The necessity of cooperation among kindergartens, families and communities.
In the information age, preschool education is no longer a single kindergarten education, but the education of children by family, society and kindergarten. Family is the child's first school, and parents are the child's first teacher; Community is the learning and living environment for children, which contains three kinds of rich learning resources.
Urie Bronfenbrenner, an American scholar, founded the theory of bio-ecology, arguing that children's development is restricted by the ecological environment directly or indirectly related to it, which includes micro-system, intermediate system, external system, macro-system and era system. Among them, micro-system and intermediate system refer to the place where children live and the surrounding environment, such as families, kindergartens, schools, neighbors and communities, as well as the relationship between kindergartens and families, kindergartens and communities, and families and communities.
These three factors are interactive and interdependent, and any educational problem is not caused by a single factor, nor can it be solved by a single factor. Family, kindergarten and community are three important factors in children's education, and their cooperation is of great significance. In recent years, people have gradually realized this. The United States, Britain, Canada and many other countries regard family, kindergarten and community cooperation as an important part of education reform.
The present situation of kindergarten, family and community cooperation;
In the years of preschool education, I found that with the development of science and technology, parents' personal quality, educational concept and consciousness are constantly improving, and kindergartens are also strengthening the contact and cooperation between their homes. However, there is still a certain gap between this kind of cooperation and real cooperation, which is just simple interconnection.
Contact each other and communicate with each other. Although this kind of contact and communication can also promote the healthy growth of children to a certain extent, its methods are relatively simple, such as parent-teacher meetings, home visits, shuttle communication and so on. These methods are far from the cooperation between the two sides, and can only be said to be information notification, reporting or exchange.
In this state, it is difficult for parents to fully understand the teaching objectives, teaching contents and teaching methods of kindergartens, and they rarely take the initiative to help kindergartens, which may even lead to misunderstandings between the two sides. Parents believe that teaching children well is the responsibility of kindergartens, and how much knowledge children have is the standard to measure the teaching quality of kindergartens. Teachers, on the other hand, feel that parents don't understand education, can't play an educational role, and can't cooperate with kindergartens to complete educational tasks.
Many communities have set up their own kindergartens for the convenience of their children, and injected some funds to buy teaching equipment and optimize the conditions for running schools. However, it rarely provides other support and cooperation for kindergartens in terms of manpower and information resources, and fails to really play the educational radiation function of kindergartens. Kindergartens only carry out educational protection activities in kindergartens, and rarely provide services to children and related people in the whole community.