The biggest problem in teaching and training is that enrollment is always going on all the time. The principal is often worried about enrollment, so the enrollment course is very popular. The preschool education market cultivated in the process of urbanization in China is often stabilized by the source of students (one stroke can be stable for three years, if the integration cycle of early childhood education will be longer, and the willingness to pay for preschool education is stronger), plus the “two children†policy. The “stimulant†and kindergarten have become the first choice for many training institutions. It is estimated that the overall market size of kindergartens will be close to 500 billion in 2020.
According to incomplete statistics, more than half of the investors in the regional leading brand institutions across the country hold kindergartens directly or indirectly. Because of their certain enrollment and management experience, these kindergartens are doing well. For other teachers who want to enter this industry, first of all, we need to understand the mainstream models of kindergarten education, and then choose the road that suits you best.
At present, there are eight mainstream education models in kindergarten: 1. Sub-discipline teaching; 2. Montessori; 3. Reggio; 4. Gao Zhan; 5. Multiple intelligence; 6. Full language; 7. Waldorf; 8. Ecological education. Next, we take stock of their similarities and differences and strengths and weaknesses.
01
Divisional teaching
More than 70% of the kindergartens in the country are in use. This kind of teaching method is based on the teachers' teaching according to the established courses and subjects, and instilling knowledge into the children.
This mode is simple and easy to perform, and it is not very demanding for teachers. It is relatively easy to operate. At the same time, because of the development of the kindergarten teaching material industry, there are many electronic devices to assist.
However, since most of the content is planned in advance, and children have less opportunities to publish and discuss in the classroom, it is more difficult to attract children's interest in the course and develop their ability to learn independently.
02
Montessori
About 7% of kindergartens in the country use this teaching model.
1. Montessori pays special attention to the impact of the environment on children, and its five elements of the teaching environment
(1) The concept of freedom
* But Montessori does not agree with the freedom of no filtering.
* There is no so-called class and class time.
* Children are free to enter and exit the classroom.
* Mixed age teaching (this is a big feature of Montessori, Waldorf is also mixed age).
* Abolish the reward and punishment system used in traditional teaching.
(2) Structure and order
* Develop the habit of automatically spontaneous and returning to the child.
* Montessori classrooms are more orderly and structured in display. She is deeply afraid that this kind of claim is misunderstood as a dull and lifeless learning environment. Therefore, she has repeatedly stressed that the external environment is structured to match the children's learning. Teachers should change the classroom furnishings according to the needs of children. , maintain flexibility in order.
(3) Reality and nature
* Children should try to be in contact with nature.
* The furnishings in the classroom should be as close as possible to the real life, placing real utensils and utensils, equipment, such as boxes, telephones, fruit knives, etc.
* Encourage children in the same classroom to use the same set of teaching aids, learn to be patient, respect and share with others.
* Children's lives must be pragmatic, fantasy can hinder learning, and all roots that may cause illusions must be eradicated (note! this is criticized).
(4) Beauty and atmosphere
* Emphasizes beauty, not only neatness and neatness, but also the quality of building materials and materials.
* Does not emphasize meticulous decor and gorgeous lighting.
* Warm, harmonious and quiet.
(5) Suitable for the development of sociology
* Children must learn to respect others
* Small age will be taken care of
* After use, the teaching aid can return to the original place
* Parents take care of each other, from which to establish self-control, order-keeping, self-sufficiency and other virtues. Parents who want to choose Montessori kindergarten can refer to the above characteristics.
2. Five characteristics of Montessori teachers and teaching
(1) Montessori teachers need to hold relevant certificates. In the United States, two institutions can legally grant Montessori teacher certificates, namely the American Montessori Society AMS and the International Montessori Association AMI.
(2) European and American countries emphasize the mastery of Montessori's educational philosophy and spirit, while Asian countries are more focused on the layout of Montessori teaching and the use of teaching aids, including Taiwan, Japan, and South Korea. This is a very embarrassing thing.
(3) Montessori kindergarten generally pays more attention to the teacher's spiritual construction, mainly three standards: neat, simple and objective.
(4) In the Montessori educational philosophy, teachers are passive players, but emphasize the role of teachers in the environment and children, as well as the observation of the growth of children.
(5) Pay attention to the teacher's physical education. In addition to physical practice, words and deeds, you must also pay attention to whether your dress is neat and dignified, and provide a good example for children.
