Children can experience and explore the interesting contents of China traditional culture, such as history and present, folk customs and rural customs, war and heroes, diligence and development, customs and architecture, diet and habits, folk art, folk literature and art, etc. Through the understanding of local culture, let children feel the profound national culture, enhance national pride, and let the seeds of "local culture" take root in children.
Several principles must be followed in developing "local culture" education in kindergartens:
First of all, we should embody the principle of grand cultural education. Hakka culture is only a small branch of China's broad national culture, and children develop in the social environment of the motherland. In kindergarten local culture education, we should not only consider the localization of culture, but also attach importance to the role of education in inheriting culture. At the same time, instill the grand cultural concept of "folk custom is the nation and nation is the world" into children, and integrate local culture into a wide range of national cultural education according to the requirements of the times to avoid isolating Hakka culture.
Secondly, we should embody the principle of life. Children's learning motivation is based on interest, and the most effective learning content is the specific image content they can perceive. Therefore, the theme education activities of "Hakka" should be based on the real life of local Hakkas and let children experience the connotation of Hakka culture through games. For example, in order to let children know about Hakka dishes, children in large classes can make Hakka dishes with the help of their mothers and invite their younger brothers and sisters in primary school to taste them together.
Finally, the principle of children's all-round development should be embodied in curriculum design. In the design of thematic teaching activities, the comprehensiveness of educational content should be reflected, and all educational contents should "penetrate each other". For example, when we understand the cultural characteristics of Hakka wai, we should first take our children to observe Hakka wai and tell the development background of Hakka wai in the form of stories. In order to develop children's language, children should fully express their observation results, and design a new Hakka enclosure through re-creation, reflecting their creativity and practical ability. Another example is to let children know about Hakka food culture, let children know about the characteristics of food, nutrition and health care knowledge, cultivate children's good eating habits, and reflect the goal of health education.