UDC 373
LIFANGFANG
department of education «Yanka Kupala State University of Grodno»
Tatsiana Puzevich Yanka Kupala State University of Grodno
Theory and practice of preschool education
Abstract:
This paper consists of four sections. Firstly, it introduces the concept and organization of preschool education, the research object and content of preschool education, explains the study methods of preschool education, and finally introduces the study scheme of preschool education.
key word:
preschool education
Text:
The concept and organization of preschool education, the research object and content of preschool education
What is preschool education
There are various understandings of this concept, and there is no unified conclusion at home and abroad. The main influential viewpoints are as follows:Chinese scholars point out that preschool education refers to the education of children from birth to 6 years old. Some scholars believe that preschool education is the education for children from birth to pre-school. Some scholars in other countries point out that preschool education is the period from the fetus to formal education. Some scholars also suggest that preschool education covers children from birth to primary school
The main institutions and forms of preschool education are as follows:
The implementation of pre-school education is carried out through the institutions of pre-school education. There are various forms of pre-school education institutions, including the following:
（1） Fetal school; Fetal school is a special place for fetal education, which is mainly managed by the medical department.
（2） Nursing home for infants and young children; The infant care center is a specialized institution for the education of children aged 0-3, which is open all day
（3） Early education center; Early education center, also known as early education guidance center and early education guidance center, mainly provides parenting services for 0-3-year-old infants.
（4） Kindergarten; Kindergartens are institutions for the care and education of preschool children over three years old, generally three-year system.
（5） Integration of parks and institutes; Some pre-school education institutions link nurseries with kindergartens, enrolling children from a few months old to primary school, and children from a few months old to primary school.
（6） Preschool; Preschool class, also known as preschool class, is mostly attached to primary schools. The work and rest system is formulated and implemented with reference to primary schools.
（7） Welfare homes for children; Children’s welfare homes, also known as children’s institutions, are mainly social welfare institutions that provide services for orphans, abandoned infants and disabled children aged 0-15. China’s welfare homes for children are set up by the state and managed by civil affairs departments.
（8） Family education; Family education is mainly for parents to educate preschool children in the family. Family is the first place for children to receive education, and parents are the first teachers of children.
The study methods of preschool education are as follows
（1） Observation method: observation method is the most unique method of collecting information in preschool education research. Through the perception of the research object, we can deeply understand the actual situation of preschool education activities. For example, to study children’s complaint behavior, we can observe and record the time, place, content, purpose and frequency of children’s complaint, analyze the causes of children’s complaint behavior, and draw the conclusion whether there are age differences, gender differences and individual differences in children’s complaint behavior.
（2） Interview method: interview method is the most common method of collecting data in preschool education research. Through talking with the research object, we can have a deep understanding of the basic situation of preschool education activities. For example, teachers find that «celebration activities» and «game activities» are strong stimulants that cause children’s happy emotional experience through individual conversation with large class children. In this way, in kindergarten education activities, teachers can increase the weight of these activities, in order to further develop children’s positive emotions.
（3） Questionnaire method: questionnaire method is the most commonly used data collection method in preschool education research. Through the questionnaire method, we can preliminarily understand the basic views and specific practices of the research objects on preschool education activities. For example, if a teacher wants to study the open day activities of parents in a class, he or she can use a questionnaire to understand the parents’ preference for the time, venue, preparation, process and effect of the open day activities, as well as specific ideas and suggestions for improvement.
（4） Literature method: literature method is a very effective method of collecting data in preschool education research. By collecting the literature related to the research object, we can evaluate the development of preschool education activities.
（5） Case study method: case study method is a kind of research method that teachers use observation method, investigation method, work analysis method to conduct a comprehensive and systematic research on individual children in class, so as to reveal the general law of children’s development.
（6） Experimental method
Experimental method is a kind of research method in which teachers control certain conditions according to the research purpose and change certain educational factors in a planned way, so as to investigate the causal relationship between the factors and the results.
The study methods of preschool education are as follows
1、 The significance of the research
It is beneficial to correct children’s natural deficiency symptoms, improve children’s ability to understand nature, improve children’s natural observation intelligence, enhance children’s physical movement ability, develop children’s language communication ability, and help children germinate the consciousness of loving the earth.
2、 The basic content of the research
（1） Time arrangement of kindergarten close to nature education
（2） Space layout of kindergarten close to nature education
Outside, in the hall space, what places are used to educate children to be close to nature.
（3） Resource utilization of kindergarten close to nature education
The proportion and use of.
（4） Activities of kindergarten close to nature education
3、 The main research methods are as follows
(1) Questionnaire method: 90 kindergarten teachers were given questionnaires
(2) Interview method: through individual conversation with several kindergarten directors and teachers, we can deeply understand the specific situation of close to nature education in all age classes of Kindergarten (such as goal, scheme, approach and evaluation).
(3) Observation method. By going into the kindergarten and making on-the-spot observation, we can directly understand the real situation (such as content, form, activity and effect) of close to nature education in all age classes.
4、 Research results and analysis: time arrangement and analysis of kindergarten close to nature education, spatial layout and analysis, resource utilization and distribution, activity types and analysis.
5、 The main conclusions of the study are: achievements, problems and factors of kindergarten close to nature education
6、 Thinking and improvement suggestions
Improve the kindergarten’s understanding of close to nature education.
References:
Li Shenglan. Preschool education. East China Normal University Press, 2020