3. The main criticism of Montessori teaching method
(1) Ke Boqu published the book "Viewing the Montessori System" in 1914, and severely criticized the Montessori Education Law. He believes that "in terms of theoretical content, the Montessori education law is basically in the mid-19th century, lagging behind the development of modern educational theory for 50 years. Her sensory education is based on the outdated formal migration theory." (Kilpatrick, 1915).
(2) Dewey also pointed out that Montessori “considered that children would gain wisdom and facilitate the formation of their originality in the process of operating materials†(Dewey, 1916).
(3) Kebo's criticism of Montessori is fierce, but it is well-founded, because he himself has not only visited the "Children's House" on the spot, but also talked with Montessori himself. It can be said that the criticism of Kebo Qu and others directly led to the cooling of the Montessori education boom, and many scholars also began to believe that the Montessori education law has serious congenital defects in theory.
(4) As the first female medical doctor in Italy, Montessori may have more emphasis on solving problems in educational practice. In other words, Montessori's better expression in his discussion is its provisions on specific teaching practices. What is lacking is the refinement and generalization of the teaching method. Therefore, if we only conduct a theoretical study of Montessori education law from Montessori's own remarks, then no matter how to study Montessori's works, it seems that we cannot explain the current state of existence of Montessori education law. The apathy of education in Montessori and the ethics of folk organizations on Montessori education are coexisting in academia and governments.
(5) Other criticisms of the Montessori education model include aspects such as excessively artificial teaching aids, inadequate social development of children, and suppression of creativity.
03
Reggio
This is currently the most respected education model in the world, but there are few parks used in China, or there are few professional parks. The main reason is that this kind of teaching mode is extremely demanding for teachers and is not easy to promote. standardization.
1. Five main features of Reggio
(1) Children's view into children's minds
Look at everything from the child's thinking and the child's position, not suppressing the child and letting it fully express its potential.
(2) Flexible curriculum
Starting from the interests and needs of children, children are not allowed to live surrounded by adults. Teachers must minimize interventions, and should not be over-involved (it is better to let them stand on their feet with the hands of children).
(3) Combination of self-expression and mutual communication
Children's self-expression and mutual communication are particularly important, and are the basic activities of children in the process of exploring, researching and solving problems. This concept also means that in sharing, everyone can come up with the best ideas, enhance and strengthen the exchange of ideas between teams, and stimulate new or unexpected things that cannot be done by personal strength alone.
(4) Emphasis on interactive relationships and cooperative participation
Children's learning is not constructed independently, but under many conditions, mainly in the process of interaction with parents, teachers, and peers. In the process of interaction, children are both beneficiaries and contributors.
(5) Emphasis on artistic activities
Pay attention to the important role of art activities in children's learning, and at the same time establish multimedia archives to record children's learning process with audiovisual means.
Summary: Reggio's program activities are not a predetermined teaching mode, nor a general teaching plan, but a flexible curriculum and exploratory teaching jointly built by teachers and students.
2. Three elements of Reggio's teaching philosophy
(1) Solving problems in real life;
(2) Conducting long-term and in-depth topic exploration in groups, the choice of topics is non-preset, mainly from the real life experience, interests and problems of young children, and making choices and judgments among many problems. Teachers are often Decision maker
(3) Adults and young children jointly construct, express and grow together.
3, the characteristics of the Reggio classroom
The materials are extremely rich and readily available. If the parents enter a kindergarten, it seems that the classroom is empty, even if it is very neat and clean, it is not in line with the needs of children's development.
04
High-profile course
The high-profile course is a bit like Reggio, and their theoretical basis is Piaget's constructivism. The difference with Reggio is mainly because the high-profile course is one of the most important teachers in the Piaget education program.
In the early days of Gaozhan, it was prepared for the children to enter the primary school. Similar to the young connection in the country, the emphasis on the teacher's role also came from this, and later evolved to the whole stage of 0-6 years old.
1. Course characteristics
(1) Taking the child's life experience as the main learning content, the course is process orientation, not result orientation.
(2) Pay attention to the observation records and assessments of children. The high-profile assessment is very famous.
(3) Pay attention to reading and writing, and encourage children to record in their own way and language.
2, teacher characteristics
(1) Support children's initiative, interest and development ability, and provide rich materials for children to choose;
(2) Arranging learning experiences based on key content areas, and explicitly requiring children to use certain methods to determine plans and set goals;
(3) Observing the interaction between children and children at their level of development, and providing scaffolding when children expand their studies (questions, suggestions, and environmental design, providing life situations);
(4) Be a partner of children.
