What is the life of early childhood education, and why should science education in kindergarten be l

Early childhood educationLife refers to the design, organization, and implementation of early childhood education, to connect early childhood education with children's daily life and children's perceptual experience, so that children can achieve harmonious physical, cognitive, emotional, and social development in their daily life.

Learning in young children is different from learning in primary and secondary schools. Children's learning is closely linked to their day-to-day life. A day of life is the content of children's learning, and it is also the process of children's learning.

Therefore, in addition to group teaching activities, in kindergarten, other aspects of daily life, such as eating, working, playing, walking, hygiene, etc., are children's learning activities and content.

The principle of life requires.

1. Goal: In terms of cognition, we attach importance to the acquisition of direct experience and thinking ability.

the cultivation of the city; In terms of skills, we attach importance to the cultivation of children's hands-on brains and problem-solving abilities in the real environment, and attach importance to the formation of children's awareness and ability to operate, communicate and cooperate.

2. Content: From the perspective of the selection of educational content, the things, phenomena and events that are common and interesting in children's lives and meet the children's level of understanding; From the perspective of the arrangement of educational content, the educational content should follow the principle of gradual progress, which should not only conform to the systematization of subject knowledge, but also conform to the laws of children's psychological development, and meet children's interests, needs and life logic.

3. In the way: embody the activity, provide children with the opportunity to interact with the people and things around them, tell as little as possible by the teacher, and adjust the children's cognition and behavior as much as possible through the results of their own operations and communication activities.

4. Method: According to the specific educational content and the age characteristics of the educational object to select and determine the educational method, for the more specific and easy-to-understand educational content, the operation method can be adopted; For more abstract educational content, the explanatory presentation method can be used.

Brought to life. The age characteristics and physical and mental development needs of children determine the breadth of kindergarten education goals and contents, and also determine the education and teaching principles of the integration of education and education. For children, in addition to the learning content of understanding the world around them and enlightening their minds, some basic life and basic attitudes required for "being a person"; and abilities, such as hygiene habits, self-care skills, and social interactions; Abilities, etc., all need to be learned.

However, such a wide range of learning content cannot be completed only by relying on educational and teaching activities designed and organized by teachers, nor can it be achieved through word of mouth. Even cognitive learning must be closely integrated with children's life experiences in order to be understood and accepted by children. Therefore, the kindergarten curriculum has a strong life-oriented characteristics - the content of the curriculum comes from the children's life, and the curriculum is implemented throughout the children's daily life.

Gamification. Play is in line with the age characteristics of children, can meet the various physical and mental needs of children, is the basic activity of kindergarten, but also one of the basic principles of early childhood education. In essence, play is a kind of free and spontaneous subjective activity of children themselves, which has many values for children's development.

Play is the basic form of activity for young children, and it is also the basic way for young children to learn. Therefore, play plays a very important role in the kindergarten curriculum.

Activity and direct experience. Young children learn about the world mainly through their senses. Only on the basis of gaining rich perceptual experience can children understand things and form a relatively abstract and generalized understanding of things.

Children's cognitive mode and cognitive characteristics with action and image make the kindergarten curriculum must take children's active participation in educational activities as its basic form of existence and components. For young children, learning is meaningful only when learning is through activity, and comprehension learning is only learning based on direct experience.

Potentiality. In essence, kindergarten education is a purposeful and planned educational process, and the kindergarten curriculum also has clear curriculum objectives and basic learning areas, but due to the characteristics of children's physical and mental development and learning, the kindergarten curriculum is not reflected in the curriculum, teaching materials, and classrooms, but in life, games and other forms of activities that children like to see. Although how to create an environment and how to support children's exploration and learning are carefully designed by teachers according to the purpose and content requirements of the kindergarten curriculum, these contents, objectives and requirements only exist in the teacher's consciousness and actions, and children cannot clearly understand them.

Young children feel more about the environment, activities, materials, and teacher behavior than the educator's educational goals and expectations. In other words, the kindergarten curriculum is implicit in the environment, materials, activities, and teachers' behaviors, and subtly works on young children. Hope it helps.

Education in life, education is like life.

Children's science education has become the direction of modern science teaching reform, in children's science activities, teachers should play the "science life movement" as the leading role of children's science education, take the initiative to closely link children's life with scientific activities, so that children all the time to experience science around them, so as to feel and understand the interest and value of science with direct experience, produce a sense of intimacy and mystery of science, and boldly explore and create in the world of science in life.

