First of all, the necessity of cooperation among kindergartens, families and communities.
In the information age, preschool education is no longer a single kindergarten education, but the education of children by family, society and kindergarten. Family is a child's first school, and parents are a child's first teacher. Community is the environment for children to study and live, and it contains rich learning resources. Urie Bronfenbrenner, an American scholar, founded the theory of bio-ecology, arguing that children's development is restricted by the ecological environment directly or indirectly related to it, which includes micro-system, intermediate system, external system, macro-system and era system. Among them, micro-system and intermediate system refer to the place where children live and the surrounding environment, such as families, kindergartens, schools, neighbors and communities, as well as the relationship between kindergartens and families, kindergartens and communities, and families and communities. These three factors are interactive and interdependent, and any educational problem is not caused by a single factor, nor can it be solved by a single factor. Family, kindergarten and community are three important factors in children's education, and their cooperation is of great significance. Kindergarten, family and community education can complement each other, which is conducive to making full use of educational resources, coordinating the forces of relevant social groups to integrate all resources, forming a joint force of education and promoting the healthy development of children. In recent years, people have gradually realized this. The United States, Britain, Canada and many other countries regard family, kindergarten and community cooperation as an important part of education reform. It can be said that the cooperation between family, kindergarten and community is the worldwide trend of education reform. Based on my years of preschool education work, I have accumulated some views and ideas on this issue, which I would like to discuss with you here.
Second, the status quo of cooperation among kindergartens, families and communities.
In the years of preschool education, I found that with the development of science and technology, parents' personal quality, educational concept and consciousness are constantly improving, and kindergartens are also constantly strengthening the contact and cooperation between families. However, there is still a certain gap between this kind of cooperation and real cooperation, and it is simply mutual contact and communication. Although this kind of contact and communication can also promote the healthy growth of children to a certain extent, its methods are relatively simple, such as parent-teacher meetings, home visits, shuttle communication and so on. These methods are far from the cooperation between the two sides, and can only be said to be information notification, reporting or exchange. In this state, it is difficult for parents to fully understand the teaching objectives, teaching contents and teaching methods of kindergartens, and they rarely take the initiative to help kindergartens, which may even lead to misunderstandings between the two sides. Parents believe that teaching children well is the responsibility of kindergartens, and how much knowledge children have is the standard to measure the teaching quality of kindergartens. Teachers, on the other hand, feel that parents don't understand education, can't play an educational role, and can't cooperate with kindergartens to complete educational tasks. Many communities have set up their own kindergartens for the convenience of their children, and injected some funds to buy teaching equipment and optimize the conditions for running schools. However, it rarely provides other support and cooperation for kindergartens in terms of manpower and information resources, and fails to really play the educational radiation function of kindergartens. Kindergartens only carry out educational protection activities in kindergartens, and rarely provide services to children and related people in the whole community. Especially in rural kindergartens, the economic development is not positive, and the living standards of farmers are not high, not to mention the cooperative education between kindergartens and cooperatives.
Thirdly, in terms of how to promote the effective education of the three, so as to improve the quality of early childhood education, I think kindergartens, as full-time institutions of early childhood education, must play their leading role in the three, become community education centers, face all children in the community, and build cooperative bridges among kindergartens, families and communities through various scientific ways and means to promote the healthy development of early childhood scientifically and effectively.
Here are some thoughts on this issue:
1. Actively publicize, encourage parents to learn advanced educational theories, establish scientific family education concepts, and optimize the family education environment. Family is the first of all education, and children are the first to contact family education, but many parents still have misunderstandings. They think that education is the full-time job of the school, and families only need to provide material and daily necessities, and only stay at the level of raising children. However, some parents lack scientific parenting experience and attach importance to education but don't understand it. Therefore, kindergartens play a leading role in changing the way of communication with parents and establishing a multi-channel cooperation mode of emotional exchange and information interaction, such as setting up publicity columns, parents' meetings, parents' study classes, parents' hotlines, home-school communication and network communication. To provide parents with the latest parenting information, help them get out of the misunderstanding of education, establish a correct educational concept, encourage parents to take the lead in learning, create a family atmosphere that loves learning, and infect children with their studious spirit.