3, classroom features
The materials in the high-perspective classroom are also very rich.
05
multi-intelligence
Gardner's theory of multiple intelligence provides a reference framework for the curriculum blueprint and learning style of the education community.
1, the principle of multiple intelligence
(1) Humans have eight different aspects of intelligence (and later added a "presence").
(2) These different intelligences are owned by normal people, but different cultures have different emphasis on different intelligences and give different development space. For example, in China, more emphasis is placed on logical mathematics.
(3) Everyone has their own intelligence and inferior intelligence.
(4) Every kind of intelligence has its own development space, which can be stimulated through the learning of the day after tomorrow.
2, multiple intelligence considerations
(1) Don't just pay attention to the development of a child's intelligence. For example, only paying attention to music or only paying attention to logical mathematics is not correct.
(2) Through continuous observation of the child, discover the child's superior intelligence and his own learning style, and then guide.
(3) The development of children's intelligence should not be based on the short-board theory (how much water a wooden barrel can hold depends on the shortest piece of wood), but should be an advantage education, that is, to develop the child's superior intelligence, not to make up for the disadvantages. intelligent.
It should be noted that multiple intelligence is just an idea, but it does not teach anything and how to teach. Therefore, if we adopt multiple intelligences, we still need to have our own research and development in teaching.
06
Full language
The whole language teaching is rooted in the contemporary theory of complete constructivism, which is the same as the theoretical basis of Reggio and Gao Zhan. The whole language is not a specific method of education and teaching, but a concept of language education. In North America, it is regarded as a reflection on the teaching of traditional alphabetic spelling.
1. Basic principles of full language teaching
(1) Children's language learning is a holistic learning. Language should not be divided into different skills such as listening, speaking, reading and writing.
(2) Children's language learning is a natural learning, learning in real life.
(3) Children's language learning is effective and useful learning.
(4) Children's language learning is integrated learning, and language learning should be integrated in other fields.
(5) Children's language learning is equal and open learning.
(6) Children's language learning is creative learning.
2, the characteristics of the full language kindergarten
(1) Course reading environment: Encourage students to read more, thus improving reading and writing.
(2) Sharing reading: The teacher or parent reads the story to the students in the classroom and encourages the students to participate in reading.
(3) Handling individual differences: Teaching methods based on individual students.
(4) Independent reading: Allow students to read alone and quietly, without reading by others.
(5) Encourage writing: Let students be authors and participate in a variety of writing activities to help students internalize and integrate the language skills accumulated during reading into their own writing.
(6) Integrate language skills into the curriculum of each subject.
(7) Encourage parents to participate more.
Criticism of all-language education is focused on its less efficiency than traditional alphabetic spelling, and proponents say it already contains alphabetic spelling.
07
Waldorf
The central idea of ​​Waldorf education is built by Rudolf Steiner's "human intelligence." Steiner argues that the essence of human beings is a combination of body, spirit and mind. Therefore, we must pay attention to the cultivation of one's Willing, Feeling, and Thinking. The goal of Steiner's education is to fully develop the three elements of the individual.
1, about children
(1) "Personality education" is the core of Waldorf education, and the whole person education is the main learning goal. Steiner believes that education should shoulder the important task of enlightening the human mind, with special emphasis on family ethics and social morality.
(2) People-oriented, providing a free and open learning environment, and more emphasis on the freedom of the soul.
(3) Advocating "education as art", children are born artists, Waldorf pays attention to aesthetic experience and aesthetic activities.
(4) Education must first start from the four limbs, first strengthen the physique of young children, and thus cultivate willpower. Then it is related to the chest, emphasizing the development of the child's temperament, paying attention to the child's emotional burst, and finally the cognitive learning and intelligent development of the head.
(5) It is considered that children are born with initiative, spontaneous learning experience, and keen observation. As long as we provide a good learning environment and do not suppress the space for children to learn independently, their development is limitless.
(6) Without progress, there will be no preset learning goals, and each child's individual needs are fully valued.
(7) Do not seek immediate learning outcomes, give children sufficient time to understand a phenomenon, and give children the opportunity to think and operate.
