First, trace the origin of children's thinking back to this course.
Returning to this course is deeply influenced by open education, advocating human freedom and nature, restoring children's original appearance, trusting them and giving them the greatest freedom and trust from body to mind. Since ancient times, social progress and the pursuit of a better life have been achieved by striving for freedom, as have the progress of education and children's learning. Although children don't know how to fight for freedom, they all have a source of freedom in their hearts. When they are given freedom, all their innate instincts and potentials will erupt like a volcano. So we can see the uniqueness of each child, see the children become real learners, and see their internal changes and rapid growth. This is the difference between returning to the original curriculum and other curriculum reforms. The curriculum reform of returning to nature develops with the pace of giving children freedom.
The evolution of back-to-school curriculum has gone through three stages: integration is a realm, which transcends integration and integrates various advanced educational concepts and methods. Because of its integration, the back-to-school curriculum can continuously meet the needs of children. Real education is to promote people's self-growth. This road of self-growth comes from children's constant understanding and self-realization. When the child's inner mind matures, it will naturally develop to another stage. Following the children, we found the individual differences of children, and also found that our understanding and education of children is superficial, so we broadened teachers' horizons through a lot of training, guided teachers to understand children deeply and understand the blind spots in life, opened another door for teaching and learning, and made a fundamental change in the curriculum-canceling daily classroom teaching, transforming content into materials, and letting children learn independently. At the same time, kindergartens give teachers free space to constantly realize and surpass themselves, because only when the teacher's heart is free can children be truly free. When we return to this course and the origin of the soul, we will get closer and closer to our children. Children work truly and purposefully in a safe and trusting environment every day, and feel the inner nature and peace when they are busy. When they persist in doing things in the face of difficulties, their minds gradually show their unique charm.
Second, the present happiness and the future happiness develop harmoniously.
It is proposed in the outline that children should have a happy childhood and lay a good foundation for their lifelong development. Whether children are happy or not should be reflected in the happiness index. Children with high happiness index live happily. Many people who see the return to this course feel the same way: "The children here are so happy!" This overall feeling stems from the core value of the curriculum, which is to give children a happy childhood. All the ideas about kindergarten curriculum reform are concerned about children's current happiness and based on improving the problems existing in children's real life.
The happiness of returning to this course is reflected in the kindergarten's great respect for children, with the mission of helping children grow up, respecting children to spend every day happily as a complete person, so that children can take care of themselves and others, and everyone can enjoy the opportunity of success, challenge themselves instead of competing with each other, live in harmony, learn from each other, form inner learning consciousness and healthy personality quality, and let children's happiness develop harmoniously in the present and the future. Returning to this course has created a free and independent kingdom for children, and children can live with dignity. From independent admission to duty, cleaning, delivering newspapers and helping the kitchen, the kindergarten is their own living area, and everything is taken care of and taken care of by them. Kindergarten creates an open learning environment, and each classroom is a learning center with different functions for children to freely enter and choose. Children are not confined to their own classrooms. They can work in any learning center according to their own needs, which cultivates children's independence and makes every child confident. They are not afraid to go anywhere and do anything. Children plan and plan their daily study. They are engaged in interesting, meaningful and necessary work, and they can make their own decisions from content, design, venue, partners and problem solving. Children learn to make choices at an early age and will decide their own lives when they grow up. Physical freedom is the premise of spiritual freedom. Children have new challenges every day, and they can gain various experiences in the process. Their learning state is selfless dedication, their learning process is thoughtful, questioning and creative, and the sharing of learning results stimulates the follow-up impulse. The miracles that children create every day will become part of their personality. This is a happy childhood. A happy childhood helps children form a sound personality, which is the foundation of their future happiness.
Thirdly, return to experience and the original curriculum of children's essence.
Returning courses to experience is the core of improving the quality of education. The content of the "back to school" course is life-oriented and experiential, and children's learning is a continuum, and all development fields are highly related. Returning to this course attaches importance to the vertical connection between contents, and there is no fixed starting point and end point. Every end point is a new starting point, and every starting point comes from the last end point. Teachers' experience in supporting children in activities has developed from one level to the next, forming a balanced and complete field experience. Every day, children cooperate and interact with the collective in real, situational and action-oriented activities, complete the practical tasks they are currently facing, successfully solve problems, and constantly construct individual and collective learning experiences, thus promoting their all-round, harmonious and balanced development and becoming a complete child.
Returning to this course is also a course to return to children's essential needs and pay attention to children's direct experience. "Ben" is the essence of children, which contains the innate and spontaneous characteristics of children's instinct, nature and needs. It makes children become real children, and with "foundation", children have special "quality", a specific life track and a specific mind and behavior. In this course, we advocate "learning from children" and "children are the fathers of adults". Childhood is like the human past. In the early days of mankind, learning was obtained from real life, through personal experience and the teaching of the elderly. Therefore, early childhood education should break the framework of school education, let children return to nature and life, learn basic skills and knowledge in real life situations, and experience the happy life at present, just like early human beings. This is the kindergarten curriculum that best meets the essence of children. The educational form of returning to this course comes from our childhood experiences, which we have all experienced personally. The happiest thing in childhood is playing games, and the most beneficial thing is playing, because playing makes us happy and makes us make many partners. Playing allows us to mobilize all our wisdom and experience, acquire many skills and create many rules and games; Play is the world of children, who will try their best to create the environment, find materials, work together and produce small leaders. This kind of experience is far more useful than learning knowledge in class. Therefore, children's learning should return to their nature and their most essential characteristics, so that children can learn by doing and playing.
In this process, children are keen to observe everything around them, argue and cooperate with each other, turn mental activities into actions, absorb things with natural forces, and have the opportunity to test their abilities and limits. The more we know about children, the more we realize that they are constantly educating us. Children are the source of all new things, inspiration and wisdom. As time goes by, we gradually realize the profound significance of education, and teachers' energy is gradually transformed into higher-level communication with children. When we came back the same way, our joy and enthusiasm gradually turned into reverence and deep respect, and the results brought by freedom far exceeded our realistic expectations. Here, children can play freely, and their inner voice of authority will become the highest authority in their lives and the possibility of their real free creation in the future. And everyone in our education team is constantly overcoming the bottleneck of education and entering another rising channel. This journey has no end. Many times we can't find the traditional answer. Returning to this course itself has "immeasurable power", arousing and guiding the vitality of teachers' hearts, supporting and encouraging us to explore and pursue in unknown teaching!