(1) Children are the main body of preschool education. In the past, people thought that children were only the object of early childhood education and the object of early childhood education. It must be pointed out that children are also the main body of preschool education. This unity of subject and object makes the role of teachers in the process of education and teaching more complicated and unique. Teachers should not only respect and develop children's subjectivity, initiative, independence and creativity, but also give full play to their guiding role in order to promote children's all-round and healthy development. In addition, teachers should also have unified educational requirements for children, and also combine their personality characteristics, taking into account their personal development level and hobbies; Children's individual characteristics should not be ignored, and mechanical unity should be achieved.
(2) The implementation of education with all-round development of morality, intelligence, physique, beauty and labor should vary from person to person. Children's development is a multi-faceted and multi-level dynamic process, and early childhood education should comprehensively promote the development of all aspects in this dynamic process, instead of paying attention to one and ignoring the other, paying attention to education and ignoring morality or any of them. Of course, due to children's innate genetic quality or personal potential, we can focus on the implementation of education according to people's needs, that is, strive to highlight the key points in balance, rather than mechanically, rigidly and stiffly asking for a bowl of water to be flat.
(3) The contents and methods of preschool education should meet the requirements of "development suitability". Children have different developmental tasks at different ages, and different physical and mental development contents also have different critical periods of development. The concept of "development suitability" requires us to pay attention to children's physical and mental development level and age characteristics, and adopt educational contents and methods that are suitable for children's development level and can effectively promote their development in time. Early childhood education should not be a "primary school", let alone an adult.
On the premise of "development suitability", kindergartens can adopt different teaching modes according to the characteristics of kindergartens on the basis of experimental research. These teaching modes can be subject teaching, comprehensive teaching, theme teaching, unit teaching, or games as the main teaching method to carry out colorful teaching activities. Kindergartens should create a curriculum model suitable for their own regions, nationalities and kindergartens according to their own environment, equipment, teachers and children, and cannot seek assimilation mechanically.
(4) Games are the leading activities of children and the leading form of educational activities. "Regulations on Kindergarten Work" proposes that all kindergartens should take games as the leading form of activities and run through children's daily lives. At the same time, they should also carry out various activities such as observation, walking, listening to lectures, entertainment, sports, labor and free activities, so that classes cannot become the main activities of preschool children. When organizing various activities, we should combine collective, group and individual activities and advocate group activities. This can not only make all children develop, but also take care of individual children, which is beneficial to their physical and mental development.
Kindergarten should pay attention to the basic principle of "gamification" in daily education and teaching activities, and achieve "gamification of educational activities" and "gamification of educational activities". Let children get all-round development through various educational and teaching game activities, which can be play, operation, observation and experiment. In these activities, children use their hands and brains to develop their intelligence and increase their knowledge, thus gaining direct experience; It can also be communication with people, which can better promote children's social development.
(5) Cooperation at home and coordinated development. Family is a child's first school, and parents are a child's first teacher. In order to achieve positive and consolidated educational achievements, early childhood education should obtain parents' cooperation in education, absorb parents' participation in kindergarten education, let parents know the contents of kindergarten education, keep family education consistent with kindergarten education, educate children together, and let children get better development.