On Kindergarten Social Curriculum Based On The Life Philosophy

Social quality plays an extremely important role in the course of one’s growth. It is obvious that social quality is vital to children’s study, life, career, family and even social harmony. Kindergarten, as the first professional education institute, plays a core function in developing children’s extinguished social quality. And the kindergarten’s social curriculum is more important in children’s social quality development.Since the late Qing Dynasty, children’s social education was operated by permeating the other curriculums, although it worked, and it never appeared as an isolated form."Guidelines for Kindergarten Education" which was published by the Ministry of Education in2001, established the independent status of social education in the Kindergarten’s education curriculum system. It regulated and guaranteed the children’s social curriculum from system and macro-policy. However, under the influence of the incorrect view on the children’s education, most of the parents were indifferent to the children’s social development, so did the kindergarten. All these made the children’s social curriculum marginalized heavily. Theoretically, the study on social curriculum is pretty weak, especially the systematic research. Therefore, strengthening the study on social curriculum is not only the theoretical construction of preschool education but also the urgent need to practice preschool education curriculum.This research is in the philosophy of life theory, and based on the research about curriculum practice. It aims at analyzing the current issues and influencing factors in practicing the kindergarten’s social curriculum, constructing the kindergarten’s social curriculum system, and putting forward the suggestions about perfecting the kindergarten’s social curriculum.The paper has the following five chapters.Chapter1:Exordium. Firstly, it explains the reason and value of the topic from the significance of the kindergarten’s socializing, the unsatisfied situation of the kindergarten’s social curriculum and the value of the study on the social curriculum. Secondly, it discusses the concepts about the world of life, kindergarten’s cumculum, kindergarten’s social cumculum and cumculum implementation. It also evaluates the study on the current kindergarten’s curriculum and kindergarten’s social curriculum from multiple aspects. Thirdly, it illustrates the research ideas, methods, framework and sorts out the innovation of the research.Chapter2:The cogitation on life philosophy of the kindergarten’s social curriculum. This chapter illustrates this issue from four aspects. The first part is the cogitation about the life philosophy. The core of the life philosophy is the nature of life, the essence of human’s life, the relationships between life and existence, creation and development. The second part is about the social life and children’s social development. It discusses the concepts on social life, children’s life, children’s kindergarten life and the relationships between them. The third part is about kindergarten’s social curriculum and children’s social life. It discusses about the children, children’s life and kindergarten’s social curriculum, puts forward that children’s social life is the growth point of the kindergarten’s social curriculum. The last part is about children’s social development and children’s social curriculum. It discusses from two aspects:the social curriculum offers children’s social development an effective support, and it also promotes children’s comprehensive social development.Chapter3:The practical consideration about life of the kindergarten’s social curriculum. There are there parts in this chapter. The first part is the analysis of the kindergarten’s social curriculum implementation situation which was investigated from four standpoints: the establishment of the kindergarten’s social curriculum, curriculum and the teachers, curriculum and children, the way of the curriculum implementation. It analyzes the status of the kindergarten’s social curriculum, the teaching in the implementation, the participation of the children, and the functions of the curriculum implementation methods. The second part is the analysis of problems on kindergarten’s social curriculum. The issues are as follow:The absence of family and society’s responsibilities in the course of the curriculum design; the ignorance and shortage of the subjects (including family and society) in curriculum’s top design; the target is difficult to operate; the range of the content is narrow; some deviations on the concepts; the lack of children’s behavior; the ability of kindergarten teacher in curriculum implementation is weak; the way of implementation is closed and single, and so on. The third part is the cogitation on influencing factors in implementation, for example, the headmaster of kindergarten overlooks the importance of the social curriculum; teachers’professional level is low; the life curriculum resources’development and usage is insufficient; the depth of cooperation between kindergarten, family and community is not enough; children’s participation is not enough as well as practice, all of the above influence the quality of the kindergarten’s social curriculum.Chapter4:The rational construction of the kindergarten’s social curriculum. This chapter scans the property of kindergarten’s social curriculum, considers that life, entirety, permeability, operation and game are the properties of kindergarten’s social curriculum, and then discusses the basic factors of the curriculum design, and constructs the kindergarten’s social implementation system. Chapter5:Some suggestions to perfect the kindergarten’s social curriculum. It discusses from four relevant viewpoints:transferring and updating the curriculum design and implementation views; attaching importance to the participation of the kindergarten’s social curriculum implementation; proposing to expand and enrich the children’s social curriculum resources; achieving diversification of the curriculum implementation ways.In conclusion, it puts forward to "integrate children’s life into kindergarten’s social curriculum" in order to improve the curriculum quality continuously.