Traditional festivals are precious spiritual and cultural heritage left by our Chinese nation for thousands of years. It contains the fine virtues of our people, such as respecting the old and loving the young, being diligent and kind, and being kind to others. Although each festival has its own origin and customs, it advocates family reunion and harmony, showing the good wishes of the working people in China. These traditional festivals with national characteristics include: Mid-Autumn Festival for family reunion, Double Ninth Festival for the elderly, jubilant Spring Festival, Lantern Festival with lanterns, Chinese Valentine's Day, Dragon Head Rise, Tomb-Sweeping Day, Dragon Boat Festival and so on. Festival culture is rich in connotation and has a long history. Different nationalities and regions have different customs. It is far from enough to carry out the infiltration education of traditional festivals in kindergartens, but it also needs the understanding and support of parents. Therefore, we pay special attention to the excavation and utilization of parents' resources in the research process. The Guiding Outline of Kindergarten Education points out: "Parents are important partners of kindergarten teachers. In line with the principle of respect and equality, attract parents to actively participate in kindergarten education, strive for parents' understanding, support and participation, and actively support and help parents improve their educational ability. "In teaching practice, I realized that the creation of a good educational environment is inseparable from a rich material foundation, and the integration and utilization of resources is inseparable from effective home interaction. 1. Close family relations and establish good family relations of equality and cooperation. In the traditional festival education activities, the origin and customs of various traditional festivals are publicized through the "traditional festival column". Teachers in each class also set up an information platform for exchanging traditional festivals between families in the form of "home through train", "home contact column", "parents' mailbox" and "theme wall" according to the actual situation of families. When every traditional festival comes, a "festival questionnaire" will be sent to every family to find out how much parents know about the origin of traditional festivals, and how Yumen locals live traditional festivals and their folk customs. For example, we learned from the questionnaire of the Dragon Head-raising Festival that on February 2 of the lunar calendar, adults and children should shave their heads to commemorate the day when the dragon heads up, which also means that they can be as strong and take off as dragons. On the day of the festival, we encourage children to follow their parents to get a haircut, so that children can feel the lively scene of people vying for a haircut during the festival. Then through organizing and implementing a series of theme activities such as understanding dragons, festivals and the rise of dragons, and the origin of the Year of the Loong, let children know about the folklore of dragons and festivals, and understand that different places will have different customs when celebrating traditional festivals. Through the questionnaire of Lantern Festival, we know that there are some customs in Yumen area, such as building social fires, setting off fireworks, enjoying lanterns and eating Yuanxiao. We mobilize parents to lead their children to watch social fire shows and fireworks during festivals. With the support and guidance of parents, we designed and organized the artistic activities of "rubbing Yuanxiao" and "making Yuanxiao", so that children can feel the festive, lively and peaceful holiday atmosphere through hands-on operation and personal experience, and deepen their understanding and perception of the Lantern Festival. Second, effectively organize parents to participate in the creation of kindergarten environment and the implementation of educational activities. In the traditional festival activities in kindergarten, we use parents' resources to carry out various forms of home interaction activities inside and outside the kindergarten according to the customs and characteristics of each festival, which not only makes parents and children feel the festive atmosphere of reunion, harmony and happiness, but also effectively promotes the affection between parents and children. For example, when the Mid-Autumn Festival comes, parents and children are invited to collect pictures, stories and legends about the Mid-Autumn Festival. On the basis of children's understanding of the Mid-Autumn Festival, teachers launched a series of activities with the theme of "Happy Mid-Autumn Festival" and invited parents and children to participate in the "parent-child moon viewing party" to let children and parents feel the happiness of the Mid-Autumn Festival reunion. We also learned that local people have some food customs such as burning pot helmets, offering sacrifices to the moon and giving gifts to relatives and friends during the Mid-Autumn Festival. Therefore, we designed an art activity of "making pot helmets" based on this, and invited parents to participate in parent-child making pot helmets, so that children can understand the customs and eating habits of local people in Yumen during the Mid-Autumn Festival and get a preliminary understanding of the method of making pot helmets. In the "Welcome the Spring Festival" parent-child activity on the first day of the Lunar New Year, after we sent an interactive letter of "Please Help" in advance, parents sent couplets, Chinese characters, Chinese knots, lanterns, window grilles and other Spring Festival items. We arranged these items in the theme wall and activity area, and the classroom showed a lively and festive atmosphere. In the process of these activities, we adopted the multi-directional interaction mode of teachers, children and families. At the same time, let us understand that family resources are important resources that cannot be ignored in holiday theme education activities. 3. Teachers who guide parents to effectively use traditional festivals to educate their children should pay attention to the guiding role of kindergartens in family education and ask parents to seize the opportunity of festivals to educate their children in a socialized and life-oriented way. Educator Tao Xingzhi once said that "life is education", and life is full of knowledge. For example, when Tomb-Sweeping Day arrives, we ask parents to take their children to attend grave-sweeping and ancestor-paying activities, so that children can feel their family's affection for their ancestors. On the Dragon Boat Festival, parents eat zongzi with their children and tell them the story of Qu Yuan. On the Double Ninth Festival (the Festival for the Elderly), many parents lead a family to climb the mountain, take their children to choose gifts for grandparents and say some words of blessing, so that children can deeply feel the deep affection and joy from an early age and feel the traditional virtue of respecting the elderly. These family activities not only make adults and children feel the strong folk culture, but also greatly harmonize the feelings between parents and children, and enhance the social feelings of children who love the motherland, hometown and parents and elders. Fourth, give full play to the advantages of family education and enhance children's comprehensive experience of festivals. Every folk festival in China has its own unique customs. Some festivals are celebrated during the day, some at night, some are social activities, and some are common activities with family members at home. It can be seen that unilateral festivals in kindergartens can not carry all the connotations of folk festivals, nor can they replace the important role of family and society in festivals. Therefore, teachers should guide parents to tap their own potential educational resources and give full play to the advantages of family education. For example, teachers should pay attention to assigning tasks to children and parents before the holiday, so that parents can take their children to visit, visit friends, watch holiday TV cultural programs and TV media. And holiday family activities will leave a deep impression on children. After the festival, teachers organize children to play games and discuss, or let children and parents come to the garden together to play parent-child games with the theme of the festival. Through parent-child activities, children's experience of the festival is transformed into their inner experience. While helping to collect information, parents can also help teachers enrich their children's knowledge related to theme activities, expand their knowledge, increase their overall perception and experience of festival culture, and feel the atmosphere of the festival and the significance of reunion. The influence of family education on children's development is incomparable and irreplaceable by other educational environments. The close combination of kindergarten education and family education makes education permeate all aspects of family life. Traditional festival activities need the organic combination of kindergarten, family and society. As teachers, we should integrate resources from all sides to form a joint force of teaching, so that children can enhance their understanding and feelings of traditional festival culture in colorful festival activities and with the participation of multiple channels, and let the traditional festival culture in China go deep into children's hearts and be passed down all the time.