This paper discusses the causes and harms of the tendency of preschool education to be elementary sc

In fact, I think it is more harmful to the elementary school of public school pre-school education, because when the child should develop his thinking ability, he does not develop the child well, and he cannot learn when he should learn.

There is a process for children to grow, and there are different educational methods at each stage. Educating children too early is not conducive to their physical and mental health.

The primary-school education not only increases the burden on children, but also makes children bored with school.

The main reasons for the tendency of preschool education to become elementary school are as follows: (1) It caters to the mentality of parents who "hope that their children will become dragons". (2) Weak teachers. (3) The school-running bench is poor.

Hazards: 1) Affect the normal development of children's body (2) Restrict the development of children's intelligence.

3) suppressing the formation of children's good jujube noisy and (4) not conducive to the formation of good learning habits after children's schooling.

1) The harm of the tendency of preschool education to be elementary school:

Affect the normal development of young children's bodies;

restricting the intellectual development of young children;

suppressing the formation of a good personality in young children;

It is not conducive to the formation of good learning habits after children enter school.

2) Reasons for the tendency of preschool education to be elementary school:

caters to the mentality of parents who "hope that their son will become a dragon";

weak faculty;

Poor school conditions.

3) The difference between preschool education and school education should put an end to the tendency of preschool "primary school", and the reform suggestions are as follows:

Establish the independent status and nature of pre-school education, and firmly establish the concept that pre-school education is not a preparatory education for primary school.

Pre-school education is the foundation stage of basic education, and its educational objectives, learning content, learning methods, teaching evaluation, teaching staff, management system, etc. have their own independent requirements and standards. Pre-school education is not an ancillary to primary school, nor is it preparatory education to primary school. The theory and argument that kindergarten education is carried out so that children can acquire the basic skills of elementary school is wrong.

Intensify the governance of "primary school" at all levels and educational administrative departments.

The education sector has an unshirkable responsibility for correcting the tendency of early childhood education to become elementary school. The attitude of the education sector determines to a large extent the orientation of the society towards the evaluation of kindergartens. It is necessary to fundamentally solve the problem of "elementary schooling."

Education departments at all levels must further strengthen the guidance, supervision and management of kindergartens. It is recommended that the Ministry of Education strengthen research, issue documents and regulations, clarify responsibilities, put forward requirements, formulate measures, increase governance nationwide, and standardize kindergarten school behavior. Strengthen the kindergarten evaluation mechanism and supervision and supervision, in the kindergarten annual assessment and inspection, adjust the assessment and evaluation standards for kindergartens, admonishment or warning for kindergartens with serious primary school tendencies in early childhood education, rectification within a time limit, rectification does not meet the requirements, should cancel its qualifications.

It is necessary to strengthen the supervision and inspection of kindergartens through open and secret visits, regular discussions, and accepting complaints. Education departments at all levels should often give operational guidance to the education and teaching work of kindergartens, correct the direction of kindergartens, and ensure the healthy growth of young children.

Strengthen the professional quality training of kindergarten principals and preschool teachers.

In the final analysis, the root cause of the tendency of elementary school education in early childhood education is the improper educational thinking and the low quality of kindergarten principals and teachers. Preschool teachers are the direct implementers of early childhood education, and it is particularly important to correct the educational thinking of kindergarten principals and preschool teachers, and improve their professional quality and ability to correct the tendency of early childhood education to be primary school. Therefore, the state and local governments should increase investment in the training of kindergarten principals and preschool teachers.

Change the thinking, improve the quality, so that all the principals and preschool teachers of the educational thinking completely reversed, so that their quality is more suitable for the needs of kindergarten quality education.

The causes of the phenomenon of elementary school education are discussed as follows:

From the perspective of the development status of early childhood education in China, the tendency of primary school is becoming more and more common. In terms of the content, methods and management methods of teaching Bu Cong ethnic groups, they are biased towards the primary school model, which will lead to more and more difficult teaching content, more and more teaching intensity, and tighter and tighter teaching management, thus exceeding the psychological tolerance of children and making them easily rebellious. It can be seen that the tendency of early childhood education to be primary school will bring a series of teaching problems, which is not conducive to the future growth of children.

