First, the educational concept of doing nothing and teaching

Laozi once mentioned in the Tao Te Ching that death by doing nothing, while Tao often governs by doing nothing. Inaction in these two sentences refers to conforming to the natural trend of all things, which is not only a scientific behavior, but also a reasonable and positive behavior.

It is not difficult to see that Laozi constantly emphasizes inaction and does everything. Zhuangzi also advocates that human nature is above human nature, and any form of bondage to human beings is harmful to the sky. Teaching by doing nothing is an extension of governing by doing nothing.

The educational strategy of doing nothing in early childhood education is to let children not be too restrained and designed in early childhood enlightenment, and the whole teaching activity can be carried out flexibly with children's interests and needs.

Therefore, the educational idea of doing nothing is to hope that children's education will no longer be carried out in accordance with various dogmas, so that the knowledge and skills learned by children can develop without restrictions. Teachers can let children find the learning content they are interested in through flexible teaching methods, so that children's growth process will no longer present the same laws, and strive to obtain the best early education effect.

Second, the problems in early childhood education

Children's education has not been paid enough attention, so it has always been the weakest link in China's education system. The author summarizes the following problems in preschool education:

(A) the teaching level of teachers is too low

Before attending preschool education, preschool teachers need to participate in relevant institutions that train preschool teachers. However, due to the lack of strict supervision mechanism, there are a large number of unqualified institutions to train preschool teachers, and the comprehensive quality of preschool teachers they train is uneven, even the qualification of an ordinary teacher is not counted.

Secondly, kindergarten teachers feel that their responsibilities are not as heavy as those of other teachers, and they despise preschool education, which leads to the high mobility of kindergarten teachers.

Finally, kindergarten directors don't pay attention to the training of preschool teachers, and the education and learning after entering the job can't be carried out in time, which makes the professional level of teachers not improved.

(b) Education has failed to keep pace with the times.

The educational work of some kindergartens is not combined with modern educational concepts, and the teaching content is scattered and lacks integrity, which can not solve practical problems well. Teachers' failure to carry out preschool education with advanced, scientific and reasonable teaching concepts is very unfavorable to preschool education reform.

(3) Early childhood education is too extreme.

Many parents have the idea of "looking forward to a girl's success and a child's success", so the educational work of some early education institutions mostly aims at parents' wishes, not at children's interests and potentials, forcing children to learn knowledge that they are not interested in.

On the other hand, some preschool institutions do not do much management on children's learning under the banner of letting children play freely. At best, the role of preschool education institutions is only a nursery, which makes preschool education work exist in name only.

Thirdly, the application of "teaching by doing nothing" in preschool education.

Because there are not too many rules and regulations, children's ideological world and psychological activities are very colorful, and the power of growth is unpredictable.

In order to let children grow up freely and worry-free, constantly improve and protect their childlike innocence and enrich their spiritual world, using the teaching strategy of "teaching by doing nothing" in early childhood education can not only give children the education they deserve, but also make the effect of early childhood education more obvious.

(a) Think from a child's perspective.

In early childhood education, teachers will inevitably feel headache because of children's "confrontation". At this time, the teacher should think from the child's point of view, feel the child's feelings, lower himself to the same position as the child and communicate with the child. Instead of telling children what to do and what not to do.

(2) Let children study and play freely.

Everyone has some shortcomings, and children are no exception For example, some children like to keep toys around them, while others are picky eaters.

The teacher might as well let go and let the children learn and play freely. According to recent scientific research, children's early shortcomings can have the function of "self-healing". When the teacher can let go of the child, this shortcoming will be corrected after a period of time.

If parents or teachers often try to correct their children's shortcomings in a critical or coercive way, they will often repair their shortcomings.

(3) Teachers should strengthen communication with parents.

Parents spend a lot of money and time to accompany their children to walk back and forth in various interest classes in order to make their children become lucky. Faced with the strategy of "teaching by doing nothing" in early childhood education, many parents are puzzled.

Therefore, teachers need to strengthen communication with parents, so that parents can understand the concept of "teaching by doing nothing" and understand what is most suitable for children.

In this way, through the cooperation and cooperation between teachers and parents, we can give full play to the achievements of the strategy of "teaching by doing nothing" and promote this strategy of respecting the development of natural things in the early childhood education in China.

Pay more attention to every child.

Children are young, but everyone knows who is good to them. Both teachers and parents should spend more time with their children. Teachers can pay more attention to each child in teaching, and can't let the children feel neglected, otherwise they will feel inferior or depressed.

Parents can spend more time with their children, communicate more and understand their psychological activities. After all, parents are children's first teachers. In early childhood education, the kindergarten is the assistant and the family is the master.

Therefore, parents should take their children out to play more, get close to nature, let their children have a happy childhood, and family feelings can be full of warmth and joy.

Inaction is the operation law of all things in the world and nature, and early childhood education should be more in line with children's "nature". Teachers and parents need to have confidence in themselves, as well as confidence and patience with their children.

Children are very curious about everything around them. They need some time to explore and think before they can find their most interested areas. Therefore, teachers and parents should become supporters and collaborators of young children, help them find interesting food, and thus naturally carry out early childhood education.

Four. Concluding remarks

In the process of growing up and learning, children need more love and freedom from teachers and parents instead of rules and regulations. Teachers and parents need to respect their children, give them positive attention, take care and care of their lives carefully, and let them study and play freely with confidence. Only in this way can children freely develop their potential and wisdom.