Development of a Suitable,Cultural,and Life-Oriented Kindergarten Curriculum

The technological revolution and the explosion of information have created a diverse world.More and more so-called advanced cultures are entering kindergartens,prompting us to think about how to correctly develop the existing local cultures in the cultural context,while simultaneously accepting and absorbing the appropriate parts of foreign cultures.It is also necessary to maintain a balance between diversity and localization to prevent kindergartens from becoming a“colony”of foreign cultures.The development of suitable,cultural,and life-oriented kindergarten curricula from different perspectives is the focus of such a balance.Only in this way can kindergartens truly fulfill their educational functions and provide a vibrant and colorful environment for children.

Exploring the Dual Subjectivity of Kindergarten's Self-made Play and Teaching Aids Activities from the Perspective of Children's Play Development in China

The joint development of teachers and young children is the basis for promoting the development of high-quality preschool education in the new era,and encouraging early childhood teachers to make playthings according to local conditions is both the fine tradition of China's early childhood education and the direct orientation of China's preschool education policy.Homemade play and teaching aids are some of the methods often used in kindergartens,which skillfully combine young children's daily life objects with toys and early childhood teaching,not only enriching the collective activities of young children but also cultivating children's abilities in various aspects.Kindergarten homemade"play and teaching aids"for early childhood teachers and children have their special educational significance and value,therefore,this paper is based on the children and teachers double subject basis,discussing the homemade"play and teaching aids"for children and teachers of the double subject meanings,and puts forward the realization of the This paper discusses the double-subjective meaning of homemade teaching aids for children and teachers on the basis of the double-subjective foundation of children and teachers,and puts forward specific suggestions for realizing the double-subjectivity of kindergarten homemade teaching aids to enrich the theoretical value and practical significance of homemade teaching aids,to provide theoretical references and support for the relevant staff.

Discussion on the Construction and Application of Virtual Reality-Based Curriculum Resources for Kindergarten Education

The construction of early childhood curriculum resources serves as a vital vehicle and precondition for the implementation of collective teaching activities in kindergartens.However,traditional curriculum resources based on graphic language or the linguistic descriptions of early childhood educators often fail to provide children with an immersive experience during collective teaching activities,leading to a lack of initiative and interest in learning.This paper discusses the methods for building a kindergarten curriculum resource library and,based on this foundation,employs virtual reality technology for three-dimensional modeling of the library to enrich the curriculum resources in kindergartens.Furthermore,this paper proposes to train early childhood educators in virtual reality technology to enhance their abilities to operate and utilize virtual reality equipment,which can emphasize the children’s central role in the learning process,better achieve educational goals,and improve teaching outcomes.

Integration of Red Aesthetic Education into Kindergarten and its Practical Paths

Red culture has important educational value.The integration of red aesthetics into the kindergarten provides strong support for children to establish correct values and historical views in the multi-cultural environment,and cultivate their creativity and aesthetic consciousness.Red aesthetic education activities should pay attention to the real embodiment of children’s subjectivity and the deep integration of application and practice.Practical paths of red aesthetic education in kindergarten include art activities,multi-field penetration,traditional festivals,and red aesthetic education environment infiltration.

Reflections on Conducting Kindergarten Language Education Activities Based on Children’s Literature

In early childhood education,language education is a crucial component,yet in kindergarten teaching,there often exists issues such as“emphasis on knowledge and neglect of practice.”To address this problem,teachers need to incorporate children’s literature in a reasonable manner to create a conducive environment for language education for young children.This article analyzes and discusses the significance of integrating children’s literature into kindergarten language education activities,and proposes strategies for addressing the current issues in kindergarten language education activities and conducting them based on children’s literature.

Side Effects of Gamifying Environmental Education Activities in Chinese Kindergartens

Environmental education is an effective approach to addressing environmental issues,and incorporating environmental education into kindergarten through gamified activities aligns with the concept of gamifying teaching and provides the optimal pathway for implementing environmental education.The purpose of this study is to investigate the specific processes involved in determining the objectives,themes,and content of gamified environmental education activities,as well as the organization,implementation,and evaluation of these activities in kindergarten settings.Five classes from Class G in Xining City Kindergarten were selected as the observational subjects for this study.Interviews were conducted with the teaching staff and the head of the kindergarten.The data obtained from observations and interviews served as the primary data for this research.The results indicate that the activity objectives formulated by teachers lack scientific basis and operability,with limited incorporation of gaming elements.The activity themes and content are narrow in scope and primarily determined by teachers and kindergarten administrators.The organization and implementation of activities often neglect the playful experiences of children,and activity evaluation is not given sufficient attention.

