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幼儿园教育指导纲要

Chapter 1: General

I. In order to implement the "Law of the People's Republic of China on Education", "Regulations on the Administration of Kindergartens" and "Working Procedures for Kindergartens" and guide kindergartens to carry out quality education in depth, this outline is formulated.

2. Kindergarten education is an important part of basic education and it is the foundational stage of school education and lifelong education in China. Kinds of kindergartens in both urban and rural areas should proceed from reality and implement quality education according to local conditions so as to lay a good foundation for the development of a child's life.

3. Kindergartens should work closely with families and communities, link up with primary schools, make comprehensive use of various educational resources, and jointly create good conditions for the development of young children.

4. Kindergartens shall provide healthy, abundant living and activity environments for young children and meet the needs of their multi-faceted development so that they may gain experience in physical and mental development in their happy childhood.

5. Kindergarten education should respect the child's personality and rights, respect the laws and learning characteristics of children's physical and mental development, use games as their basic activities, attach equal importance to education, and pay attention to individual differences, so as to promote the development of individual children's individuality.

Chapter II: Educational content

The content of kindergarten education is comprehensive and enlightening. It can be divided into five areas of health, language, society, science, and art, and can also be divided into other areas. The contents of each field infiltrate each other and promote the development of children's emotions, attitudes, abilities, knowledge, and skills from different perspectives.

First, health

(a) The goal

1. Physical health, emotional stability and enjoyment in group life;

2. Good living and hygiene habits, basic self-care ability;

3. Know the necessary safety and health knowledge, learn to protect yourself;

4. Like to participate in sports activities, action coordination and flexibility.

(II) Contents and Requirements

1. Establish a good teacher-student relationship and peer relationships so that young children feel warm and happy in their collective life. This creates a sense of security and trust.

2. Cooperate with parents to establish a scientific routine based on the needs of young children. To cultivate children's good diet, sleep, wash, excretion and other living habits and self-care ability.

3. Educate young children to love cleanliness and hygiene, and pay attention to the cleanliness and hygiene of individuals and places of life.

4. Closely integrate children's lives with safety, nutrition, and health education to improve children's self-protection awareness and capabilities.

5. Carry out a variety of outdoor games and sports activities to cultivate the interest and habits of children in participating in sports activities, enhance physical fitness, and improve their adaptability to the environment.

6. Develop basic movements in a manner that is of interest to young children and improve their coordination and flexibility.

7. In sports activities, cultivate young children's strong, courageous, fearless will spirit quality and active, optimistic and cooperative attitude.

(III) Guidance points

1. Kindergartens must place the protection of the lives of young children and promote the health of young children at the top of their work. Establish a correct concept of health, while paying attention to children's physical health, we must attach great importance to children's mental health.

2. It is necessary to attach great importance to and meet the need for children to be protected and cared for. They must also respect and meet their growing independent demands, avoid over-protection and replacement, and encourage and guide young children in their own efforts and self-reliance attempts.

3. The activities in the health field must fully respect the laws governing the growth and development of young children. It is strictly forbidden to perform competitions, performances, or training that harm the health of children in any name.

4. The training of young children's interest in sports activities is an important goal of kindergarten sports. It is necessary to organize lively and interesting sports activities in various forms in accordance with the characteristics of young children so as to attract young children to participate actively.

Second, language

(a) The goal

1. Willing to talk with people and be polite;

2. Pay attention to the other party's speech and understand everyday language;

3. Can clearly say what they want to say;

4. Love listening to stories and reading books;

5. Can understand and speak Mandarin.

(II) Contents and Requirements

1. Create a free and relaxed language communication environment, support, encourage and attract young children to talk with teachers, peers or others, experience the joy of language exchange, and learn to use appropriate, polite language.

2. Develop the habit of listening to children and developing language comprehension.

3. Encourage children to boldly and clearly express their thoughts and feelings, try to explain and describe simple things or processes, and develop language expression and thinking skills.

4. Guide children to contact excellent children's literary works to make them feel the richness and beauty of language, and help children to deepen their experience and understanding of the works through various activities.

5. Develop young children's interest in simple markers and textual symbols common in life.

6. Use books, paintings, and other methods to trigger children's interest in books, reading, and writing, and to develop pre-reading and pre-writing skills.

