What changes has digitalization brought to kindergarten education and teaching?

With the rapid development of preschool education informatization, the construction of digital resources in kindergartens has become a topic of great concern in recent years. On the one hand, the development of preschool education informatization brings good development opportunities for the construction of digital educational resources in kindergartens, on the other hand, it also poses new challenges for the construction of resources. Kindergarten digital educational resources mainly refer to educational information materials for kindergarten teachers, children and parents, which can be reused and run on the multimedia platform after digital processing. At present, there are still some misunderstandings about digital educational resources in kindergartens, mainly as follows: (1) From the perspective of teaching, resources are understood as teaching resources that directly assist teachers to carry out educational activities, such as digital lesson plans and courseware. (2) Only from the perspective of learning, resources are understood as learning or entertainment software directly used by children. (3) From the perspective of management, take resources as a substitute for teachers' educational behavior. Therefore, this paper attempts to sort out the connotation of digital education resources in kindergartens from the perspective of children's development ecosystem and current policy background.

First, from the perspective of children's development ecosystem, understand the functions of digital educational resources in kindergartens.

Regardless of whether resources are understood as teachers' teaching resources or children's learning resources, the functions of kindergarten digital education resources are only understood from the perspective of improving teaching effect and enhancing children's learning ability, and the direct target of resources is children. In fact, children's development is inseparable from the whole ecological environment in which they live, and is directly or indirectly influenced by various elements in the ecosystem. Thinking about the functions of digital educational resources in kindergartens from the perspective of children's development ecosystem can help us grasp the positive role of digital educational resources in children's development more comprehensively.

In the ecosystem of children's development, there is a two-way interaction between kindergarten digital education resources and children, parents and teachers. In other words, resources not only directly affect the development of children, but also promote the development of all subjects in the ecosystem, including teachers and parents. And this effect will have a positive impact on children's development (see figure). Among them, kindergarten teachers are the main body that exerts educational influence on children purposefully, planned and systematically, and are the key to improve the quality of early childhood education. Therefore, the construction and application of digital resources should contribute to teachers' professional growth, thus supporting teachers to learn more about children, effectively design activities, strengthen the reflection on curriculum and enhance family ties, which will ultimately effectively promote the development of young children and improve the quality of the whole early childhood education.

Secondly, the understanding of the connotation of kindergarten digital education resources under the background of "A Guide to Learning and Development for Children Aged 3 ~ 6"

In 20 12, the Ministry of Education promulgated the Guide for Learning and Development of Children Aged 3-6 (hereinafter referred to as the Guide), which reflects the reasonable expectations of the state for learning and development of children aged 3-6 through scientific, clear and specific indicators. The publication of the Guide provides theoretical guidance for us to deeply understand the construction of digital educational resources in kindergartens.

(A more diversified understanding of the types of kindergarten digital education resources

With the promulgation of the Guide, how to organically combine the goals of children's learning and development proposed in the Guide with the quality education process proposed in the Guiding Outline of Kindergarten Education (Trial) has become a new focus for kindergarten teachers. It requires teachers to (1) correctly understand the development goals of children of all ages, effectively observe, record and evaluate children's learning, and carry out family interaction in combination with children's learning and development. (2) Be able to design and implement the curriculum in combination with the educational concept in the Outline and the specific development goals of children of all ages in the Guide. (3) The results of children's evaluation can be combined with the results of curriculum content reflection, and efforts can be made to improve education and teaching practice and enhance the quality of teacher-child interaction. Teachers' professional development in the above aspects needs the support of corresponding educational resources, including digital educational resources. Therefore, the understanding of digital education resources in kindergartens should include not only traditional teaching and learning resources, but also: (1) resources that reflect the characteristics of children's learning development and make their learning behavior "visible". (2) Under the guidance of "Outline" and "Guide", the resources reflecting the effective combination of process and content include high-quality reference resources for teacher-child interaction. (3) Visual resources that reflect the on-site teaching process and facilitate teachers' communication and reflection. (4) The resources used to analyze children's development level and educational efficiency are helpful to evaluate and reflect on the effectiveness of the curriculum. (5) Supporting the accumulation of kindergarten culture and reflecting the curriculum resources with kindergarten-based characteristics. These digital educational resources, which are closely related to the reality of kindergarten education, such as curriculum construction, teaching and learning, teacher-child interaction, home interaction and child development evaluation, are effective resources for kindergartens to implement the Guide and promote the quality improvement of kindergartens.

