When Chinese children are in kindergarten, they learn pinyin, English, mathematics, poetry, recitation, painting, dance... At the age of three or four, they were forced to give up toys and games and pick up textbooks that were difficult for them to understand.
At the same time, the task of German children is to "play"! The survey shows that for a German child, they have to spend nearly 4,000 hours in kindergarten, and after a long period of exploration and improvement, Germany has proposed the concept of never turning kindergarten into a school.
How to use these 4,000 hours is a problem facing kindergartens, children should grow up happily, learn to play, learn to get along with their friends, and have a lot to do, they integrate education into play. There are very few children in Germany who do not want to go to kindergarten, because in kindergarten, there are many children who are relaxed and comfortable, why not go?
For 3 years, the children visited the police station, learned how to call the police, how to deal with the situation of encountering bad people, and learned what the police are used for.
The children visited the fire police station and learned the common sense of fire fighting and avoiding fire with the fire police; Visited the post office to see how a letter arrived at the post office from home and was delivered again; Visited the city hall, got to know the mayor, and saw what the mayor who served them looked like.
They go to the free market, take the money, learn how to buy things, and distinguish between the free market and the store.
They go to the flower garden, visit the planting of the flower garden, and learn to distinguish the flowers and plants.
They go to circuses, children's operas and magic.
They visited the library and learned how to borrow and return books.
They go on trams and learn to remember the route home.
Every week, they went to the supermarket with their teachers, learned to pay, and chose goods.
During the cherry harvest season, the children go with the teacher to pick cherries.
During the pumpkin harvest season, the children make pumpkin soup with the teacher.
Christmas, the most exciting day, they anxiously await the arrival of Santa Claus and the mysterious gift.
On St. Martin's Day, paste paper lamps with teachers and parade the streets to commemorate this knight saint...
After 3 years, the child learned to repair the toy by himself, manage the time by himself, date by himself, make his own plan, match his own clothes, organize things by himself, find the police by himself, a 6-year-old child, with strong life ability.
Early childhood education in Germany emphasizes two aspects:
The first is factual and environmental education. This is an education that arouses the initial awareness of environmental protection in young children, through observing the surrounding environment, visiting different institutions, enhancing children's interest in the surrounding environment, and intuitively experiencing natural processes. Exposing young children to nature in various ways is a prerequisite for promoting children to become masters of environmental protection. For example, let young children understand the meaning of energy and water, avoid the meaning of creating excess garbage, or let children directly participate in sorting garbage.
The second is practical life and home economics education. It is to give children an experience by designing meaningful situations and forming skills that must be possessed in collective life. Such as dressing, familiarizing yourself with the use of various toys, recognizing the important events of the year, mastering household skills (tidying up the room, washing and cooking, etc.), familiarizing yourself with traffic rules, learning some instrument use (tape recorder, frying oven), and responding to emergencies. Give your child a chance to practice simulations.
I really hope that domestic preschool education workers can take the needs of children as the basis of education and make kindergartens a place where children play freely, rather than schools, and distinguish schools from kindergartens. In the end, kindergartens should be places where children play happily, and if they start cultural learning too early, children's childhood will be deprived prematurely.
