Talk about my understanding of the connotation and characteristics of quality kindergarten education.

Over the past few years, under the leadership of the Ministry of Education and experts, our park has been carrying out the research task of "Guiding Outline of Kindergarten Education (Trial)", so it has always been our goal to create high-quality preschool education. During this period, I was lucky enough to study in Canada with five teachers from the college, which gave me a deeper understanding of early childhood education. During my study abroad, I paid great attention to the quality of early childhood education in Canada. What are the similarities and differences between China and China in connotation? Now I will talk about my personal experience on this issue:

The Outline advocates the creation of high-quality preschool education, which is the responsibility entrusted to us by the whole society. So, how to promote high-quality early childhood education? Teacher Feng Xiaoxia made a detailed interpretation in the article "Early childhood education should be based on children's lifelong sustainable development". She put forward:

◆ The goal of high-quality preschool education-emphasizing the all-round development of innovative spirit and practical ability. Nowadays, the society has put forward unprecedented high requirements for people's comprehensive quality, which is not an all-round development in the general sense, and creativity has become the core element. She pointed out: It is necessary to provide a relaxed environment for children, support and encourage their exploration and creative activities, in which innovative spirit is nurtured and germinated, and gradually becomes the personality characteristics needed in the new era.

◆ The content of quality early childhood education-basic learning. We know that the content of education will directly affect the goal and quality of education. 1996 "21~ Century International Education Committee" clearly points out that in the face of future social development, education must be reorganized around four basic studies: learning to know, learning to do things, learning to get along with each other and learning to survive. Then, preschool education, as an important part of basic education, should also be based on it when choosing educational content. Although the Outline puts forward the educational content according to the relative division of five fields, the meaning of the content is not limited to some specific knowledge points or skill requirements. Children's participation in educational activities refers to the "experience" or "basic quality" they hope to gain in the activities.

◆ Organization and integration of high-quality preschool education content. Teacher Feng said: the ideal development of children, that is, the realization of the educational goal of cultivating high-quality children, depends on the beneficial learning experience they have gained in educational activities. Integration, as the organizing principle of educational content, refers to strengthening the organic connection between content, content, students' learning experience and learning experience, so as to help children integrate and connect all kinds of experiences gained from various aspects, fields and successively, so as to enhance their understanding of what they have learned and improve their learning effectiveness and knowledge application ability. She pointed out that the current way of organizing educational content centered on "problems" or "projects" shows its advantages in realizing educational integration and is favored by preschool education circles.

◆ The process characteristics of quality early childhood education-active learning. Active learning is a complete process composed of many factors, and children's real active learning includes direct operation of objects; Thinking in activities; Intrinsic motivation, needs and problem solving. This requires educators to pay attention to stimulating children's curiosity and thirst for knowledge; Children should be given opportunities to explore and discover; Give children the opportunity to express themselves, create freely and experience the fun and success of activities; Encourage interpersonal communication; Support and guide children to learn through interaction with the environment, through games, cooperative inquiry-based teacher-student interaction and peer interaction.

◆ Teachers' roles in high-quality preschool education-supporters, collaborators and guides. In creating an educational environment that promotes children's active learning and harmonious development, the role of teachers will inevitably change dramatically and become "people who give learners and learning value with professional eyes". This requires teachers to understand the growth characteristics of young children; Establish a good relationship with young children; Enrich children's learning experience; Create a pleasant learning atmosphere; Set a good example for children; Cooperate with family and community to create a good growth environment for children; Keep learning and improve your professional level.

Canada's interpretation of quality early childhood education is as follows:

Children should be provided with good emotional, social, intellectual and physical development. It is believed that quality education is not just looking after children casually, but must help and support children's above-mentioned development, and it is proposed that courses should start from the above-mentioned activities. The difference between Reggio and Montessori here is that Reggio attaches importance to children's hobbies, and the courses designed by teachers are not invented by themselves, but put forward by children. They think Reggio's classes are mixed-age and children can learn from each other. In Canada, children attach great importance to interaction. For example, older children can look after their children at noon, make older children proud and learn to solve problems, which is much better than teacher intervention. They think that if adults do it, it is not conducive to the development of children, and children have no chance to explore. They may learn from their mistakes and develop by solving their own problems.