2. Fully tap parents' educational resources and encourage parents to actively participate in kindergarten education. Parents are rich in educational resources. Teachers will get twice the result with half the effort as long as they fully tap these educational resources and use them to serve education. First of all, in order to let parents know the educational objectives of kindergartens in a timely and comprehensive way and cooperate with kindergartens to do a good job in education, kindergartens should make "three announcements": at the beginning of school, announce the training objectives of children in this semester at the parent-teacher meeting; Announce the monthly work target in the parents' garden every month; Announce the weekly focus to parents every week, and add a column of "Please cooperate" in the weekly focus, and ask parents to help achieve the goal. For example, before the National Day on October 1st, the teacher can write in "Please cooperate": "The National Day is coming, please ask parents and children to collect all kinds of information about the great rivers and mountains of the motherland, the four great inventions of the motherland and the process of the founding of the motherland, and please cultivate children's public morality awareness of respecting the elderly, caring for flowers and plants, and not littering." A few short sentences not only make parents clear about the goal of kindergarten education, but also let parents know what they should do to cooperate with the implementation of the goal. Secondly, in the communication with teachers, parents know that they are great educational resources for their children, and their words, actions and actions will become the objects of children's imitation, which will have a subtle influence on children. In order to make themselves an example for their children to learn without being influenced by negative education, parents constantly improve their own quality and always pay attention to their words and deeds, which virtually plays a positive educational role. Thirdly, parents, as people from all walks of life, master various business skills. In the rich educational activities, kindergartens can invite parents to participate in kindergarten education activities in a targeted manner. For example, once, in order to give children better health education, I specially invited a doctor's parents to participate in our health activities. Children feel fresh and interesting, and actively put forward their usual health care problems. Parents combine professional and scientific health knowledge with vivid and popular language to explain and demonstrate for children. In a cheerful atmosphere, the children not only learned some scientific health knowledge, but also enjoyed their mood. Parents are also happy to say that it seems to be back to childhood. Being with the children makes him feel relaxed and happy. He likes participating in kindergarten activities very much.
3. Organize various forms of parents' cooperative activities, build a platform for parents to learn from each other and help each other, and enrich family education methods. At present, the quality and educational concept of parents of young children are uneven. From the perspective of educational level, parents' educational level varies greatly from illiterate to highly educated doctors. From the perspective of educational concept, some parents are backward in educational concept and pursue utilitarian knowledge and skills, while others are advanced in educational concept and pursue children's individualized development and physical and mental harmony. Therefore, the establishment of parents' cooperative organizations is conducive to the establishment of friendship, mutual encouragement and support between parents, so that parents no longer feel lonely and helpless when disciplining their children. In addition, parents are rich in human resources and can increase and expand parenting activities that are conducive to children's growth. For example, the "Mom and Dad Club" was established in our garden. Through the integration and development of kindergarten parents' resources, special lectures, expert consultation, member exchanges, parent-child interaction and other activities are held to provide parents with a relaxed and happy communication environment. At the same time, because many children are raised by different generations, we also set up the "Grandparents Club", which is also very popular.
4. Integrate kindergarten education into the community, recruit community enthusiasts to participate in kindergarten education, and establish a kindergarten education platform. Kindergarten education must be combined with community education to achieve the effect of * * * education. First of all, kindergartens should take the initiative to provide services to the community. For example, some parents in the community are busy and can't pick up and drop off their children on time, so they can add evening self-study classes; Some primary school students have difficulty eating at noon, so they can open a "student canteen" in kindergarten or hold a "0-3" infant health knowledge lecture for new parents in the community. This not only relieves parents' worries, but also expands the influence of kindergartens. Kindergartens can also lead children to carry out various public welfare activities in the community, such as "It is everyone's responsibility in beautiful homeland" environmental protection activities and "Give your hand of love" activities, which not only educate children, but also serve the community. Secondly, the community is rich in human resources, and making full use of these resources is conducive to creating a good space suitable for children's development. Kindergartens can recruit volunteers from the community to participate in activities in the park, such as English education, role games, physics experiments, multimedia teaching and so on. To provide professional knowledge and skills resources for kindergarten teaching activities. In addition, volunteers can also provide transportation for children to go out, help children make educational toys, help repair water, electricity and equipment in the park, and help prepare for large-scale activities. Only in this way can we give full play to the unique advantages of both sides and achieve the purpose of sharing resources, serving each other and jointly cultivating and educating young children.
5. Take the lead in organizing communities to set up education funds or charities, pay attention to low-income families, and let every child have the opportunity to receive education. Children from low-income families are vulnerable groups that cannot be ignored, and their education will have an important impact on social development. Advocating family, garden and community education is not only aimed at children who can afford kindergarten, but also gives full play to the advantages of collective resources, pays attention to children from low-income families and gives support and help in educational materials. For example, kindergartens take the lead in encouraging communities to start education funds to support low-income families in tuition fees and school supplies; On-site guidance services for low-income families; Kindergartens provide early education information to low-income families, hold lectures, and let poor and scattered children study in regular classes to ensure that all children can enjoy high-quality early education and services.
6, mobilize the community to set up a special community education institutions, responsible for the management and coordination of the whole community education. Specialized community education management institutions can bring home, garden and community cooperation into the scope of government management, change the current loose state of cooperation, ensure the quality of community preschool education, make its functions more clear, and get the best allocation of funds and resources, so that home, garden and community can truly play their respective advantages and produce the greatest overall benefits.
In short, with the development of society and the progress of the times, kindergarten education is no longer a traditional single kindergarten education. It is necessary to establish a correct view of educational resources, let kindergarten education cross barriers, develop and give full play to the maximum function of educational resources of kindergartens, families and communities, explore new modes of cooperative education of kindergartens, families and communities, continuously expand the world of preschool education, and promote the healthy and all-round development of children.