The "Guiding Outline for Early Childhood Education" was formulated on the basis of summarizing the experience of my country's early childhood education reform in recent years and fully absorbing the outstanding ideas and research results of early education around the world. This article is the 2017 Early Childhood Education Guidance Outline that I compiled for everyone. Welcome to read!

Part One of the 2017 Early Childhood Education Guidance Outline: General Principles

1. The "Kindergarten Education Guidance Outline" is based on the "China The Education Law of the People's Republic of China and the "Kindergarten Management Regulations" and "Kindergarten Work Regulations" are formulated to guide the educational work of kindergartens.

2. The "Guideline for Kindergarten Education" emphasizes the following ideas:

1. Early childhood education is an integral part of basic education and the foundation stage of the school education system and lifelong education. Kindergarten education should lay a good quality foundation for each child's short-term and lifelong development.

2. Kindergartens should work closely with families and society to jointly create a good growth environment for children.

3. Kindergarten is an important place for children to live and learn. Kindergarten education should enrich the lives of young children, meet their physical and mental development needs, and help them spend a happy and meaningful childhood.

4. Kindergarten education should fully respect the experience and experience of children as learning subjects, respect the laws of their physical and mental development and learning characteristics, use games as basic activities, and guide them to gain benefits from positive interactions with the environment. develop.

5. Kindergarten education should fully take into account the individual differences of children, provide each child with opportunities to develop their potential, and encourage them to develop as they should at their existing level.

Part II of the 2017 Early Childhood Education Guidance Outline: Educational Objectives and Content Requirements

1. Kindergarten education should implement the national education policy, adhere to the principle of combining childcare and education, and treat young children Implement education for all-round development of physical, intellectual, moral and aesthetic aspects, and fully implement the conservation and education objectives set forth in the "Kindergarten Work Regulations".

2. The content of kindergarten education is broad and enlightening. It can be divided into five aspects according to the scope of children's learning activities: health, society, science, language, art, etc. It can also be divided into five aspects according to the scope of children's learning activities. divide. All aspects of content should include knowledge, skills, emotional attitudes, activity methods, and other aspects of learning.

3. Children’s actual learning is comprehensive and holistic. The division of kindergarten education content categories is relative. The education process should be integrated based on children’s learning characteristics so that children can learn through real and meaningful learning. Meaningful activities enable students to learn vividly, lively and proactively, gain complete experience, and promote the comprehensive and harmonious development of body and mind.

1. Health

? Enhance children’s physical fitness and cultivate healthy living attitudes and behavioral habits

(1) Goals

1 . Adapt to the life in kindergarten and be emotionally stable;

2. Have good living and hygiene habits and have basic living abilities;

3. Have preliminary safety and health knowledge, know how to care and Protect yourself;

4. Like to participate in sports activities.

(2) Educational requirements

1. Establish good teacher-student and peer relationships so that children can experience the joy of kindergarten life and develop a sense of security and trust.

2. Help children develop good personal hygiene habits such as eating, sleeping, washing, and excretion, as well as the habit of caring for public hygiene.

3. Guide children to learn self-service skills and develop basic self-care abilities.

4. Attract young children with a variety of interesting sports activities, especially those outdoors and in nature, cultivate their enthusiasm for participating in physical exercise, and improve their ability to adapt to the environment.

5. Closely integrate children’s lives and activities with education on safety, health care and other aspects to improve children’s self-protection abilities.

6. Develop the coordination and flexibility of children’s movements in various sports activities such as walking, running, jumping, drilling, crawling, and climbing.

(3) Guidance points

1. Physical health and mental health are closely connected. We must attach great importance to the importance of a good interpersonal environment in promoting the healthy growth of young children.

2. Teachers should give top priority to protecting children’s lives and promoting their health.

3. Children are not passive “protected persons”. Teachers should respect children's growing needs for independence, and while caring for children, help them gradually learn to take care of themselves and enhance their self-protection abilities.

4. Sports activities must respect the rules of physical development and age characteristics of young children, and be careful not to conduct specialized physical training that is not suitable for young children.

