Folktales Used In Early Childhood Education

China has gone through five thousand years has been farming a long time in the long history of human development. It's national culture in a sense is the village farming culture. Folk tales are the key component of folk culture. They not only load the knowledge, experience, intelligence but also hold the excellent spirit of the nation, document intelligence and development of human history and show people's mentality and values. However, with the invasion of foreign culture, our culture has entered a time of Dances with Wolves. Some cultures have received a great impact and even showed a trend of gradual weakening. Therefore, it is not only helpful to inherit and develop the national culture, but also favorable to promote the development of child language ability if children's favorite folk tales are selected from the national culture as the contents of language education. This thesis aims to study the specific implementation strategy of the folk tales in the early childhood language education with the combination of theory and practice in order to provide practical ways and means for early childhood education practicers.This thesis is divided into three parts.The first part provides an overview of folk tales. It analyses the necessity and possibility of language education for young children, as well as the related theories. Folk tales have broad and narrow sense. The broad sense refers to narrative civil works of prose which is relative to folk stories and folk rhyme style literature, including civil myths, legends, folk tales and folk tales in the narrow sense. The narrow sense refers to myth, legend other than the works of prose narrative. On this basis, it analyses he necessity and possibility of language education for young children. The final part of this section explains the related theories of language education in early childhood, including language acquisition theory and language education theory of children.The second part explores the folk tales of kindergarten education, including kindergarten folktales teaching and folktale-activities in daily life. The teaching of folk stories can be divided into three parts. The fist one is the basic principles of teaching, including the principle of suitability, the principle of subjectivity and the principle of activity. The second one is the basic steps and strategies of teaching, which consists of three parts: children listen to stories, understand stories and express stories. The third one is about the analysis of problems and countermeasures in teaching. The activity of folk tales in daily life includes basic requirements and basic forms of activities. The basic requirements of activities consist of extensive use of resources and full preparation for the activities. The basic forms of activities includes stories of the King story, folk tales, activities at folk tale corner, performance of stories and so on.The third part focuses on the early childhood education at home. It talks about the necessary conditions of education, the specific execution, the attentions and so on. The necessary conditions include collecting folk tales, planning activities, creating an appropriate environment, making preparation for the operate materials, etc. The specific execution is carried out respectively to explore the story-telling, the story -performing, the practice and organization of reading and writing. The attentions emphasize on conditions that ensure the effective development of activities. It includes playfulness of the activities, the subjectivity of children, positive reinforcement, persistence and so on.