Methods Used to Reduce Bullying in Kindergarten from Teachers’ Perspectives

This study identified the methods used by kindergarten teachers to reduce bullying among their students in and out of the classroom and examined differences based on the teachers’years of experience and the number of courses on bullying they had taken.A descriptive survey using a questionnaire tool collected responses from 208 public kindergarten teachers in Riyadh,Kingdom of Saudi Arabia.The participants agreed with using such methods to reduce bullying among children as responding to parents’reports and following up on the reasons for a child’s absence.They also agreed that bullying in the classroom could be reduced by methods such as avoiding comparisons between children and helping to build friendships among them.Moreover,the teachers agreed to use some methods in which the teacher relies on her authority,such as depriving the bully of play time and transfer-ring him/her to another class.These methods were endorsed more strongly by teachers with at least 10 years of experience than by those with less experience,but no significant difference was observed according to the number of bullying courses taken.In addition,there is a lack of courses that focus on dealing with and confronting bully-ing in educational environments.The study highlights the need to provide teachers with training on how to deal with bullying and to set specific and clear policies on addressing bullying in kindergarten.

A study on the current situation and factors influencing the professional commitment of private kindergarten teachers

This study investigated the professional commitment of kindergarten teachers in a private kindergarten located in Jinan,Shandong Province,China.The research employed a questionnaire and utilized correlation analysis to examine the factors influencing the professional commitment of private kindergarten teachers.The findings revealed that the overall level of career commitment among private kindergarten teachers was moderately low.Among the three dimensions of professional commitment,namely,continuance commitment,affective commitment,and normative commitment,the affective commitment dimension exhibited a relatively high level,whereas the continuance commitment and normative commitment dimensions showed relatively low levels.Significant differences in professional commitment levels were observed based on teacher age,education level,age of children,salary,and class size.However,no significant differences were found based on teacher specialty,position,and teaching experience.

A Literature Review of Chinese Kindergarten Teacher Training

Education plays a significant role in the development of Chinese society. Early childhood education, as a foundation of education, has a profound influence on Chinese children's growth process.

Prevalence of enteric pathogen-associated community gastroenteritis among kindergarten children in Gaza

Gastroenteritis is considered as one of the leading causes of illness and death in children under 5 years age, especially in developing countries. It is one of the major public health problems among childhood in Gaza strip, Palestine. This study was conducted to determine the prevalence of enteric pathogen-associated community gastro- enteritis among kindergarten children in Gaza. A total of 150 stool samples were collected and investigated for parasitic, viral and bacterial pathogens at Al Azhar microbiology laboratories by using standard microbiological and serological procedures. Out of the 150 study samples, the overall percentage of positive stool samples with a known enteric pathogen was 60.6%. The prevalence of different enteric pathogens causing community gastroenteritis among symptomatic cases （88.5%） was significantly higher than the prevalence in asymptomatic carriage （11.1%）. The most prevalent isolated enteric pathogens were Entamoeba histolytica （28.0%） and Giardia lamblia （26.7%）. Rotavirus was found in 3.1% of symptomatic cases but not detected in asymptomatic carriage. However, adenovirus type 40 and 41 were not detected in any of the study samples. The bacterial enteric pathogens Shigella and Enterohemorrhagic Escherichia coli O157：H7 （EHEC） have comparable occurrence as rotavirus （3.1%）, meanwhile, Salmonella was not isolated. Mixed infection with more than 1 pathogen was found （11.4%） only among symptomatic cases. Children aged 3-year-old showed the highest prevalence of community gastroenteritis. This study demonstrates a high prevalence of parasitic enteropathogens and a relatively low prevalence of bacterial and viral enteropathogens among kindergarten children living in Gaza city, moreover, children aged 3 years old showed the highest prevalence of isolated enteropathogens.

The survey of Cryptosporidium infection among young children in kindergartens in Anhui province

Objective：To study the Cryptosporidium infection among young children in Anhui province, and to explore the best way to diagnose the disease. Methods： Stool specimens of 1 204 children were collected; oocysts of Cryptosporidium were identified with auramine O- modified staining, acid-fast staining, safranine T and methylene blue staining, and auramine O-modified acid-fast staining. Results： The detectable rate of Cryptosporidium in four stainings were respectively 2.46%, 1.50%, 1.98% and 3.46%, and there was a higher significant difference in the rate between auramine O-modified acid-fast staining and the others（P 〈 0.005）. The detectable rate was significantly lower in urban children（2.14%, 15/684） than in rural ones（5,19%, 27/520）. Boys and girls had similar detectable rate （1.99%, 24/1 204 vs. 1.50%, 18/1 204）. Cryptosporidium infection was usually subclinical, and its major clinical features included benign diarrhea, mild abdominal pain and nausea. Conclusion：Cryptosporidium infection was relatively common in kindergartens and a higher infection rate was found in rural children. As the majority of the Cryptosporidium infections were subclinical, diagnosis is important although difficult.