(8) Pay attention to the activities of “free gameâ€. There are teachers accompanying them, but they are not dominant or excessive participation. Instead, children choose their own games and playmates in a mixed-age group.
(9) Oppose the children to touch too much sound and light.
(10) Although Waldorf Education emphasizes a free and open learning environment, it advocates that people should fully understand themselves through their bodies, minds and spirits, but they also attach great importance to the traditional values.
2, about the teacher
(1) Waldorf's teachers will convey some important traditional values ​​with an open and friendly education attitude and a healthy educational approach. Waldorf’s teachers don’t blame or exhort the children, but they are always listening to their words, actions, attitudes, and reactions.
(2) Froebel said that “education without him, love and role model†is the best portrayal of Waldorf teachers. Every teacher is self-growth and self-improvement. It is the object of children's imitation and learning. The child is slowly immersed in the teacher's attitude towards life and personality.
(3) The teacher is a free person who does not passively accept arrangements, but actively creates any possibility.
3, about teaching aids
(1) The teaching has a natural and original flavor. The garden can see the teaching aids taken from the forest wilderness. The color selection is mainly soft and simple color. The environmental design pays special attention to the senses. The building materials, floors, walls and furniture used pay special attention to the visual and tactile feelings.
(2) In conjunction with different seasons and seasons, arrange a “throttle table†at the corner of the classroom, with the fruits, flowers, and festival items that the children will bring back. Most classrooms have kitchens that make children feel more at home.
Waldorf education is relatively small, and it is beginning to appear in China. Some of them are still doing quite well. The critique is mainly focused on the child's social development. A Taiwanese parent participated in the “Forest Primary School†parent education. After the child graduated from college, he wrote an article and reflected on whether he was in the wrong direction. Whether this is a case or not, it should cause some thinking.
08
Ecological education
Because of the rise of kindergarten curriculum reform in the late 1990s, emphasizing the impact of the environment on children's development, it is in line with Tao Xingzhi and Chen Heqin's life education.
Ecology was originally a science that studied the relationship between living things and their living environment. Similarly, in addition to multidisciplinary knowledge professors, eco-education must be a holistic, integrated, and integrated educational system that integrates the natural environment, the human environment, historical traditions, and social life; Education emphasizes "sustainable development."
1. Four circles of ecological education
The American anthropologist Brown Fern Brenner Braun Fernbrenner proposes a theoretical model of the behavioral ecosystem that interacts with his living environment. The system is divided into four levels, from small to large: microsystem, medium system, and outer System and macro system.
These four levels are directly demarcated by the influence of behavioral systems on children's development. From microsystems to macrosystems, the impact on children is also direct to indirect.
2. The core concept of ecological education
(1) Give each child sufficient attention. Every child who comes to an early childhood education institution has unique characteristics in terms of family background, ability level, emotional emotions and learning style.
(2) Children learn and develop in relationships, and create a harmonious environment that promotes the overall development of young children. It is essential to establish a positive relationship between young children and adults, young children and young children.
(3) The environment in which children learn and develop and the materials used and the process of interacting with others must reflect their interests and needs. They must be game-based and close to the children's life, suitable for the development level of young children. They can encourage them to actively participate in game activities and conduct experiments and inquiry activities.
(4) Quality preschool institutions value all aspects of early childhood development (eg health, society, language, cognition and art). For young children, maintaining a strong interest in learning, developing good study habits, and mastering effective learning methods far outweigh the learning outcomes.
(5) Children's families play an important role in their study and development. In addition to directly affecting the physical and mental development and ideological concepts of young children, the family can also serve as a partner for early childhood education institutions to educate young children.
(6) Early childhood institutions are an integral part of the community. Have the responsibility to support community development while making full use of community resources.
Because of the current background of globalization and people's reflection on their relationship with the environment, the rude lifestyle of killing chickens and taking eggs and quenching thirst is gradually being abandoned.
Educators need to think about the sustainable role of each stage in the development of a person's life, "good relationship is better than correct education", and these can not deal with the relationship between parents, teachers, communities, countries and society. It is closely related.
The supporters and practitioners of eco-education have gradually matured from kindergarten to university in the United States. After the introduction of the Chinese Academy of Returnees and the continuation of the traditional Chinese concept of "Heaven and Man", the 1990s attracted the early childhood education. More and more fans, it is now a new basket of life education model advocates, while at the same time clearly incorporated parents and communities into the main body of education.
Source: Principal Club Weekly
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