7. Provide a Mandarin language environment to help children familiarize themselves, understand and speak Putonghua. Ethnic minority areas should also help young children learn their own language.

(III) Guidance points

1. Language proficiency develops in the process of application. The key to developing young children's language is to create an environment where they want to speak, dare to speak, like to say, have the opportunity to speak and receive a positive response.

2. The development of young children's language is closely related to the development of their emotions, experience, thinking, social communication skills, and other aspects. Therefore, an important way to develop young children's language is to expand in a variety of activities through various fields of education. The experience of young children provides the conditions for language development.

3. Children's language learning has individual characteristics, individual communication between teachers and young children, and free conversation between young children have special significance for the development of young children's language.

4. Special attention should be given to children with language barriers, and parents and relevant parties should be closely coordinated to actively help them improve their language skills.

Third, society

(a) The goal

Be able to actively participate in various activities and have confidence;

Be willing to communicate with people, learn to help, cooperate and share, with compassion;

Understand and follow basic social behavior rules in daily life;

Can work hard to do what it can, do not fear difficulties, have a preliminary sense of responsibility;

Love parents, elders, teachers, and companions, love the group, love the hometown, love the motherland.

(II) Contents and Requirements

1. Guide young children to participate in various group activities, experience the fun of living together with teachers, peers, etc., help them to correctly understand themselves and others, develop attitudes towards others, society, and cooperation, and learn preliminary interpersonal skills.

2. Provide every child with the opportunity to express his or her strengths and achieve success, and increase their self-esteem and self-confidence.

3. Provide opportunities for free activities, support young children to independently select and plan activities, encourage them to solve problems through various efforts, and not easily give up trying to overcome difficulties.

4. In a common life and activities, children are guided in a variety of ways to understand, experience and understand basic rules of social behavior, learn self-discipline and respect others.

5. Educate young children to love toys and other items, protect public property and the public environment.

6. Work with families and communities to guide young children to understand their relatives and the labor of people from all walks of life related to their lives, and to cultivate their love of laborers and respect for their labor achievements.

7. Make full use of social resources to guide children to actually experience the richness and excellence of the motherland’s culture, to experience the changes and development of their hometown, and to stimulate children’s love of their hometown and love of the motherland.

8. Appropriately introduce the culture of our peoples and other countries and nations in the world to young children so that they can perceive the diversity and diversity of human culture and cultivate attitudes of understanding, respect, and equality.

(III) Guidance points

1. Education in the social field is subtle and subtle. The cultivation of early childhood social attitudes and social emotions should infiltrate into various activities and all aspects of one-day life. It is necessary to create a good environment that enables children to feel acceptance, love and support, and avoid monotonous verbal preaching.

2. The common life, communication, exploration, and play between young children and adults and peers are important ways of social learning. Children should be provided with opportunities and conditions for interpersonal interactions and common activities, and should be guided.

3. Social learning is a long process of accumulation. It requires kindergartens, families and the society to cooperate closely, coordinate and promote the formation of good social quality for children.

Fourth, science

(a) The goal

1. Interested in the surrounding things, phenomena, curiosity and curiosity;

2. Ability to use a variety of senses, brains, and questions;

3. The process and results of exploration can be expressed and exchanged in an appropriate manner;

4. The ability to sense the quantity relationship of things from life and play and experience the importance and fun of mathematics;

5. Love animals and plants, care about the surrounding environment, get close to nature, cherish natural resources, and have a preliminary sense of environmental protection.

(II) Contents and Requirements

1. To guide children's desire for and interest in the characteristics and changes of common things and phenomena around them.

2. Create a relaxed environment for young children's inquiry activities, so that each child has the opportunity to participate in the trial, to support and encourage them to boldly raise questions, express different opinions, and learn to respect other people's views and experiences.

3. Providing rich and operable materials, each child can use a variety of senses, a variety of ways to explore and provide conditions for activities.

4. By guiding young children to actively participate in group discussions, explorations, etc., to develop children's awareness and ability for cooperative learning, learning to use a variety of ways to express, exchange, and share the exploration process and results.

5. Guide children to become interested in the number, quantity, shape, time, and space of the surrounding environment, construct preliminary numbers, and learn to use simple mathematical methods to solve some simple problems in life and games.