To carry out science education in kindergartens, teachers need to integrate more elements of life, use common phenomena and things in life to introduce scientific knowledge, and truly realize the life of science education. Such a teaching method can not only stimulate children's desire to explore and seek knowledge, but also improve children's innovation ability and thinking ability. Teachers can ask children to communicate with their parents when they go home, seek help from their parents, and work with them to find solutions to this problem.

On the second day, the teacher mixes raw and hard-boiled eggs and randomly selects a toddler to demonstrate their learning outcomes. If children are unable to distinguish between raw and cooked eggs accurately, teachers can encourage them to discuss and communicate in small groups.

After the children have finished the discussion, they need to express their thoughts again, and the teacher will summarize and summarize: if the appearance of two eggs is the same, if you want to distinguish between raw and cooked eggs, you can put them on the table and rotate them, the raw eggs that can stop faster, and the cooked eggs that rotate longer. This kind of teaching content and cases closely related to practical life can stimulate children's desire and desire to learn, and can also effectively exercise children's thinking ability and analytical ability, which is conducive to the improvement of children's scientific literacy.

Because the purpose of kindergarten life education is to provide a warm and safe environment, through a variety of experiences and activities, to help children adapt to group life, and cultivate their living habits and social skills. Here are the main reasons for life education in kindergarten:

1.Promote social adaptability: Kindergarten provides an environment for communal living, where young children need to socialize and cooperate with other children and teachers.

By participating in activities and games with peers, children learn social skills such as sharing, cooperation, respect for others, and conflict resolution, and improve their social adaptability.

2.Cultivating independent self-care skills: Kindergarten encourages children to gradually complete some basic tasks in daily life, such as dressing, washing hands, and organizing school bags. Through practical operations in daily life, children develop independence, self-care skills and good living habits.

3.Developing Emotional and Cognitive Skills: Kindergartens provide a safe and welcoming environment that fosters children's emotional expression and receptivity.

Through intimate care and positive educational interactions, young children learn to express emotions, understand the emotions of others, and develop emotional management and self-awareness skills.

4.Cultivating the spirit of collaboration and teamwork: The kindergarten organizes group activities, games and group cooperation to cultivate children's spirit of cooperation and teamwork.

In group activities, children learn to listen to others, respect others' opinions, share resources, and develop a sense of cooperation and teamwork skills.

5.Provide a diversified learning experience: The kindergarten provides a comprehensive learning experience through a variety of activities, such as games, **, art, etc.

These activities help children to actively explore, observe, and practice, and develop their imagination, creativity, and problem-solving skills.

6.Build interest in learning and self-confidence: Kindergarten helps children build a positive attitude towards learning and self-confidence through encouragement and praise.

In kindergarten, through a variety of activities and learning, young children gradually develop an interest in learning, experience the joy of success, and develop self-confidence and motivation to learn.

In conclusion, kindergarten life education aims to provide a well-rounded environment for young children, promote them to acquire various experiences and skills in daily life, cultivate good social skills, independent self-care skills and learning interests, and lay a solid foundation for their future learning and growth.

1) The background of kindergarten education life. As early as the ninetieth century, the idea of children's life has been put forward by the German educationalist Froebel, and the teaching program of Reggio Emilia education in Italy and Waldorf education have emphasized the concept of life education. Due to the advancement and feasibility of this educational concept, it has been continuously popularized and promoted in various countries in the world bureau.

In the 21st century, the practice and research of children's education life have also set off a new upsurge in China. In 2006, at the National Kindergarten Education Seminar, under the topic of "returning to the basics of early childhood education", the professors of Nanjing Normal University have clearly expressed the view that early childhood education should be life-oriented. If you search in CNKI with the keyword "** education life", there are more than 30,000 search results; A total of 4509 results were retrieved by "kindergarten" and "** education life", which is enough to show that the concept of kindergarten ** education life has attracted the attention of people from all walks of life.

2) The meaning of kindergarten ** education life. Kindergarten education life, refers to the children's clear which in the kindergarten a day of different life content, including kindergarten, eating, napping, games and recess exercises, etc., to add songs or music closely combined with it, especially children's songs and nursery rhymes, so that children can easily and happily carry out various activities in the aesthetic pleasure of the first child, to achieve the teaching goals.

3) The significance of kindergarten education life. First, education has a profound impact on children's future development. In early childhood, children's brains are not fully developed, and during this period, the best education will be brought to life, which can not only stimulate children's interest in life but also enhance children's life experience.

Second, the development of education can strengthen children's life skills. It will run through the child's one-day kindergarten life, so that the child can learn various life skills and complete various teaching tasks in a relaxed atmosphere. Third, the implementation of education and life, cleverly answering the code will be related to the song and music into the familiar life situation of children, shortening their sense of distance, more conducive to stimulating their interest, improve their literacy.