Practice kindergarten is not to go extreme
The most important and most difficult thing in kindergarten education practice is how to make kindergarten teachers understand and be able to participate in “child-initiated activities†(or “child-oriented activities†or “low-structure activitiesâ€). A balance between “teacher-initiated activities†(or “teacher-led activities†or “high-structured activitiesâ€) (or “degree†of education).
Implementing the commonality of kindergarten courses: finding and grasping the appropriate "degree"
In today's world, there are a wide variety of kindergarten courses, and the various courses often express their core ideas when presenting their own educational concepts and the theories behind them, in order to present their own distinct characteristics from other courses.
However, when talking about the use of these many kindergarten courses in educational practice, especially in terms of what kindergarten teachers are required to do, no matter what kind of course, it is nothing more than finding and constructing appropriate relationships between children and teachers. Through teacher education, kindergarten teachers can grasp a “degree†between “child-oriented activities†and “teacher-oriented activities†in educational practice. The difference between them is only manifested as the difference in orientation. There are very few extreme phenomena. This may be a commonality in the actual operation of various kindergarten courses.
The concept of constructivist education has had a major impact on preschool education worldwide. When practicing educational practices based on constructivist educational concepts, constructivist educators have tried to understand why teachers should “do what they shouldâ€. Unremitting efforts.
For example, Defries, a famous American constructivist educator, believes that "the future of constructivist education depends on the cultivation of constructivist teachers." During his lifetime, Defries expressed strong dissatisfaction with the historical culture and its representative Vygotsky in a conversation with the author. She believed that this school overemphasized the teaching of teachers. Although Defries opposes "teaching and construction", "enhancement and interest", and "obedience and autonomy", she believes that the change in teacher's concept in practice is only a degree of emphasis. Devries suggested that constructivist teachers should sometimes teach, sometimes should be strengthened, and sometimes should be forced to order, to know when to teach, teach and why to teach, it is much more difficult than simply advocating teaching or claiming to construct; How to use intensive means to help children assimilate social knowledge, how to encourage children to construct physical knowledge and logical mathematical knowledge through activities, how to support children's interaction and cooperation with others is much more difficult than thinking about strengthening or interest in extremes; How to make a decision when it is mandatory, how to insist on obeying without prejudice to the development of autonomy is much more difficult than just considering coercion or cooperation. In Defreth's view, "intention to construction, interest, and autonomy will immerse people in the pit of romantic education philosophy. To avoid this tendency, constructivist teachers must dialectically integrate these opposites rather than go to extremes. At the end of Defries's life, she discovered that such a recognition and statement is still not enough for kindergarten teachers to know what to do in curriculum design and teaching practice. Therefore, she tried to implement the construction of knowledge to concrete. The level of knowledge, through the "content level" (language, mathematics, science, etc.) let the teacher understand what to do specifically, she said: "Piaget sometimes refers to intelligence, emphasizing a logical relationship, such as comparison, classification , sorting, etc., this is an abstract cognitive level of things, is a deep intellectual structure, we can not see and touch; but sometimes Piaget mentioned intelligence is knowledge level, such as physical knowledge, logic Mathematical knowledge and social knowledge, we let children promote the intellectual development of children by constructing the intellectual level of intelligence, and this
Reggio's education has also had an important influence in pre-school education around the world. One of the true essences of Reggio's educational practice is to enable teachers to “unconsciously†and “automatically†presuppose themselves. Grasp a "degree" between children.
In the professional development of teachers, Reggio Education adopts the methods of “making children's learning visible†and “making teachers' teaching meaningfulâ€, advocating teachers to interpret children and education through observation, record, dialogue and case study. The process, to comprehend and construct "tacit knowledge", to know what to do in educational practice through the acquisition of educational wisdom. In the practice of Reggio's education, every teacher is a “researcherâ€. In the practice of education, they interpret their own positions and ideas, and “see the children's thoughts and behaviors†to compile the “storyâ€. (Case), to reflect and change their educational behavior, so as to achieve the state of "freedom kingdom" in the process of education. These practices are an effective means of professional growth for kindergarten teachers with high professional standards, but for a large number of general-level teachers, they may make them "know, do not know why", Even caught in the state of "clouds in the fog."
Anyone who has studied Montessori education should know that teachers who have passed formal Montessori education and training know and can grasp what time they should do.
Montessori once used the mouth of the child to express her educational philosophy: "Please help me, let me do it myself!" She said the same thing in another sentence: "Adults must know how to respect this goal carefully. Realization, that is, providing children with materials that they need but they cannot achieve.†Montessori’s critical period for children’s growth, as well as the materials, methods of observation, and teacher training for children, are teachers. “How to help young children do what†provides a clear, actionable platform. It should be clear that the reason why Montessori teachers know what they should do is that they have received strict professional training, and this is not a true Montessori teacher.