In view of this, this paper has certain significance for the study of the "primary school" of preschool education: performance, causes and governance. In today's kindergarten teaching, the problem of primary school is becoming more and more prominent, which is mainly manifested in the following aspects:

One is the teaching environment of primary school, some children's disadvantage in order to open the park as soon as possible to make a profit, in the case of running a school conditions are not met in a hurry, there is no reasonable activity venue for children, resulting in insufficient outdoor activity space for children, or only some small classrooms, these facilities can not meet the basic needs of children for games and activities.

The second is the primary school teaching goal, which is mainly manifested in the fact that some kindergartens ignore the laws and characteristics of children's physical and mental development in the teaching process in order to show their teaching effect, and focus on strengthening knowledge training, ignoring students' learning interests and learning abilities. Even many kindergartens open interest classes, specialty classes, etc., excessively assign homework to children, and require parents to supervise the completion, the existence of this phenomenon has brought serious consequences to the growth of young children, ignoring the main position of students.

The above problems are the embodiment of the primary school education, if not solved in time, it will have a great impact on the growth and development of young children. The emergence of the phenomenon of "primary school" anomie in pre-school education is mainly due to the uneven distribution of pre-school education resources, the insufficient investment in pre-school education funds by the educational administrative departments, and the insufficient supply of high-quality pre-school education resources.

Specifically, it is manifested in the following aspects:

First, the investment in pre-school education is too small, hindering the development of pre-school education, coupled with the inconsistency of the level of economic development in various regions, resulting in significant differences in the distribution of pre-school education resources, so that the quality of pre-school education has a polarized situation.

Second, the contradiction between the high-quality preschool education resources endowed by the society and the growing educational needs of parents is becoming increasingly obvious. With the development of society, parents' requirements for young children continue to increase. In order to pursue profits, many kindergartens, pre-school educational institutions and other entities continue to cater to the needs of parents for educational expansion, and continue to infiltrate the knowledge of "primary school" to young children.

The Ministry of Education recently reiterated that while solving the problem of "having a garden", we should adhere to scientific education and avoid the problem of "primary school" in preschool education.

Zheng Fuzhi, director of the Second Department of Basic Education of the Ministry of Education, said that "there are kindergartens" only provide educational opportunities, but whether children can receive scientific preschool education and whether they can achieve healthy and harmonious development of body and mind mainly depends on the educational concept and professional level of teachers, and whether kindergartens can provide children with childcare and education activities that meet their age characteristics and development needs. Therefore, while speeding up the construction of kindergartens, we should consider the construction of teachers and the development of connotation. The first is to strengthen the training of preschool teachers, and continuously improve the professional quality and educational practice ability of preschool teachers.

The second is to equip indoor and outdoor equipment and facilities such as teaching aids, game materials, and children's books that meet the characteristics of children's ages and create a wealth of equipment and facilities for children. An educational environment conducive to children's learning and exploration. The third is to establish and improve the teaching and research system, based on the educational practice of kindergartens to carry out kindergarten-based teaching and research activities, and establish a regular visit guidance system for teaching and research personnel.

Fourth, we should explore the establishment of a monitoring and evaluation system for the quality of kindergarten education, and guide all kinds of kindergartens to continuously improve the level of kindergarten and the quality of education.

It is reported that since 2010, the Ministry of Finance has begun to implement the "National Training Plan" for preschool teachers, increasing support for the training of rural kindergarten principals, backbone teachers and transfer teachers in the central and western regions, and improving the overall quality of rural preschool teachers. According to the different training needs of preschool teachers, the project carries out targeted professional training. Such as:

Carry out short-term intensive training or replacement and full-time training for rural backbone preschool teachers, and job adaptability training for teachers transferred from primary and secondary schools and newly recruited non-preschool education graduates.