children are required to abide by rules and discipline like primary school students and play less. Many kindergartens move the requirements of primary schools for students' code of conduct to kindergartens and put them on children's heads. For example, absolutely obey the teacher, obey, don't talk back, don't make excuses, and don't be rude; Listen attentively in class, don't be distracted, don't play tricks, don't talk, sit upright, pay attention, and raise your hand when answering questions; Don't chase and fight, don't jump and run, don't make a hullabaloo about, rest quietly or play games and prepare for the next class. All these, to name a few. These requirements unfairly regulate the behavior of primary school students, and even more ridiculous is to regulate the behavior of young children. (2) In learning knowledge, children are required to concentrate on their studies and study hard, just like primary school students. Many kindergartens violate the principle of quality education and do not pay attention to cultivating children's comprehensive quality. Instead of organizing children to learn from games, they ask them to attend classes like primary school students, learn knowledge like primary school students and do homework like primary school students. The direction and goal of running a kindergarten are seriously divorced from the reality of children. Lectures blindly instill knowledge into children, lacking teaching AIDS, patterns and colors, lacking vivid games, and dry preaching is boring; After class, children are required to do homework, copy a letter or a word ten times or even a page, as well as calculation, English, common sense and so on. There is a lot of homework, so I can't do it in kindergarten. I'll do it at home. Kindergarten focuses on learning knowledge, which has deviated from the correct direction of running the park; It is more harmful to ask young children to study like primary school students. Second, the harm of early childhood education's tendency towards primary school completely violates the laws and purposes of early childhood education, and its harm is obvious. (1) Killing children's nature and seriously damaging children's physical and mental health. Children are active and fun by nature. They are fresh about everything and want to move and play. They have fun in playing games, gain knowledge in playing games, and enter life in playing games. Children are in the early stage of physical development, and their body and mind are extremely fragile. The practice of primary education in early childhood fundamentally ignores children's physical and psychological characteristics, deprives children of childlike innocence and the right to play, and distorts or even stifles children's nature. To put it more seriously, this educational model is a rude trampling on children's humanity, a kind of damage to children's physiology and psychology, and will seriously affect children's normal physical and psychological development and healthy growth. (2) It is out of touch with social requirements and does not meet the needs of employing people in the new century. Although preschool education is far from training talents, it is the most basic link in the talent training chain and will play an important and fundamental role in the future growth of children. Early childhood education must be closely combined with the social demand for talents, and children should be trained according to the needs of social employment, so that children can grow into useful talents in society through primary, secondary and higher education. 2 1 century is the era of knowledge economy, and the trend of global economic integration is increasingly prominent and the competition is fierce. The new situation of socialist market economy requires that architectural talents in the 2 1 century must be full of pioneering and innovative spirit. The children "cultivated" under the education mode of primary education are either "little old men" with mature childhood, "little sheep" with obedience, or "bookworms" obsessed with reading. They have no vigor, vitality, pioneering and creativity, and it is difficult for them to undertake the historical task of socialist modernization in the new century. Therefore, it can be said that the tendency of primary education in early childhood education is incompatible with the employment needs of society. Being divorced from primary education has a negative impact on primary education. The tendency of primary education requires children to learn knowledge like primary school students and learn what primary school students should master. This kind of practice will be counterproductive. First of all, the intensive indoctrination and compulsory learning of kindergarten knowledge dilute children's interest in learning, ruin their appetite for learning, and make some children have different degrees of fear or even fear of learning, leading to weariness of learning; Secondly, because kindergartens grab some knowledge in the lower grades of primary schools, when children attend these courses in primary schools, it is easy for them not to concentrate on listening and studying because "I already know", which will make some children develop bad learning attitudes such as not listening carefully and not completing homework. Third, due to the lack of specialized teachers in kindergartens, the knowledge taught may not be correct and accurate. If it is incorrect and inaccurate, children will be preconceived in primary school and it is difficult to correct it. On the contrary, it will mislead children, especially oral English, which is more difficult to teach than students who don't know English at all. Fourth, primary schools learn what they have learned in kindergartens again, wasting educational resources; Fifth, some courses offered by kindergartens are not connected with primary school courses, such as English. Since the first grade of primary school, it is not common for schools to offer English classes. Even if you learn English well in kindergarten, by the time you start English classes in the third and fourth grades of primary school, the English knowledge you learned in kindergarten has long been forgotten. In fact, it has not played a fundamental role and has not promoted children's English learning. Third, the reasons for the primary school of early childhood education There are many reasons for the tendency of primary school of early childhood education. It is the responsibility of kindergartens, parents, society, education departments and textbook writers. -the purpose of running a kindergarten is incorrect. Most private kindergartens and many public kindergartens with