In addition, they think eq is more important than IQ. It is pointed out that children with high IQ are not necessarily well-developed children. We strongly advocate socializing, teachers setting situations, and letting children come up with their own rules, ideas, methods, games and interests through discussion.

Providing educators for children is the most important thing in quality education. In their view, teachers should:

Understand the process of children's growth and learning. For example, what is the maturity process and ability of 3-year-old children, 4-year-old children and 5-year-old children? We can't ask a 3-year-old child to show the ability of a 4-year-old or 5-year-old child. Teachers should understand the development level and learning style of children of every age. If a 5-year-old child shows the level of a 3-year-old child, teachers should know that it is learning delay, and have the responsibility to let parents know or report it to the children's hall, and cooperate with parents to carry out targeted training.

Teachers should be full of emotions, full of feelings, quick in expression and reaction, open and knowledgeable, because the image of teachers directly affects the way children learn and communicate. For example, if a child accidentally collides, the teacher should react quickly and know what to do. Teachers should be open-minded and can accept different opinions. If they have enough knowledge, they can solve children's problems well.

Teachers should provide a stable and encouraging environment. They think that the environment is very important, and a stable environment makes children feel safe and can study with confidence. Teachers in Canada think that quietness, politeness and retreat are synonymous. They think that if children behave quietly or well, they are ignorant, unreasonable and slow to respond. This is different from the views of domestic teachers. They believe that the environment should inspire and stimulate children's intelligence. This kind of environment is not artificially beautiful, but allows children to exert their potential and stimulate their enthusiasm for learning. This is worth advocating. For example, Reggio's classroom provides a graffiti environment. Children can paint on the wall in waterproof clothes, and after painting, they can wipe off the paint flowing from the wall. In this environment, children have a full perception of color and light, laying the foundation for learning painting in the future. It can attract children to explore and learn in this environment.

Teachers should be able to find community resources and help. For example, there is a big library in the community of Canada, and everyone can get a library card. The library has rooms, books and computers specially provided for children of all ages. Teachers can lead children to the library for 2 hours, and children can read freely. I am very happy. Another example: children want to go out to play, and there is a park not far away. Teachers can lead children out to play at any time according to their needs, talk after coming back, and generate theme activities according to their interests.

Teachers should also think about similar goals of cultivating children. Although each teacher is independent, teachers should also communicate with each other to form a kind of * * *. For example, teachers can discuss with each other what plans they have to train children in a semester.

◆ The kindergarten environment should also be of high quality.

The environment is clean and safe. Children are protected here and can live and study well.

◇ The environment should make children feel caring.

The environment should promote children's learning. For example, a large room (70-80 square meters) can have 15 theme corners: role-playing (scenery, costumes, props), playing with sand (sandbox, toys, etc. ), as well as the computer (playing age-appropriate games, you can put an alarm clock or timer on it, and you can negotiate with your child to rotate once every 5 minutes, prepare a book and queue up to play in turn.

The design of classroom should consider the influence on children's behavior. For example, a large space is suitable for children's movement development, but it is not a good choice for quiet activities. Because children can't control their own behavior, it is easy to collide and hurt each other. Therefore, for young children, it is necessary to make some partitions appropriately to make the space smaller. There is no need for big movements in the classroom, and sports can go outdoors. The classroom is a quiet place to play and read books, which can reduce some conflicts. Teachers in Canada believe that if children learn to behave themselves, they should pay more attention to space design and reduce potential problems.

◇ Time should be relatively fixed. This will provide a credible, safe and orderly environment for children. At a certain time, children will know what to do, and they can foresee what the next activities will be, which can provide good preparation for children. Work and rest time should be balanced, exercise should be balanced, individual and group arrangements should be appropriate, and activities led by children and teachers should also be considered.

Materials, toys and equipment should be diversified and optional, and at the same time, they should be placed at a height suitable for children so that children can get them at any time.

The above is the connotation comparison of quality early childhood education between China and Canada. Although the two countries have different perspectives on quality early childhood education, the ideas behind them are similar through appearances. A superficial understanding of Canada's high-quality early childhood education will be of great enlightenment to our education work, which will be conducive to our future integration with international education and better realize our goal of building high-quality early childhood education. I would like to share my experience with you here, hoping to inspire all my colleagues. Let's join hands and make great strides in building a high-quality preschool education.