According to the basic viewpoint of China's preschool education theory, preschool education practice must follow the following basic principles:

Respecting and protecting children's human society is the basic condition for children's survival and development. As basic members of human society, children enjoy equal rights with adults. However, children are a special "vulnerable group" in human society. They are physically and mentally weak and lack the ability to live independently, exercise their rights independently and protect themselves. They need adults to protect and respect their lives and basic rights. It is the basic responsibility of society to ensure children's life and quality of life and let them get full and healthy development.

Protecting children is first and foremost a government act. The Government of China is one of the States parties to the Convention on the Rights of the Child, which is an international legal instrument adopted by the United Nations General Assembly in June to protect children's rights. 10 years, the China government enacted many laws to protect children's rights, such as the Compulsory Education Law and the Law on the Protection of Minors. 1996 issued the "Regulations on Kindergarten Work", which clearly stipulates in the "General Provisions" that children should be respected and cared for, and abuse, discrimination, corporal punishment, corporal punishment in disguised form, insulting children's personality and other behaviors that harm children's physical and mental health are strictly prohibited. Protecting children is also the responsibility of every adult, especially parents and teachers. Parents are the legal guardians of their children, and they have the responsibility to protect their lives and safeguard their survival, development and suffering.

The responsibility of basic rights in education. Teachers shoulder the great trust of the society and help the society realize the responsibility of safeguarding children's right to survival and development.

In the process of education, ensuring the realization of children's basic rights is based on respecting children. Respect children's demands:

Respect children's basic rights and personal dignity as members of society, establish equal and democratic teacher-student relationship and peer relationship, and do not discriminate against or neglect any child, and do not dispose of children at will or damage their personality. Respect children's subjectivity as subjects of learning and development, encourage and support children's active learning, respect children's views and opinions, and protect children's right to express their opinions and participate. (3) Respect individual differences in children's learning and development, have equal expectations for each child, pay attention to each child's learning and development, so that each child can get due and full development on the original basis, and effectively guarantee the realization of each child's right to development.

Harmonious development and comprehensive cultivation of preschool education, as an education in the early stage of life, should lay a good and comprehensive quality foundation for people's lifelong development. The fundamental purpose of China's education is to make the educated develop in an all-round and harmonious way in moral, intellectual, physical and aesthetic aspects, which is also the basic principle that all kinds of education at all levels must follow. Implementing the principle of harmonious development and all-round cultivation in preschool education practice requires that children be developed in all aspects in the process of education, and one aspect cannot be emphasized or highlighted while others are ignored and despised. For example, we should avoid equating early education with early intellectual development, and attach importance to children's intellectual development while ignoring other aspects of development.

The influence of education on children's physical and mental development is the result of the interaction of many factors. Social environment is an important factor affecting children's physical and mental development. Only when various environmental factors coordinate with each other and form a joint force to promote children's development can we create good external conditions for children's physical and mental development. The principle of synergy of educational influence means that the educational influence from family, kindergarten, community and mass media should cooperate with each other, exert positive influence on children, and strive to eliminate or weaken the influence of environmental factors that are not conducive to children's physical and mental health development, and jointly raise children with physical and mental health.

In the practice of early childhood education, the implementation of this principle requires:

First, families and kindergartens should strengthen contact and cooperate with each other to jointly do a good job in caring for and educating children;

Second, to teach by the rule of law, all kinds of institutions and groups related to children's education should jointly abide by all kinds of laws and regulations on children's protection and national educational objectives and policies, do more things that are beneficial to children's healthy growth, and do less or not do things that may adversely affect children's physical and mental development, so as to jointly create a good social environment for children's healthy growth.

In activities, educational activities are the foundation and source of children's learning and development, and also the basic way of education. Children's activities are rich in content and forms, and games are children's basic activities. The characteristics of children's physical and mental development make it impossible for them to develop mainly through classroom teaching and book knowledge learning like primary and secondary school students. Integrating education into children's activities is a principle that children's education must follow, and it is also a characteristic that children's education is different from primary and secondary education. To implement this principle in the practice of preschool education requires: ① to educate children in various activities of their daily life. Various activities in a day's life, including daily activities, can enable children to gain various experiences that are beneficial to physical and mental development and social adaptation. ② Pay attention to children's play activities. Games are children's basic activities, which are conducive to children's physical and mental development in all aspects and are suitable for children's physical and mental development characteristics. In the game, children actively explore the surrounding environment, actively communicate with others, and form and develop various abilities. Games are children's learning and work, and game activities fully embody and embody the subjectivity of children's learning and development. Games are also children's rights. Adults should ensure children's opportunities and time to play games, provide necessary conditions for children to play games together, guide children's learning activities in games, and promote their physical and mental development.

Education guides development Education guides children's development mainly in the following aspects: ① Education affects children's development direction. In the process of education, children's development is regulated and guided by educational purposes, which can affect children's development direction. ② Education participating in children's development can improve the level and quality of children's development, constantly guide children's development and realize new development possibilities. Education guides children's development and requires adults to grasp the appropriate distance between educational requirements and children's current development level. Educational requirements are too difficult or too easy to stimulate and maintain children's active learning and realize the ideal of education-led development. Only when the educational requirements are not divorced from children's current development level, but they also pose appropriate challenges to children, can education really guide development.

To implement this principle in the practice of early childhood education, we first need to observe and understand the current level and needs of children's learning and development, keenly perceive the new possibilities of children's learning activities and development, and support and guide children's learning and development. For example, a child found that there was less water in the fish tank, and he tried to understand the reason for this phenomenon. Relying on his own life experience and existing cognitive structure, he came to his own judgment: "Fish should be given more water after drinking water." Children's logic is that fish are alive and live like people. I drink water, so fish also drink water. Although this judgment is "naive" and incorrect from the perspective of adults, it reflects the initiative and enthusiasm of children to explore and understand things and phenomena in the surrounding environment. Adults should respect and cherish the initiative and enthusiasm of this kind of learning. They can't simply say "wrong" to their children and tell them directly that "the water was not drunk by the fish, but evaporated into the air." This simplified treatment will dampen children's initiative and enthusiasm in learning, and children can't understand the concept of "evaporation". Adults should be keenly aware of this opportunity to promote children's learning and development, and should seize this opportunity to further support and promote children's learning and development. Adults can find another fish tank, but don't put fish in it. It is suggested that children observe and record the changes of water levels in two fish tanks to help and guide them to draw new conclusions. Secondly, create a situation that can stimulate children's active learning and actively promote and guide children's learning and development. For example, children already know the living habits of horses and penguins, forming the concept that horses run fast and penguins waddle slowly. In order to help children further understand the dependence between animal habits and their living environment, the teacher asked the children to watch the video of horses walking on the ice. The children found that the messenger who had been flying on the grassland couldn't run as fast as the penguin on the ice, so it couldn't run. "Why is this?" The problem situation created by teachers stimulates children's interest in exploration, and external educational requirements are transformed into children's own learning needs and thirst for knowledge. There is a gap between the new problem situation and children's existing knowledge and experience, which creates new possibilities for children's learning and development.