Kindergarten Teacher’s Knowledge of Enterobiasis in Korea

Previous reports have suggested that the environment of day care centres is a crucial factor in the development of enterobiasis. There is a lack of data regarding a teacher’s knowledge about enterobiasis although kindergarten teachers have the greatest influence on a child’s habits because the child spends a lot of time with them and because they manage the child’s physical environment. The focus of the present study was to evaluate the kindergarten teacher’s level of knowledge regarding enterobiasis. The cross-sectional survey is with 287 kindergarten teachers from 36 kindergartens in Korea. The level of knowledge regarding Enterobius vermicularis infection was measured using questionnaires. The percentage of correct answers to questions testing knowledge of enterobiasis ranged from 23.7 percent to 99.3 percent. The average score for the section on knowledge of enterobiasis was 7.85 (possible range: 0-12). The question “enterobiasis occurs through contaminated water” had the least correct answer rate (23.7%). The findings of this study suggest the need for increasing the kindergarten teacher’s knowledge regarding enterobiasis. Educational programs for kindergarten teachers will have a long-term impact on the prevalence of this infection.

Development of Inclusive Private Kindergartens in Rural Areas in the Context of "Precision" Poverty Alleviation Policy

As a national policy of benefiting the country and the people, " precision" poverty alleviation has an important strategic position.The core of " precision" poverty alleviation is education poverty alleviation. Based on the background of " precision" poverty alleviation,this study focuses on the analysis of problems of rural inclusive private kindergartens in the province,such as the shortage of rural pre-school resources,the uneven quality of teachers,and lack of financial investment. And in view of the existing problems,this paper puts forward some solutions to better promote the rural inclusive kindergarten development in the province.

A Feasibility Study of Professional Development of Rural Kindergarten Teachers under the Background of"Campus Cooperation"

The successful experience of cooperation between universities and kindergartens at home and abroad can be applied to thecooperative practice between universities and rural kindergartens, which will be helpful to the professional development of RuralKindergartens and the healthy growth of rural kindergartens. In this paper, the state's current policies, advanced theoreticalresearch results at home and abroad and the status quo of rural preschool education were investigated and analyzed. Universitiesand rural kindergartens are expected to establish a good partnership, which is expected to promote rural preschool teachers toachieve better and faster professional growth, and promote the rapid and healthy development of rural preschool education.

What Research Tells Us about How Trust Is Built in Kindergarten and Why It Is Important for Children’s Education

This paper mainly describes how to build a trust relationship in kindergarten and why trust is so important for children’s education.As the relationship between teachers and parents is becoming more and more tense,the relationship between teachers and teachers is becoming more and more independent(Tschannen-Moran,2014)[57].The trust relationship has a profound impact on children’s academic and social achievement(Bryk and Schneider,2002)[5].Therefore,the establishment of the trust relationship is of vital importance in kindergartens.The whole article can be divided into three parts:what,why and how.What is trust first,mentioned a few scholars understanding of trust and understanding?The second part is why trust is important in kindergartens and the factors influencing trust are mentioned.The third part is the focus of this paper,how to do to build trust in kindergarten.This paper mentions five solutions,including hiring good leaders;advance step by step according to the order of establishing trust relationship;building a culture of trust in schools;building trust between parents and teachers,teachers and students,and teachers and teachers;using the teaching method adopts the child-centered teaching mode.

Implications of Canadian Immersion Education for Bilingual Instruction in Chinese Kindergartens:From the Perspective of Critical Period Hypothesis

Canada is one of the countries with the most developed bilingual education in the world,while China starts bilingual education late.Such program greatly takes the advantage of critical period hypothesis and reveals its effectiveness.Learning from the advanced experience from Canada,this study investigated problems of bilingual education in Chinese kindergartens and offered suggestions correspondingly.Only when there are qualified and professional preschool teachers,suitable teaching materials,specific teaching objectives and methods,cooperation between parents and teachers,can the bilingual immersion education in Chinese kindergartens be fully developed.

KINDERGARTEN DANCE CLASS

joined the dancing class twoyears ago, because my momwanted me to, but it soon becamefun, and now I really enjoy it. Myteachers, mom and dad love me allthe more when I dance well." Six-

Impropriateness of English Teaching in China’s Kindergarten and Primary School

Learning a second language is extremely complicated and does not mean learning new labels for existing cognitive models. English as the foreign language in China is impropriate to be learned and taught in kindergarten and primary school. Learning and teaching English in China's kindergarten and primary school should be seriously taken into consideration and made up a relevant prescription.

“幼儿园(Kindergarten)”一词的诞生及隐义

"幼儿园(Kindergarten)"是一个几乎人人熟悉的名字,然而在该词中却隐藏着创造者福禄培尔鲜为人知的深意。在对统一体的追寻中,福禄培尔发现了自然发展和人类发展中的统一的力,以及力在各发展阶段的不同表现形式和内在连续性。他进而发现人之天性在于人的精神力,而儿童期的精神力的表现形式与自然发展阶段中晶体、植物、动物的力的表现形式是一致的。具体到儿童早期阶段,其力的表现形式与植物生命力展现的方式一样都是"内在生活的外在化",因此儿童早期教育必须向照料植物学习,让幼儿在游戏中将自己的内在生活自由展现。这就是福禄培尔选择用"儿童的花园(Kindergarten)"来命名幼儿教育机构的深层原因。