6. Start with the scientific and technological achievements familiar to children in life or in the media, and guide children to experience the impact of science and technology on their lives, and cultivate their interest in science and respect for scientists.

7. To help children understand the relationship between nature, environment and human life based on the experience of young children's life. Start with the small things around and cultivate initial environmental awareness and behavior.

(III) Guidance points

1. The scientific education of young children is a scientific education of enlightenment. It focuses on inspiring children's interest in knowing and exploring their desires.

2. It is necessary to create conditions so that children can actually participate in the inquiry activities so that they can experience the process and methods of scientific inquiry and experience the pleasure of discovery.

3. Science education should be closely linked with the actual life of young children, using the things and phenomena around them as the object of scientific exploration.

Fifth, art

(a) The goal

1. Can initially feel and love the beauty of the environment, life, and art;

2. Like to participate in artistic activities and can boldly express their feelings and experiences;

3. Can perform art performance activities in the way you like.

(II) Contents and Requirements

1. To guide young children to contact the surrounding environment and the good people, things and things in life, enrich their emotional experience and aesthetic interest, and inspire them to express their beauty and create beauty.

2. Facing all children in artistic activities, we must aim at their different characteristics and needs so that each child can be nurtured and nurtured by beauty. Children with artistic talents should pay attention to developing their artistic potential.

3. Provide opportunities for free expression. Encourage children to boldly express their feelings, understanding and imagination in different artistic forms. Respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and ways of expression, and share their creations. happy.

4. While supporting and encouraging young children to actively participate in various artistic activities and perform boldly, help them improve their skills and abilities to perform.

5. Instruct children to use their nearby objects or used materials to make toys, handicrafts, etc. to beautify their lives or carry out other activities.

6. Create conditions for children to show their work and guide children to communicate with each other, enjoy each other, and improve together.

(III) Guidance points

1. Art is the main approach to the implementation of aesthetic education. It should give full play to the emotional education function of art and promote the formation of healthy personality of young children. It is important to avoid valuing only the results of performance skills or artistic activities while ignoring the tendency of young children to have emotional experiences and attitudes during the activities.

2. The creative process and work of young children is an important way for them to express their own understanding and emotions. Children should be supported to express their individuality and creativity, and to overcome the over-emphasis on the bias of skills and standardization requirements.

3. The ability of children's artistic activities is gradually developed during the process of bold performance. The role of teachers should mainly be to stimulate the children to experience the beauty and the performance of the beauty, enrich their aesthetic experience, and experience the freedom of expression and creation of happiness. On this basis, according to the development status and needs of young children, timely and appropriate guidance is given to the way of expression and skills.

Chapter 3: Implementation

1. Kindergarten education is to serve the healthy growth of all young children in the garden. It is necessary to provide active support and assistance for every child, including children with special needs.

Second, the educational activities of kindergartens are the educational process in which teachers use various forms of purposeful and planned guidance for children to lively, lively and active activities.

Third, the organization and implementation of educational activities is the process of teachers' creative work. According to this "Outline", teachers should start from the conditions of the local and the park, and combine the actual situation of the children in their own class to formulate practical work plans and implement them flexibly.

Fourth, the goals of educational activities shall be guided by the objectives set forth in the "Kindergarten Work Regulations" and this "Outline", combined with the development level, experience and needs of the children of the class.

V. The selection of educational activities should be conducted in compliance with the relevant provisions of Part II of this "Outline," while embodying the following principles:

It is not only suitable for the existing level of children, but also has certain challenges.

Not only meet the children's actual needs, but also conducive to its long-term development.

Not only is it close to the child's life to choose the things and problems that children are interested in, but it also helps to expand their experience and vision.

6. The organization of educational activities should fully consider the learning characteristics and cognitive patterns of young children. The contents of each field should be organically linked and infiltrated with each other, focusing on comprehensiveness, interest, activity, and education in life and games.

7. The organizational form of educational activities should be reasonably arranged according to needs. It can be flexibly applied due to time, place, content, and materials.

VIII. The environment is an important educational resource. It should effectively promote the development of children through the creation and use of the environment.

