First of all, we should make full use of the material resources of the community.
The material resources of the community mainly include flowers, trees, landscape buildings, institutions and facilities. Vast fields, lush vegetable gardens, beautiful parks, busy factories, clean roads and historical sites all provide unique conditions for our education. We should organize children to go out of kindergarten to a vast world and a rich society, so that children can see, hear, touch and feel the happiness and gains completely different from the education in the park. In different seasons, the community has different natural scenery, and a series of activities can be carried out to let children know about various vegetables and food crops, "looking for autumn" and so on, so that children can understand science and nature. Various institutional facilities in factories and communities can also be fully utilized. For example, kindergartens show children around breweries. During the visit, the children watched the beer production process and felt the meticulous and diligent working attitude of the workers, which not only enriched their understanding, but also enhanced their sense of responsibility.
Second, we should make good use of human resources in the community.
This community is rich in human resources. First of all, parents are the educational resources that we can make maximum use of. All educational activities in kindergartens are inseparable from the support and help of parents. Teachers should pay attention to discovering and using parents' unique educational advantages to serve kindergarten education. Children's parents generally come from different posts and occupations, and they show the diversity of society to some extent. We can invite parents of children with different occupations to participate in kindergarten activities with children, so that children can understand all walks of life. Secondly, there are people from all walks of life in the community, such as firefighters, supermarket cashiers, cleaners and laborers. They used their own labor to show colorful social life, which provided rich materials for children to understand social roles. In addition, retired people, model workers and folk artists in the community are all potential educational forces. Inviting them to participate in children's activities is easier for children to accept and can play an irreplaceable role in simple education. When a theme activity is held in a park, the old artists in the community are invited to tell the children about the classification and color matching of Peking Opera masks, and the masks they painted are shown to the children, so that the children can receive more professional and direct traditional culture education, which is welcomed by the children.
Third, we should make good use of the cultural resources of the community.
Each community has its own cultural characteristics, from customs, festivals and folk traditions to the appearance, neighborhood relations and civilization of community residents. Excellent community culture is a public intangible educational resource and a valuable resource for kindergarten education. For example, some kindergartens often use holiday activities to educate young children. Before and after the National Day, lead children to visit the history museum, organize children to watch the military parade and carry out patriotic education; On the Double Ninth Festival, children are taken to the community to express their condolences to the elderly, giving homemade gifts and performing programs to educate them to respect the elderly. Some kindergartens are good at exploring local characteristics and bringing local embroidery and paper-cutting into kindergartens, so that children can feel the charm of national culture at close range. Some kindergartens weave the local revolutionary history into a series of short stories to stimulate children's feelings of loving the motherland and hometown.
It can be seen that the community contains rich educational resources, and if it is introduced into kindergarten education, it will certainly expand the depth and breadth of preschool education with its rich content and lively form. However, in practice, some teachers often complain that the facilities in the community where the park is located are not available. Some teachers regard organizing children to participate in community activities as a burden, and only engage in some activities to cope with the surprise inspection by superiors. It is lively but a mere formality, which is mainly caused by the lack of educational sensitivity. Whether there are available educational resources in the community depends on the capture and excavation of teachers. For example, some kindergartens organize children to visit their peers' homes to cultivate their communication skills; Make use of traditional festivals to carry out hometown-loving education; Organize children to design health and environmental protection signs for the community, give publicity and suggestions to people in the community, and enhance children's sense of responsibility. These good practices are worth learning and learning from. In addition, as long as the teacher has the heart and reasonable guidance, everything that happens in daily life may become an opportunity for education. When carrying out environmental education in a kindergarten, because children often pick up beverage bottles at a crossroads, the teacher organized children to investigate and study this phenomenon. Under the guidance of the teacher, the children found the problem and boldly proposed to the community to add trash cans at the intersection, which was affirmed and supported by the community. In this participation activity, children's awareness of caring for society and sense of social responsibility were cultivated, and children learned scientific research methods such as investigation and statistics, realizing the organic unity of kindergarten community resource utilization and daily education activities. In a word, as a kindergarten teacher, we should establish the concept of big education, jump out of the narrow circle of kindergarten education, and constantly discover and dig deep into the educational resources in the community according to the requirements of the Guiding Outline of Kindergarten Education, so as to serve kindergarten education and teaching and open up a new broad world for kindergarten education.