As a special group in China's education, the quality of preschool education activities has been widely concerned by people from all walks of life. In recent years, with the continuous upgrading of China's education system, the problems existing in kindergarten education are constantly exposed. This has caused people to pay more attention to kindergarten education, and the present situation of kindergarten education has also become a hot topic in society. Therefore, kindergarten educators are trying to find better kindergarten education methods, find problems in kindergarten education activities, actively find them and solve them in time. Therefore, on the basis of analyzing the present situation of kindergarten education, this paper starts with the present situation of kindergarten education in China, analyzes the problems existing in kindergarten education, and puts forward feasible suggestions for optimizing kindergarten education. Keywords: kindergarten; Education; Problems; Countermeasures; Kindergarten education analysis is an important part of China's education system. The development of education is related to the life and death of a country and a nation. No country with development potential will put kindergarten education in an unimportant position. The main body of kindergarten education is children, so its educational content has certain stages, and its educational methods are different from other education. At present, the enrollment rate of kindergartens in China is still relatively low. Not every child can enter kindergartens to receive formal education on time, and the enrollment rate of kindergartens in rural areas is less than 20%. Therefore, it is very important to strengthen the analysis of the current situation of kindergarten education in China and understand the practical problems existing in kindergarten education for improving the enrollment rate and the level of kindergarten education in China. Therefore, the present situation of kindergarten education is a subject worth studying. I. Analysis of the Present Situation of Kindergarten Education in China Although kindergarten education is an important part of China's education system, there are still some problems in the teaching concepts and methods of modern kindergarten education in China. Therefore, with the deepening of the education system reform, it is necessary to strengthen the analysis of the current situation of kindergarten education and find out the defects of kindergarten education. I summarize the problems existing in kindergarten education in China as follows: 1. There are widespread misunderstandings in the concept of kindergarten education. We can analyze it from two angles, the first is the educational concept of kindergarten, and the second is the educational concept of parents. First of all, some kindergartens have seriously wrong educational ideas. They regard children's intellectual development and intellectual education as the only goal of educational activities, and think that transmitting knowledge to children is the main task of kindergarten education. In recent years, with the deepening of the concept of quality education in China, more and more kindergartens have begun to carry out special education for children, but the implementation of quality education has not started from the actual needs of children's physical and mental development. Therefore, there are serious mistakes in the educational concept of kindergartens in China, and the trend of children's physical and mental development is ignored in education. Secondly, parents' expectations of kindergarten education are wrong. With the advent of the knowledge age, many parents believe that knowledge is the main factor to improve children's comprehensive quality and future social competitiveness. Therefore, from the stage of children's development, they should constantly urge their children to learn and not fall behind others. The traditional idea that China people want their children to succeed and their daughters to succeed is approaching the abnormal development of kindergarten education in China. For parents, kindergartens with bilingual teaching level, kindergartens specialized in training children and kindergartens with superb learning methods are the first. Parents want their children to grow up as soon as possible, but they ignore the accuracy of their childhood life. It is precisely because of parents' wrong educational concept that many children in our country are too precocious, but their mental development is not complete, and even serious psychological problems have appeared. 2. The teaching environment in kindergartens is similar. As far as the teaching environment of kindergartens in China is concerned, most kindergartens have built an artificial greenhouse for students from the perspective of students' personal safety, so that children can become flowers in the greenhouse from an early age. In kindergartens in China, plastic playgrounds and cement playgrounds are the main places for children to play, and all the facilities in kindergartens are arranged neatly. Many kindergartens can't provide spacious entertainment places for children, and they can't buy enough entertainment facilities. In the classroom where children study and engage in activities, there are cabinets around the classroom for children to put their personal belongings. Children have no private space in their study and life. In addition, building blocks and various models are toys that children can touch in kindergarten. For children nowadays, these things are not creative and attractive. Secondly, children's yearning for nature is very strong in early childhood. Many children have lived in cities since childhood, and their concept of nature is very vague. Children's close contact with nature is beneficial to their physical and mental development. However, kindergartens in China have not paid attention to the addition of natural elements in the creation of learning environment. 3. The teaching form is too single, which is influenced by the traditional educational ideas and methods in China. In the process of kindergarten education in China, collective teaching is the most widely used teaching form. Children carry out group activities under the guidance of teachers, and those students who are outstanding and lively will get more attention from teachers, while some introverted children are likely to be ignored by teachers. These students, who are ignored by teachers in the teaching process, have an inferiority complex and distorted personality development because they have not received equal attention, which is extremely unfavorable to the healthy growth of children. In addition, in kindergarten education activities, teachers play the role of leaders, arranging all activities for children, and children's students complete the activities arranged by teachers under the arrangement of teachers. Unified teaching activities make students' personality ignored and hinder their personality development. The single teaching form makes the childhood life of many children in our country monotonous, and at the same time, it also loses many opportunities for free development. 4. The resettlement basis is unreasonable. In kindergarten education in China, children study and carry out activities in classes. At present, age is the main basis for kindergartens to divide children into classes, that is to say, kindergartens will arrange students whose age difference is less than one year in the same class level for unified education. In fact, there are many defects in this placement method, which has a certain negative impact on the formation of students' social consciousness. With the continuous reform of China's education system, more and more preschool teachers have realized the irrationality of the basis of class division. At the suggestion of educators, some kindergartens also explore changing the basis of resettlement so that two children of different ages can study and live together. However, the innovation of this placement system has not been successfully explored and theoretically supported, so the problem of unreasonable placement basis has not been fundamentally solved. 5. The quality of preschool teachers is low. The quality of preschool teachers includes personal comprehensive quality, teaching skills and interpersonal skills. Teachers are important publicity figures in the process of children's growth, and their every move will have a direct impact on their growth. In my opinion, there are some shortcomings in the quality of preschool teachers in China at present: First, preschool teachers lack communication and exchanges with parents of preschool children. While educating children, school teachers also attach importance to educating parents, but parents do not give full play to their role and value, only cater to school education and ignore the important role of parents. Parents know nothing about their children at school, and their children's body and mind are likely to be affected. Therefore, preschool teachers and parents should communicate regularly and jointly formulate countermeasures for children's problems. Parents should enlighten and convince their children, and teachers should give them correct guidance. Second, the concept of kindergarten teachers and parents is incorrect, which is not conducive to the development and progress of young children. Most parents and kindergartens agree that children go to kindergarten for the care of teachers, and nothing else can be learned. But their starting point is wrong. Children should start at an early age. As the saying goes, "a nine-story platform starts with the foundation soil." If children are not properly guided and educated from childhood, it will have an immeasurable impact on the future. Third, the educational background and quality skills of preschool teachers. Some kindergartens recruit teachers with low academic requirements and lack experience and patience. Some young teachers always want to be in place in one step. If they don't make progress, they will feel aloof and may have conflicts with colleagues and parents. Therefore, preschool teachers need to be trained, and the recruitment of preschool teachers in schools needs to be improved, not only in academic qualifications, but also in personal character and quality.