2. Science

Stimulate children’s curiosity and desire to explore, and develop cognitive abilities

(1) Goals

1. Have curiosity and be able to discover interesting things in the surrounding environment;

2. Like observation, hands-on operations and experiments, and actively seek answers;

3. Preliminarily understand the quantitative relationship of things, Able to explore things using simple methods such as comparison, classification, and measurement;

4. Willing to explore, communicate, and share findings with peers;

5. Love animals Plants, close to nature, and care about the surrounding living environment.

(2) Education requirements

1. Guide children to contact the natural environment, let them feel the beauty and mystery of nature, and stimulate children's curiosity and interest in knowledge;

< p> 2. Combine and use life experience to help children understand the natural environment and initially understand the relationship between nature and their own lives;

3. Guide children to pay attention to common scientific phenomena around them and feel what science and technology bring to life. The convenience of learning can germinate interest in science;

4. Provide opportunities for children to observe, operate, and experiment, and support and encourage children to use their hands and brains to boldly explore;

5. Help children understand and understand the shape and quantity relationships of things, forming preliminary concepts of number;

6. Guide children to use the objects and materials around them to carry out activities, and discover the various properties and functions of objects and materials.

7. Encourage children to use verbal and non-verbal methods to reflect their own exploration process and results, express the joy of discovery, and communicate and share with others.

(3) Guidance points

1. Science education for young children is scientific enlightenment education, focusing on stimulating children’s interest in knowledge and desire to explore, and helping children learn to use observation, comparison, and analysis. , inference and other methods to carry out exploratory activities.

2. The process of learning science should be a process of active exploration by children. Teachers should let children use their hands and brains to discover and solve problems, encourage cooperation among children, and actively participate in children's exploration activities.

3. Children’s scientific activities should be closely related to children’s actual life, and teachers should make full use of the things and phenomena around children as the objects of scientific exploration.

3. Society

? Enhance self-confidence and cultivate children’s gregarious and friendly attitudes and behaviors

(1) Objectives

1 . Like to participate in games and various useful activities, be happy and confident in activities;

2. Willing to interact with others, polite, generous, and friendly to others;

3. Know what is right Wrong, don’t do something you know is wrong;

4. Be willing to accept tasks and strive to do what you can;

5. Love your parents, your companions, your hometown, and your motherland.

(2) Educational requirements

1. Guide children to participate in games and various activities to experience the fun of getting along with their peers;

2. Strengthen Interactions between teachers, students, and peers cultivate children's approachable and friendly attitudes towards others, teach them necessary communication skills, and learn to live in harmony;

3. Provide each child with opportunities to express his or her own strengths and opportunities to gain a sense of success, enhance self-esteem and self-confidence;

4. Provide opportunities for free activities, support children to choose and plan activities independently, and encourage them to complete them seriously;

5 . In the same life and activities, help children understand the necessity of behavioral rules and learn to consciously abide by the rules;

6. Educate children to take care of toys and other items and clean them up after use;

7. Guide children to contact people in common occupations, understand their labor and its relationship with their own lives, respect and appreciate them;

8. Expand children’s understanding of the social living environment, and stimulate The emotion of loving hometown and loving motherland.

(3) Guidance points

1. Social learning is a kind of comprehensive learning across different fields. "Society" is not an independent subject, but a comprehensive area of ??study. Social learning is often integrated into various learning activities and penetrates into all aspects of children's daily life.

2. Social learning has the characteristics of "subtle", especially the learning of social attitudes and social emotions, which is often not the result of direct teaching by teachers. Children mainly accumulate relevant knowledge in real life and activities. Learned through experience and experience. Teachers should pay attention to influencing children through the environment.

3. Teachers and parents are important sources of influence on children’s social learning. Imitation is an important way for children to learn in society. The words and deeds of teachers and parents directly and indirectly affect children and constitute a "role model" for their learning. Therefore, adults should pay attention to their words and deeds and provide good examples for children.

