The characteristics of science education for preschool children are described

Science education in the families of preschool children is inevitably related to kindergarten science education and has obvious characteristics that are different from kindergarten science education: 1the subtlety of family science education; 2.Individuality, randomness, and flexibility of family science education.

(1) In the guidance of preschoolers.

Children understand their surroundings as well as the human body itself;

2) Let preschool children feel the technology and advocate science;

3) In knowing.

Carry out environmental protection education while accommodating the surrounding environment;

4) Combine the recognition of the properties of individual objects with the recognition of the diversity of objects;

5) Draw from the side of preschoolers.

Briefly describe the characteristics of science education for preschool children as follows:

1. The long-term nature of the goal, after the passage of time, the goal of early childhood science education is also constantly rationalized and scientific, no longer one-sided requires preschool children to learn knowledge, develop various abilities, and cultivate their positive emotions and attitudes, and develop good living habits. People began to pay attention to children's perceptual experience and the learning of scientific methods.

For example, in the 2001 Kindergarten Education Guidelines, the primary goal of science is to be interested in the things and phenomena around us, and to have curiosity and desire to learn. The composition of kindergarten science education goals has also changed from the order of knowledge and experience, scientific methods and abilities, and emotional attitudes to the scientific and reasonable long-term goals of emotional attitudes, scientific methods and abilities, and knowledge and experience.

2. The life and generation of content, using the things and phenomena around them as scientific objects, can make children pay attention to the things around them, and meet the needs of practical exploration, which provides the premise and possibility for children to understand the world around them to gain direct experience.

For example, the seventh point in the content and requirements of the field of children's science in the "Outline" proposes that "on the basis of children's life experience, help children understand the relationship between themselves, the environment and human life, and cultivate preliminary environmental awareness and behavior from the small things around them".

In the process of learning, children will take various understandings from life and use them in life. In the content of science education, activities pay more attention to the development of children's interests, experience, wisdom, emotions and other generative abilities.

For example, in the theme activity "The environment in which I live", the course of environmental protection is carried out, which is not only closely related to children's lives, but also has an important impact on the experience and emotional development of caring for the environment.