The space, facilities, activities, materials, and routine requirements of kindergartens should be conducive to triggering and supporting young children's games and various exploration activities, and be conducive to triggering and supporting the positive interaction between young children and the surrounding environment.

Kindergarten peer groups and kindergarten teachers collectively are valuable educational resources, and the role of this resource should be fully utilized.

Teachers' attitudes and management methods should contribute to the formation of a safe and warm psychological environment; words and deeds should be good examples for young children to learn.

Family is an important partner for kindergartens. We must strive for parents' understanding, support, and active participation based on the principles of respect, equality, and cooperation, and actively support and help parents improve their educational capabilities.

Make full use of the natural environment and community education resources to expand the space for young children to live and learn. Kindergartens should also provide services for early education in the community.

IX. Scientifically and rationally arrange and organize daily life.

The timetable should have relative stability and flexibility, which is conducive to the formation of order, but also to meet the children's reasonable needs, taking care of individual differences.

The direct-directed activities of the teachers are combined with indirect instruction activities to ensure that young children have appropriate independent choices and free time each day. The collective activities directly guided by teachers should ensure the active participation of young children and avoid the hidden waste of time.

Minimize unnecessary collective actions and transitions and reduce and eliminate negative waiting.

Establish good routines, avoid unnecessary management behaviors, and gradually guide children to learn self-management.

10. Teachers should become supporters, collaborators, and guides for children's learning activities.

Communicate with young children with care, acceptance, and respect. Listen with patience, try to understand the children's thoughts and feelings, and support and encourage them to explore and express themselves boldly.

Be good at discovering the educational value hidden in children's interest in things, games, and incidents. Grasp the opportunity and actively guide.

Focus on the children's performance and reaction in the activities, sensitively aware of their needs, and respond in a timely manner in an appropriate manner to form cooperative and inquiry-based teacher-student interaction.

Respect the child's individual differences in the level of development, ability, experience, learning methods, etc., teach people to teach, and strive to make every child can get satisfaction and success.

Focus on the special needs of children, including various development potentials and different developmental barriers. Work closely with families to jointly promote the healthy growth of children.

11. Kindergarten education should be linked to childcare education and primary school education for children aged 0-3.

Chapter 4: Evaluation

First, education evaluation is an important component of kindergarten education, and it is necessary means to understand the suitability and effectiveness of education, adjust and improve work, promote the development of every child, and improve the quality of education.

2. Managers, teachers, young children and their parents are all participants in kindergarten education evaluation. The evaluation process is a process in which all parties participate, support and cooperate with each other.

Third, the process of evaluation is the process by which teachers use professional knowledge to examine educational practices, discover, analyze, research, and solve problems. It is also an important way for them to grow up.

4. The evaluation of kindergarten education is implemented in the system of self-evaluation by teachers, chiefs, managers, and other teachers and parents.

Fifth, evaluation should naturally follow the entire education process. Comprehensive use of observation, conversation, analysis of works and other methods.

6. Children's behavioral performance and development and change have important evaluation significance. Teachers should regard it as an important evaluation information and the basis for improvement work.

7. Evaluation of education work should focus on the following aspects:

Whether the goals of educational programs and educational activities are based on understanding the current situation of children in their class.

Whether the contents, methods, strategies, and environmental conditions of education can mobilize the enthusiasm of young children to learn.

Whether the education process can provide children with useful learning experience and meet their development needs.

Whether education content and requirements can take into account group needs and individual differences, so that each child can be developed, have a sense of success.

Whether the teacher's guidance is conducive to children's active and effective learning.

VIII. Assessing the development of young children should pay attention to:

The purpose of the definitive evaluation is to understand the child's development needs in order to provide more appropriate help and guidance.

A comprehensive understanding of the child’s development situation, to prevent one-sidedness, in particular to avoid focusing only on knowledge and skills, ignoring the tendency of emotional, social and practical ability.

Use natural methods in daily activities and education. Observing the performance of typical young children's behavior and the variety of works they have accumulated is an important basis for evaluation.

Acknowledge and pay attention to individual differences in children, avoid evaluating different children with a unified standard, and use lateral comparisons carefully in front of children.

To look at children in a developmental perspective, we must not only understand the existing level, but also pay attention to the speed, characteristics, and tendencies of their development.

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