Reggio’s Enlightenment on my country’s Preschool Education

(1) Create a relaxed and free atmosphere for early childhood education

The preschool period is the period when children’s desire for knowledge and curiosity are most prominent, and it is also a period when potential in all aspects develops rapidly. This period provides young children with a free, relaxed and harmonious environment, which can maximize their potential. Therefore, it is particularly important to create a relaxed atmosphere of respect and freedom for children and to give them more opportunities to express and communicate. When conditions permit, teachers should give children more rights to independent activities and opportunities for free choice and self-expression. They only need to provide appropriate guidance and positive encouragement. While liberating children, it also provides teachers with a platform and space for free play. This can not only mobilize the enthusiasm and initiative of kindergarten teachers, but also free teachers from being bound by too many rules and truly learn from the characteristics of children in their class. Starting from , interests and reality, we actively use various resources to promote the comprehensive and healthy development of young children.

(2) Establish a new type of teacher-child relationship

Reggio Education provides a new type of teacher-child relationship. When implementing program teaching, from the design of themes to the development of program activities and a summary of the implementation plan, both emphasize giving children sufficient space to explore freely during teacher-child interaction. In the process of teaching activities, teachers are based on children's interests and abilities, create an interactive learning environment for children with equality and collaborative discussion, and intervene in children's inquiry activities as peers. This puts forward higher requirements for teachers. Teachers should seize educational opportunities based on children's psychological development levels and experience characteristics, and provide scientific guidance to children.

(3) Construct a collaborative education mechanism of the "three-in-one" of kindergarten, family and community

In the Reggio Emilia education system, kindergartens, parents and communities are established It has established the relationship between cooperation, communication, cooperation and management of kindergarten construction. Our country's early childhood education should also gradually establish a "trinity" education model with unified knowledge of parents, kindergartens, and communities, with mutual communication, mutual understanding, and joint management. Strengthen and improve the educational awareness of parents and community personnel, and encourage them to participate in kindergarten education, such as setting up kindergarten open days and regularly inviting parents and community personnel to the kindergarten to play with children and participate in related activities.

(4) The curriculum model is mainly based on program courses

The reason why the Reggio Emilia education model can stand out among many early childhood education models is its typical characteristics: Its curriculum is mainly based on program activities, focusing on children's interests, needs and experiences, and organically combines presupposition and generativity to complement each other. In our country, most kindergarten teachers are too influenced by preset courses and rarely involve generative courses in teaching activities, making the overall teaching effect less than ideal. Teachers should absorb and learn from international advanced early childhood education theories, actively learn generative curriculum theory, and improve their ability to deal with the relationship between generative curriculum and preset curriculum. Parents and community personnel can also be encouraged to provide various resources and effective guarantees for the implementation of generative curriculum.

(5) Create a reasonable kindergarten environment and highlight local cultural characteristics

The content of the Reggio Emilia curriculum comes from the surrounding environment of children's lives and from the things that children are interested in in life. from their various activities. In my country's early childhood education, the environment creation of kindergartens is almost always the work of teachers, ignoring the participation of children and parents; emphasis is placed on the construction of the physical environment but not the creation of the spiritual environment; emphasis is placed on visual stimulation but not national cultural characteristics; and expensive and fashionable environments are valued. Resources ignore local characteristic resources. Therefore, kindergarten environment creation should expand ideas, brainstorm, be child-oriented, pay equal attention to the creation of physical environment and spiritual environment, make full use of local resource advantages to develop kindergarten-based courses, highlight regional cultural characteristics, and make the kindergarten environment diversified and life-oriented and dynamic. The Reggio Emilia educational philosophy is not a plant that can be transplanted directly from Italy to China, because it is deeply rooted in the local historical and cultural soil. Because we must not blindly copy it as a standardized curriculum, we must always adhere to the spirit of critical absorption and selectively transform and utilize it based on an objective understanding of our country's cultural environment and educational traditions, thereby deepening and enriching my country's preschool education. development.