history
Preschool pedagogy has become an independent science, which was first put forward by German educator F.W.A. Froebel. Under the influence of Comenius and French Enlightenment thinker Rousseau, he also accepted the children's education thought of Swiss educator Pestalozzi. 1837, an educational institution for17-year-old children was established in Blanckenburg, and 1840 was named kindergarten. Froebel systematically discussed the importance, contents and methods of kindergarten education. He believes that children's development is a gradual process, education should be suitable for children's development, and education should be based on children's independent activities. He attaches great importance to the educational value of games, regards games as the main activity of kindergartens, and designs a set of games and teaching materials. His main works are: Human Education (1826), Mothers' Games and Children's Songs (1843) and Kindergarten Pedagogy (1862). Although there is an idealistic view in Froebel's educational theory, he has promoted the establishment of kindergartens and the research of preschool education in various countries in practice and theory.
/kloc-In the late 20th century, the development of biology, physiology, psychology and children's psychology provided favorable conditions for revealing the laws of preschool education, thus promoting the development of preschool education. The representatives of preschool education in the "New Education" movement, Italian educator Montessori and Belgian educator Crowley, put forward their own ideas and theories of preschool education through their research and experiments. Montessori put forward that preschool children go through various sensitive periods and it is easy to learn some knowledge and skills; Education mainly lies in providing an environment suitable for children's development and promoting self-development through children's free activities. She emphasized sensory education and designed a set of games and teaching materials. But her training method is mechanical and divorced from the real life of children. De Crowley also advocates providing a suitable environment for children, but he believes that children should be active in groups and learn in real life, "so that children can prepare for life in life." His education system is based on three processes: observation, association and expression (through activities, through oral language, writing and handwork). He also attached importance to and personally wrote some teaching games. Montessori, De Crowley and others promoted the development of preschool education. By the end of 19 and the beginning of the 20th century, China began to pay attention to the establishment of preschool education institutions. Both Kang Youwei and Cai Yuanpei put forward the idea of public education for children. At the beginning of the 20th century, some kindergartens were established in various places. China's theory of preschool education and the implementation of kindergartens were first imitated from Japan, and later learned from Europe and America, which was greatly influenced by the church. At that time, some educators devoted themselves to researching and establishing preschool education suitable for China's national conditions. Among them, Chen Heqin founded Nanjing Gulou Kindergarten, and made an experimental study on the curriculum, teaching materials, teaching methods and equipment of the kindergarten. He is the author of Children's Psychological Research, Early Childhood Education and Family Education. At the same time, Tao Xingzhi founded rural and factory kindergartens, and published works such as "Declaration on Establishing Rural Kindergartens" and "New World of Kindergartens". Zhang Xuemen presided over Xiangshan Kindergarten Beiping Naive Normal School and published books such as Introduction to Kindergarten Education, New Naive Education, Kindergarten Curriculum and Kindergarten Organization Law. These works have taken the first step in establishing preschool education in China.
After the founding of People's Republic of China (PRC), preschool educators summed up the experience of preschool education in China, learned useful experience from foreign countries, and did a lot of work in educational practice and scientific research, further revealing the laws of preschool education scientifically. Some research achievements have been made in the organization of one-day education in kindergarten, life care and physical exercise for children, the cultivation of moral quality and behavior habits, the development of language and intelligence, the teaching methods of common sense, physical education, music, art design and calculation in kindergarten. Preschool education majors in normal universities and preschool normal schools have compiled textbooks for preschool education, which has promoted the development of preschool education.