self-financing or contracting nature do not really take cultivating children with all-round development and promoting their healthy physical and mental growth as the purpose of running kindergartens, but blindly "look at money". In order to collect more children and make more money, these kindergartens blindly cater to parents' desire for success and social encouragement, regardless of children's age, physical and mental reality and acceptance ability, and set excessive learning requirements for children, satisfying parents' vanity with academic achievements, showing off to the society with "garden achievements" and improving their attractiveness and competitiveness. -The professional quality of preschool teachers is low. Some preschool teachers lack rational thinking about the preschool education they are engaged in, and have a vague understanding of the purpose, significance and purpose of preschool education, and even mistakenly believe that it is correct and successful to impart knowledge to children, and the more you teach, the better. They don't understand quality education, all-round development, children's physical and mental characteristics and educational laws. As everyone knows, their practice of encouraging others by pulling out the seedlings can not really help children learn knowledge, but also set obstacles for their healthy growth. -Kindergarten textbooks are divorced from children's reality. Throughout our kindergarten textbooks, whether published by bookstores or subscribed by the education department, compiled by local authorities, or compiled by authoritative organizations, or "from humble origins", most of them are too large and too deep, which is seriously divorced from children's physical and mental reality and cognitive ability. Such a textbook is actually the "commander-in-chief" of preschool education. -the education department's guidance and supervision of early childhood education is insufficient. In the face of the trend that preschool education is becoming less and less academic, the role played by government education departments is minimal, either turning a blind eye or acquiescing. In short, the education department has not stopped and corrected this erroneous tendency. What's more, the education departments in some places have unconsciously contributed to the primary tendency of early childhood education from the aspects of activity organization, award evaluation and professional title evaluation. -parents and society have deviated from the evaluation standards of kindergartens. Many parents of young children confuse going to kindergarten with going to school. They think that going to school naturally requires learning knowledge, and they will send their children to the kindergarten where they have learned a lot. They take what their children have learned as the capital to show off, relish it and enjoy it. Public opinion also generally takes the amount of knowledge learned as the standard to evaluate the quality of kindergartens, forcing most kindergartens to embark on the road of primary education for survival and development. Fourth, measures to correct the tendency of early childhood education to be primary school (1) Strengthen the propaganda of the purpose of early childhood education and improve the understanding of early childhood education in the whole society. Early childhood education is related to the great cause of China's modernization in the 2 1 century. The education department should give full play to the coordinating role of its government functional departments, mobilize newspapers, TV stations and radio stations to effectively strengthen the propaganda of early childhood education, so that the whole society can fully understand the purpose, significance and purpose of early childhood education, correct the wrong understanding that "children go to kindergarten mainly to learn knowledge", adjust the evaluation criteria for kindergartens, and understand that successful kindergartens are not about teaching children much knowledge, but about cultivating children's collective consciousness. Only by improving the whole society's understanding of early childhood education and correctly adjusting the evaluation standards of parents and society for kindergartens can we effectively correct the tendency of early childhood education. (B) in the kindergarten teachers to carry out a big discussion of educational ideas, improve the professional quality of kindergarten teachers. In the final analysis, the root of the tendency of primary education in early childhood education is incorrect educational thought. Preschool teachers are the direct implementers of preschool education, and it is particularly important to correct preschool teachers' educational thoughts to correct the tendency of primary education. Therefore, it is necessary to carry out an in-depth discussion on educational ideas among all kindergarten teachers (including kindergarten managers and directors) to completely reverse the educational ideas of all kindergarten teachers and adapt them to the needs of quality education in kindergartens. (3) Further strengthen the guidance, supervision and management of kindergartens by the education department. The education department has an unshirkable responsibility to correct the tendency of primary school education. The attitude of the education department largely determines the orientation of social evaluation of kindergartens. Therefore, it is suggested that the education department further strengthen the guidance, supervision and management of kindergartens. In the assessment and professional title evaluation of preschool teachers, it is necessary to examine whether their educational ideas are correct and whether there is a phenomenon of primary school education in preschool education. If there is, it can't be rated as advanced and can't pass the professional title evaluation. It is necessary to strengthen the annual evaluation mechanism, adjust the kindergarten evaluation standards during the annual evaluation and certification of kindergartens, admonish or warn kindergartens with serious tendency of primary school education, and demand rectification within a time limit. If the rectification does not meet the requirements, the kindergarten qualification will be cancelled. It is necessary to strengthen the supervision of kindergartens through unannounced visits, regular discussions and accepting complaints. We should always guide the education and teaching of kindergartens, strengthen the training of kindergarten teachers, and ask kindergartens to correct the purpose of running kindergartens to ensure the healthy growth of children. Hope to adopt