4. The social cultivation of young children requires consistent education at home and in kindergarten.

IV. Language

? Improve children’s enthusiasm for using language to communicate and develop language skills

(1) Goals

1. Like Use language to communicate with others;

2. Be able to express your thoughts and experiences clearly;

3. Be willing to listen and understand what others are saying;

4. Like reading picture albums and books.

(2) Educational requirements

1. Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers and peers and experience the fun of language communication;< /p>

2. Develop children’s habit of listening and develop language understanding ability;

3. Encourage children to express their thoughts and feelings in clear language and develop language expression ability;

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4. Educate young children to use polite language to interact with others and develop the habit of civilized communication;

5. Guide young children to contact excellent children’s literature so that they can feel the richness and beauty of language;

6. Cultivate children’s interest in simple marks and text symbols common in life;

7. Use books and paintings to arouse children’s interest in reading and writing, and cultivate pre-reading and pre-writing skills;

8. Provide a Mandarin language environment to help children become familiar with, understand and learn to speak Mandarin. Help children in ethnic minority areas learn their own ethnic languages.

(3) Guidance points

1. Children’s language is developed in the process of use. Language education should be closely integrated with children’s actual life and carried out in various activities. .

2. Language learning has individualized characteristics. Teachers should pay attention to individual communication with children and free conversations among children.

3. Language ability is a comprehensive ability. The development of children’s language is inseparably linked to the development of their emotions, thinking, social participation level, communication skills, knowledge and experience, etc. Language education It should be comprehensive education across fields.

5. Art

? Enrich children’s emotions and cultivate their initial taste and ability to feel and express beauty

(1) Goals

< p>　1. Be able to initially feel the beauty in the environment, life and art;

2. Like artistic activities and be able to express boldly in the way you like;

3. Be willing to work with Entertain, perform, and create together with your peers.

(2) Educational requirements

1. Guide children to be exposed to beautiful things and touching events in life, and enrich children’s perceptual and emotional experiences;

2 . Guide children to appreciate works of art and stimulate their interest in expressing and creating beauty;

3. Provide opportunities for free expression and encourage children to boldly use different art forms to express their own experiences, feelings and experiences;

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4. Guide children to use the items and waste materials around them to make various toys and craft decorations, and experience the fun of creation;

5. Create conditions for children to display their works, and guide children to interact with each other. Communicate, understand and appreciate.

(3) Guidance points

1. Art is another language for young children to express their knowledge and emotions. Early childhood art education should be carried out on the basis of guiding children to contact the beautiful things in life and enriching their perceptual and emotional experiences.

2. Art activity is an emotional and creative activity. Children should have a sense of pleasure and personalized expression during artistic activities. Teachers should understand and actively encourage children's unique expressions, and be careful not to turn art education into mechanical skill training.

Part Three of the 2017 Early Childhood Education Guidance Outline: Organization and Implementation of Education

1. The goal of kindergarten education is to organize and carry out educational activities in a purposeful and planned manner through teachers to guide This is achieved when children actively participate and accumulate learning experiences that are beneficial to the comprehensive and harmonious development of body and mind in the activities.

2. Kindergarten educational activities are an educational process with various contents and forms. Various activities in a day's life in kindergarten are the basic ways to educate young children for all-round physical, intellectual, moral and aesthetic development.

3. The organization and implementation process of education is the process in which teachers carry out their work creatively. Teachers should formulate practical and flexible work plans based on the "Guideline for Kindergarten Education" and the actual situation of the children in their class, and implement them flexibly.

4. The selection of educational activity content should be carried out in accordance with the relevant provisions of the second part of this outline, and at the same time reflect the following dialectical principles:

First, it is consistent with the interests and existing experience of the children, It also points to new experiences that can help achieve educational goals;

The second is close to the lives of young children and considers the needs of future development;

The third reflects the richness and contemporary nature of the content , and also pays attention to the necessity and possibility of young children's learning and the connection with primary school education content.

5. The organization of educational activities should fully consider children’s learning methods and characteristics, focus on integrity, comprehensiveness, naturalness, and fun, and integrate education into life and games.

6. The organizational form of educational activities should be reasonably arranged according to needs in order to provide children with diversified learning opportunities and conditions and improve educational effectiveness:

First, it depends on the time, place, and Due to the content and children's learning characteristics, flexible use of collective, group, individual and other activity forms;

Second, pay attention to maintaining an appropriate ratio between activities directly guided by teachers and activities not directly guided to ensure that children have Sufficient time to engage in activities independently.

7. The environment is an important educational resource, and children should be influenced by the creation and effective use of the environment.

