Changes in Early Childhood Teachers' Educational Concepts

Changing the concept of education for early childhood teachers

China's early childhood education started relatively late compared to the world's early childhood education. In the long years when there were no kindergartens in China, China's early childhood education was mainly undertaken by the family, so there are good wives and mothers who have to "teach each other", "the son does not teach, the father's fault, and so on. As the original bearers of early childhood education, these parents obviously did not have specialized knowledge of early childhood education, but only had experiences passed down from generation to generation, both good and bad. Of course, this was a relatively free time for young children on the one hand, but on the other hand it also wasted a great opportunity for young children to learn and develop themselves. In modern times, the importance of early childhood education became more and more recognized, and Mr. Chen Heqin, known as "China's Flaubert", founded China's first kindergarten in Nanjing, beginning a new exploration of early childhood education. Until now, China's early childhood education sector has never stopped exploring. In the deepening wave of education reform, China's ECE has developed significantly, and the concepts of China's early childhood teachers have also undergone a major transformation. I think this transformation is mainly manifested in the following aspects:

First, the purpose of education: What is the purpose of early childhood education in the end, this is the first problem that needs to be solved, in a long time, early childhood education is only as an accessory to the primary education, the main purpose is to prepare for the children to go to the elementary school, and ignored the important role of early childhood education in the development of children. The important role of early childhood education in children's development was neglected. But later on, due to the vigorous promotion of early childhood education and the change in parents' own concepts, the purpose of early childhood education has gone to another extreme, with parents believing that they can vigorously develop their children's potentials with the help of various means of early childhood education in the hope of nurturing a child prodigy. So from fetal education until after the birth of the child in advance to recognize words in advance to walk, and then again on the English class, and again on the art class, to the child to arrange endless learning content, depriving the child of a happy childhood. In fact, the purpose of early childhood education is not to produce child prodigies. The purpose of early childhood education is to produce children who are mentally flexible, physically healthy, cheerful, of good quality and of sound character. It is gratifying that this view of the purpose of education has now been generally recognized, kindergarten education began to children's own development as the ultimate goal, this change in the view of the purpose of education directly caused other aspects of the 'transformation.

The content of education: Kindergartens used to have a long-standing phenomenon of the only wisdom, only pay attention to the intellectual development of young children, while ignoring the development of other aspects of the ability. With the deepening of educational reform, comprehensive education began to enter the kindergarten. According to the current Guidelines for Kindergarten Education, the content of kindergarten education is comprehensive and enlightening, and can be relatively divided into five areas: health, language, society, science, and art, as well as other different divisions. The contents of each field are interpenetrating and promote the development of young children's emotions, attitudes, abilities, knowledge and skills from different perspectives. From the initial emphasis on intellectual education to the current equal emphasis on the five, this shift reflects a great progress in China's early childhood education.

Three: Traditionally, we are accustomed to the neat and tidy, because it is easy to manage. For a long time, the kindergarten education method is based on the teacher's explanation, and there is no essential difference with the education method of primary and secondary schools. In kindergarten, the teacher would always ask the children to "put your hands behind your back, sit still and don't move"; "Children, follow me to read ......" and repeat it over and over again; and in art class, the teacher would ask the children to "sit still and don't move" in black and white. In art class, the teacher will draw a demonstration picture on the blackboard, and the marking is based on whether the picture looks good or not; this kind of education has created limitations and constraints on the physical and mental development of young children. With the deepening of education reform, kindergartens have gradually abandoned this kind of stereotypical teaching methods which are not adapted to the needs of young children's physical and mental development, and started to adopt flexible and diversified teaching methods, which allow children to freely and independently choose the contents and methods of activities, freely choose their partners, and allow them to have their own opinions, implement appreciation education, try to find out the sparkling points of young children and encourage them to guide young children's explorations and innovations. Especially after the development of new technologies, many kindergartens have introduced multimedia education means, which makes the kindergarten classroom more vivid and lively. Many kindergartens have begun to change the previous phenomenon of "out of sync with home", strengthen communication with parents, and strive to synchronize home and family to maximize the role of early childhood education. At the same time, they have begun to maximize the use of other social resources for kindergarten education. Generally speaking, kindergarten education methods are various, and they serve the purpose of kindergarten education. Of course, there are still many problems in the actual operation of the process, but compared to the previous has been a great transformation.

Fourth, the teacher-child relationship: In the traditional concept, the teacher is always the embodiment of authority, the teacher is always right. Not only do young children think so, even the teacher himself is also so. This brings certain obstacles to the communication between kindergarten teachers and young children. In essence, teachers and young children are independent people, both have the dignity of personality, material and spiritual needs, and both have the right to survive, learn, play, entertainment, self-development and self-realization. Teachers should communicate with young children as friends to share their feelings and views, humbly solicit and listen to young children's opinions, and appreciate young children's strengths and progress. What is being advocated is a teacher-child view of dialogue with young children, emphasizing the establishment of a democratic and equal teacher-child relationship, and requiring early childhood teachers to "squat down and talk to young children" - of course, this "squatting down" is not just a formality. Of course, this kind of "squatting down" is not just a formal squatting down, in fact, it requires early childhood teachers to completely change their own view of young children and the view of teachers and children, treating young children as real people with their own thoughts and opinions, and respecting young children's concepts and choices. The construction of positive teacher-child interaction, the real realization of teachers and young children on the equality of personality.

The above is a concrete embodiment of the transformation of kindergarten teachers' educational concepts, of course, in practice there are still many problems worth thinking about and solving. As future kindergarten educators, we should have advanced educational concepts and educational concepts, boldly adopt new educational methods, to truly realize a "happy" early childhood education, but also a happy child's childhood.