How to carry out early childhood life education, and what is early childhood education life educatio

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.

Kindergarten curriculum life, for us now, now the most important is network communication and some use of electronic equipment, our life is now very intelligent, yes, kindergarten children's education is still more detailed, kindergarten curriculum life, it means not necessarily to go to class to learn those fixed knowledge and literacy, the process of reading, more attention is to prepare some children like life and some activities.

There are other safety awareness, knowledge and rescue knowledge to the children, and there is also to understand some knowledge, which is closely related to our lives, and there is to visit the farms or crops of our ordinary people, anyway, they are very common in our daily life, we can see things, these things can help kindergarten children, to understand the daily life of adults, to better help children independence, It is also necessary to give some lectures on disaster prevention and drowning prevention to the children, so that the children can have a lot of experience.

It is also necessary to popularize various festivals and folk festivals for children, of course, to cultivate children's interest, so that each child has a specialty and has a specialty of their own, so that children can learn some human feelings in such a life-oriented curriculum, or have their own personality, which can promote the enthusiasm of kindergarten children and their innovation ability and some other abilities. Let the children understand and experience life first-hand.

You can also simulate the real life for the children, so that the children have a strong sense of practical activities in various lives, and if they are interested, they can also take the children to the farm, and they can discuss the food we eat, what kind of process is it from planting to the table, which can allow the children to learn more profound things in the process of continuous ah**, and can encourage the children to use their brains and hands, as well as the cooperation between them, which is very important for the growth of children.

First of all, teachers must lead by example and set a good example for their students. In daily life, I must always accompany the students to do some things they like to do, and I must also accompany the students to do some games that they like to play, and also tell the students some stories that they like to hear, and I also often show the students some interesting animations, I think this can make the kindergarten curriculum life.

It can be adjusted according to the children's living conditions and formulated according to the children's curriculum, so that the children's curriculum can be made into a daily life.