First, the space, facilities, activity materials and routine requirements of the kindergarten should be conducive to stimulating children's active exploration and peer interaction;

Second, the teacher's attitude and management style should help to form A safe and warm psychological environment; words and deeds should be a good example for young children to learn from.

3. The community environment should be regarded as an available educational resource, and children should be guided to actually participate in social life and enrich their life experience.

8. Time is a precious life process. A day's life should be arranged and organized scientifically and reasonably so that children can spend every period of time in the kindergarten meaningfully.

First, the time arrangement should have relative stability and flexibility, which is conducive to forming a sense of order and meeting the needs of the activities;

Second, try to reduce unnecessary collective actions and In the transitional link, reduce and eliminate passive waiting;

The group activities directly guided by the third teacher should be able to meet the needs of the vast majority of children, so as to reduce and eliminate the phenomenon of "hidden" waste of time.

IV. Establish good routines, cultivate conscious discipline, and reduce unnecessary management behaviors.

9. The process of implementing educational plans is a re-creation process for teachers. Teachers should become supporters, collaborators and guides of children's learning activities in the education process.

1. Communicate with children in a caring, accepting and respectful manner. Listen patiently, strive to understand children's thoughts and feelings, and support and encourage children to explore and express boldly.

2. Pay attention to and be sensitive to children’s reactions during activities. When planned activities or materials provided fail to elicit the desired response, you should take the initiative to reflect, find the reasons, and adjust the activity plan or educational behavior in a timely manner to make it suitable for young children's learning.

3. Be good at discovering the educational value hidden in the things that children are interested in and accidental events, seize the opportunity of education, and provide appropriate guidance;

4. Respect the development level and development level of children. Individual differences in prior experience, learning speed and style allow children to learn in their own way and provide necessary support and help so that every child can feel safe, happy and successful.

10. Parents are important partners of kindergarten teachers. Parents should be attracted to actively participate in kindergarten education based on the principles of respect, equality, and reciprocity.

First, introduce the kindergarten’s care and education work to parents and strive for their understanding and support;

Second, understand the characteristics of children and the needs of families, and carry out targeted educational work;

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The cooperation of the three homes enables the learning experience gained by children in the kindergarten to be continued, consolidated and even developed in the family;

Fourth, attract parents to actively participate in the educational work of the kindergarten.

Part 4 of the 2017 Early Childhood Education Guidance Outline: Educational Evaluation

1. The evaluation of educational activities is an integral part of kindergarten education. Teachers should consciously use evaluation methods to understand the suitability of education, adjust and improve their work, and improve the quality of education.

2. The process of evaluation of educational activities is a process in which teachers use professional knowledge such as early childhood development knowledge and preschool education principles to analyze problems, summarize experiences, and self-reflect. It is also an important way for teachers to grow themselves.

3. The evaluation of educational activities should be based on self-evaluation, while giving full play to the wisdom and cooperative spirit of the teacher group to conduct joint research and improvement.

4. The evaluation of educational activities should be combined with teachers’ actual work and naturally accompany the entire education process.

5. Children’s behavioral responses are the most objective, straightforward and true evaluation of educational work. Teachers should pay attention to children’s responses and regard them as important evaluation information and an important basis for improvement work.

6. The evaluation of educational activities should focus on the following aspects:

1. The goals, content, organization and implementation methods of educational activities, and whether the environment can provide children with the information required in this guideline The required learning experience is consistent with the educational goals and meets the needs of children for all-round development;

2. Whether the educational content and activity methods are suitable for children’s interests and learning characteristics, close to children’s lives, and attractive to them;

Whether the content, methods and teachers’ guidance of the three activities are suitable for the development level and needs of most children, and also reflect respect and adaptation to individual differences, so that every child can have a successful experience;< /p>

4. Whether the educational content, methods, and environmental conditions are conducive to children actively participating in activities, using their hands and brains, exploring and creating in activities; 5. Whether teachers’ guidance is conducive to children’s further exploration and thinking , which is conducive to expanding, organizing and improving children's experience.

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3. Kindergarten 2017 Annual Plan

4. 2017 Kindergarten School Year Development Plan

5. 2017 Kindergarten Teacher Essays

6. 2017 Kindergarten Semester schedule