(2) Kindergartens should be the main body of the construction of digital educational resources.

It is generally believed that the construction of digital educational resources is difficult at kindergarten level, mainly because people narrowly equate digital educational resources with audio-visual animation for teaching and learning. In fact, it is not, especially after the promulgation of the Guide, whether kindergarten teachers can observe and evaluate children's learning and development scientifically and effectively has become the key to effectively implement the Guide. In order to improve teachers' ability to effectively observe and evaluate children, and effectively combine evaluation with curriculum, a series of digital educational resources beneficial to teachers' professional growth can be constructed with kindergartens as the main body.

For example, teachers should observe and evaluate children's development according to the development goals of children of all ages pointed out in the Guide, and reflect on the curriculum according to the evaluation results. With the help of kindergarten-based teaching and research, kindergartens can share their own observation experience by letting teachers write and communicate children's learning stories, and at the same time improve teachers' ability to observe and evaluate children, and accumulate and construct digital educational resources-resources related to children's learning stories. Children's learning stories usually include three parts: the first part is "What happened", which can truly describe children's spontaneous games and learning activities with the help of words, pictures or videos. The second part is "What have you learned", that is, to interpret, evaluate and respond to children's learning behavior (including their learning level and learning quality in various fields). The third part is "the next education strategy", which is the planning and reflection on how teachers should guide next. Through continuous accumulation, screening, improvement and arrangement, the first part of the learning story can be a vivid and intuitive resource, showing how children learn and develop in five fields, the second part can be a resource, reflecting how teachers view children's learning behavior and how to correctly evaluate children's learning and development, and the third part can be a resource, reflecting how teachers reflect on current educational behavior in combination with children's performance and make targeted curriculum thinking and adjustment. The accumulation and further rational utilization of these digital educational resources can not only become the theme of kindergarten-based teaching and research or the way to train new teachers, but also become a meaningful part of kindergarten culture accumulation.

It can be seen that the forms of digital educational resources are very rich, and kindergartens can build their own resources, which is of greater significance and value to kindergartens. Through the construction of digital educational resources, kindergartens can consolidate the effect of kindergarten-based teaching and research, improve the professional quality of teachers, and finally improve the overall educational quality of kindergartens. In addition, it is worth noting that if there is no process of refining, sorting and structuring, the construction of digital educational resources in kindergartens may be lost in the ocean of resources. Turning the accumulation of resources into the accumulation of data is a misunderstanding that kindergartens should avoid in the construction of educational resources. Then, what principles should be followed in the construction of digital educational resources in kindergartens?

Third, the principles of the construction of digital educational resources in kindergartens

systematize

The systematicness of the construction of digital educational resources in kindergartens is mainly reflected in two aspects: First, from the perspective of management, the construction of digital educational resources in kindergartens is regarded as a systematic project, which requires the corresponding leadership of the head of the kindergarten.

On the basis of macro-grasping the quality of kindergarten culture construction and education, we should make clear the direction of resource construction and development and do something different; Second, the construction of digital educational resources should be carried out in a systematic way of thinking, and clear rules and procedures should be formed for a series of work such as resource types, resource construction methods, resource collection time, resource editing and sorting, and the corresponding guarantee mechanism and incentive mechanism should be determined.

(2) Intentionality

The intentionality of digital educational resources construction refers to the purposeful and conscious construction of resources. On the one hand, after each resource collection, it should be coded according to the framework of system design, that is, the resources should be marked accordingly to clarify the content and function reflected by the resources; On the other hand, every resource should be edited in time according to the principles of visualization, effectiveness and convenience. For example, traditional educational cases are usually presented in the form of words, and teachers can only roughly understand the plans and ideas of activities. The video recording of the teaching process may be because the time is too long and there is too much useless information, so the teacher is unwilling to watch it from beginning to end. And because of its large capacity, there are many inconveniences in storage and transmission. Combine words, pictures and videos to present a complete teaching process?