The impact of kindergarten on early childhood science education

It is very important, it is the foundation for children to learn well, and it deserves attention.

The characteristics of science education in kindergarten are enlightenment, life-oriented, playfulness, activity, and potential.

The characteristics of kindergarten education are defined by the laws and characteristics of children's physical and mental development and the nature of early childhood education.

Enlightenment: The essence of preschool education is enlightenment education. The so-called "enlightenment", that is, the development of enlightenment, enlightenment education should be simple, popular, basic, easy to open children's wisdom and germinate good personality education.

Activity: For young children, only specific activities are real learning, only in activities, children can understand the content of learning, directly obtain learning experience, interact with others, interact with the environment, and obtain a comprehensive development in the true sense.

Play is the most basic activity for children, the most basic learning method for children, and the most basic way for children to achieve development.

Potential: Early childhood education is enlightenment, comprehensive, basic education, kindergarten educational activities are contained in the environment, life, games, teachers' educational intentions are also contained in the environment, materials, activities and teachers' behavior, it can be said that children are in the subtle educational environment to grow and develop.

The observation method in kindergarten science education refers to the purposeful and conscious organization and inspiration of teachers to use multiple senses to perceive things and phenomena in the world around them.

Observation is an effective method to make a concrete impression and gradually form a primary scientific concept on this basis.

Children are the basic stage of intellectual development in life, and it is also the fastest development period, and appropriate and correct preschool education has a great effect on children's intelligence and their future development.

The current situation of science education in kindergartens in China is as follows:

1) Children's language foundation is weak and detached from real life

Due to the lack of life experience and relatively weak language foundation of young children, various difficulties often arise when learning languages, resulting in loss of interest in language learning. Children's language vocabulary cannot grow rapidly overnight, and some children want to express one thing, but they can't say it clearly.

At the same time, the communication and interaction between kindergarten teachers and children is insufficient, and children are not provided with broad opportunities for language exercise, so that children are confused about language. There are also some preschool teachers who are detached from their daily lives when teaching, and do not choose language teaching materials from the lives that children are most familiar with.

For example, when the weather changes and it is going to rain, the kindergarten teacher will say to the children: "Look, kids, there are dark clouds in the sky, it's about to rain, let's go into the classroom." However, teachers seldom ask children to talk about the difference between dark clouds and white spine clouds, as well as their feelings about rainy days, ignoring the principle that "education comes from life".

2) Teachers neglect to guide children's language skills:

Many preschool teachers lack systematization and effectiveness in language teaching, and often talk about it when they think of it, which is not conducive to the growth of young children. In order to cater to the wishes of parents, teachers focus on teaching children literacy in the classroom, pay insufficient attention to language teaching, and ignore the guidance of children's language skills, resulting in detours on the road of language learning.

In language teaching, preschool teachers only let children have simple conversations and imitations, but do not really cultivate children's language literacy, so that children's language talents can not be effectively developed. There are also some kindergarten teachers who teach language in isolation, and do not organically combine or sock world language teaching with other teaching, and the comprehensive and unified characteristics of language itself cannot be effectively improved.

In order for children to make progress in language learning, language activities alone cannot achieve it, and it is necessary to strengthen the guidance of language skills so that children can master the correct learning strategies.

Perspectives on Science Education for Young Children:

1. Early education is not about the earlier the better.

2. Early education is not advanced intellectual development.

3. Early education should focus on the all-round development of children.

Scientific early education should not only be based on the child's age and the laws of physical and mental development, but also include the cultivation of moral character and character, the improvement of physical fitness, and the cultivation of labor ability and aesthetic ability. That is, to teach children to learn to be a person, to learn to live, to learn to seek knowledge, to learn to work, and to promote the harmonious and all-round development of children's body and mind.

Children's science education must be based on children's age characteristics and learning methods, rather than advanced education.

1.Science education can enable children's intellectual development, and the implementation of science education from various aspects can reach a very considerable degree in the development of children's intellectual potential.

This has been confirmed by the growth of many celebrities in Japan and abroad. Although there are certain genetic factors in the level of intelligence, the main thing is the influence of the environment and education in infancy, and the education of extensive and superficial scientific knowledge plays a very important role in the development of children's intelligence. It can be said that intelligence is formed and developed by young children in the process of mastering knowledge, and without learning and training, it is impossible for any intellectual factor to be developed.

2.Science education can help children develop their verbal skills.

To carry out early childhood science education, it is necessary to listen, see, speak, and write, and mobilize children's various sensory organs to actively participate. This is true for knowing and understanding the natural sciences, and it is also true for knowing and understanding the social sciences. Therefore, in the process of children's science education, children's verbal expression ability has been developed.

For example, talk about natural science and social science phenomena, let children repeat the natural science and social science phenomena they heard, and say the superficial concepts of natural science and social science. This is to cultivate children's oral language ability, but also to cultivate children's external speech ability.

3.Science education conforms to the characteristics of children's age and is conducive to the improvement of children's overall quality.

1) Early childhood science education is based on the scientific view of children. The mission of early childhood science education emphasizes the protection and cultivation of children's curiosity and interest in exploration, acknowledging the individual differences of children, so that the overall quality of each child can be developed at the original level. In fact, due to their lack of knowledge and experience, young children are very interested in new things and show strong curiosity.

Young children's curiosity is more exposed, often manifested in exploratory behaviors and questioning. They are always trying to understand the world, trying to find out. The enlightenment of science education is based on children's desire to know but are ignorant, want to know more but know very little.

We should provide children with corresponding activities to explore the knowledge and experience of the world around them, and give guidance to satisfy their curiosity, stimulate their interest in science, and enrich their scientific experience, so as to promote the improvement of children's scientific literacy.

2) Early childhood science education is mainly carried out in activities. Young children are naturally active and want to touch and see everything they see. They often go directly to the learning of scientific knowledge through their own exploration activities in their daily lives.

Participation in science activities is the essence of science learning for young children. It is obvious that children can fully participate in scientific and technological activities and play an obvious role in cultivating and improving children's scientific qualities such as observation, thinking, cognition, operation ability and interest in exploration.

Children's collective scientific activities are not only conducive to children's physical fitness, reduce and prevent the possibility of diseases, but also promote the healthy development of children's psychology. At the same time, it helps to strengthen safety education and enhance children's awareness of self-protection. If group science activities with educational purposes are often organized, children can receive good physical development and life education under the premise of being happy.

Group science activities concretize abstract things, make children curious about some interesting phenomena in the surrounding life, and let children understand that only through personal experience, experimentation and operation can they discover the basic characteristics and interrelationships of objects, and obtain relevant concepts and principles.

Group science activities are conducive to promoting children's physical and mental pleasure, because many group activities contain physiological activities, which can exercise children's bodies to varying degrees. At the same time, with the help of activities, it is beneficial for children to understand the things and the world around them.

A great man once said: Imagination is more important than knowledge. Because knowledge is finite, and imagination encapsulates everything in the world and is the source of knowledge.

Children are full of interest in group science activities, in which children can play freely, generate many novel ideas and unique behaviors, and stimulate their own creative development.

Collective science activities are the starting point for children's social interaction, and provide children with a lot of opportunities for communication, so that children can gradually learn to know themselves and their peers, and can correctly handle the relationship between themselves and their peers, and improve their social communication skills. Moreover, children between the ages of 4 and 6 have basically developed their physical motor functions, and reasonable group scientific activities will help children develop various abilities.