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It’s extremely easy to walk, it’s hard to grasp “degreeâ€
In the practice of kindergarten education, educational activities can be divided into unstructured activities (pure games), low-structure activities (mainly games), high-structure activities (mainly teaching) and fully structured activities (pure teaching) according to their degree of structure. Kindergarten courses are a combination of many homogeneous and/or heterogeneous activities.
In the preparation and implementation of the kindergarten curriculum, a “degree†is established between “child-oriented activities†and “teacher-oriented activities†in order to realize kindergarten education “to comply with the natural development of young children and to Develop a track that incorporates social needs." "Conforming to the natural development of young children" is about "following young children". It is child-oriented, has no purpose, no plan, and its basic form is game. “Incorporating the development of young children into the track of social needs†is what Vygotsky called “the outline of adult regulationsâ€. It is teacher-oriented, purposeful and planned, and its basic form is teaching. In kindergarten education, games and teaching can be combined, but they must not be missing.
In kindergarten practice, for kindergarten teachers, pure game activities (ontology games) and pure teaching activities are the easiest to be understood and implemented by teachers. Without excessive training, kindergarten teachers can know what they should do.
In organizing and implementing kindergarten education activities, the more teachers let go, the lower the structure of the activities means that the purpose of the activities is less and less planned; the complete letting means that the activities have no structure, meaning that the activities have no purpose. Unplanned. In fact, the most easy thing for kindergarten teachers is to let the children play by themselves, and the most difficult job is to intervene and guide the children's games in an appropriate way at an appropriate time.
Among the kindergarten education theories and practitioners, perhaps no one will depreciate the importance of the children's game. The education that does not pay attention to the game is not a true kindergarten education. However, if it is determined that all or a major part of kindergarten education is a child's ontological game, it is determined that the role of the kindergarten teacher is only a bystander and a provider of materials, so although the child is very free and happy, this purposeless, unplanned approach is not Kindergarten education, such places and environments can only be called playgrounds, or mainly playgrounds.
In kindergarten education, even if the professional level of the teacher is not high or even low, a fully structured educational activity can be basically implemented, because the teacher needs to know that what he should do is to faithfully implement the curriculum prepared by the expert. In organizing and implementing kindergarten education activities, it is not difficult for kindergarten teachers to follow the “procedures†specified in the existing courses or teacher reference books. As long as the courses or reference books they choose are well prepared, they can basically maintain education for teachers. The "bottom line" - not to teach mistakes.
Among kindergarten educators, perhaps no one should devalue the importance of teacher teaching. Education that does not pay attention to or even cancel teaching seems to be very romantic, but it is not a complete kindergarten education. However, if it is determined that all or the main part of kindergarten education is the teaching of teachers, it is determined that the role of kindergarten teachers is only the indoctrinator of knowledge and skills, and the controller of child behavior, then this practice is not a kindergarten education in the true sense.
In the practice of kindergarten education, it is extremely easy to take a "degree".
"What should I do?" and "What can I do? "
Let kindergarten teachers grasp a “degree†between “child-oriented activities†and “teacher-oriented activitiesâ€. This is not only for the realization of certain educational concepts, but also for the purpose of “education in educational practiceâ€. The need to pass.
Preschool education experts are concerned with the theoretical issues, and the way they think about problems is often "how education should be." In order to clarify the theories they believe, they sometimes have to stand on a certain position to state the views that are consistent with these theories in an "extremely extreme" way. It should be noted that experts often hold different positions and viewpoints, and the dispute between various theories will form a situation of “hundred flowersâ€, which will form the relative truth about preschool education. For example, experts who study games will definitely emphasize the importance of early childhood games, and even overemphasize the importance of early childhood games. This is extenuating and is determined by their position. Another example is that experts who study anthropology and ecology will emphasize the importance of cultural heritage and even overemphasize the importance of cultural heritage. This is beyond reproach and is determined by their position.
Experts can be "extremely" when presenting ideas or theories, can emphasize one aspect, and ignore the other, which is the norm in the theoretical world. However, kindergarten teachers cannot be "extremely extreme" in their educational practice. They should think about problems and solve problems that occur and exist in educational practice from the perspective of "what can be done." Kindergarten teachers can follow experts to "the sky" to travel, get the inspiration of "far from the horizon" in the ideal, but they must return to the "ground" in reality, this "ground" is between social needs and children's needs The balance is what teachers should do and can do.
Source: Education Guide
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