Research On Kindergarten Curriculum From The Perspective Of Children 's Culture

With a high development of technology, human-beings come into the era ofknowledge economy. The adults gradually violate the laws of the development ofchildren and ignore the need of children, what’s worse, they regard education partiallyas a tool for children to gain knowledge and create future economic value, all ofwhich has taken children’s culture and life away from their nature and innocence andmade kindergarten curriculum filled with values and needs of grown-ups. As we allknow, the relationship between curriculum and culture is close. Curriculum has beenresponsible for inheriting and propagating culture from the time when educationappeared, while the content of curriculum generally came from the culture thatscreened by long history. As a kind of rudimentary and educational experience,children curriculum exactly has a function of passing the culture for children andstimulates them to develop their socialization. So the hot point in today’s educationalfield is to promote the kindergarten curriculum return to children’s culture, to awakentheir cultural awareness in kindergarten curriculum, and to construct a new kind ofcourses for children’s future.This study puts kindergarten curriculum into the background of children’s culture,and mainly uses the methods of literature research, qualitative analysis and caseanalysis to discuss it both in theory and practice view. On the basis of analyzing thevalues and characteristic requested by children’s culture for kindergarten curriculum,and the particular analysis of the phenomenon of “anti-children-culture” and thereasons caused it, we put out some specific advices to construct a kind of curriculumwhich can return to children’s culture in order to solve the cultural conflict in thesystem of kindergarten curriculum and realize its goal about basing on children,originating from children and being for children.This thesis consists of four parts:The first part, it sets forth completely its research angle about children’s culture.it begins from the basic meaning of children’s culture, and makes this conceptspecialized by comparing the differences and similarities between the natural children’s culture and man-made children’s culture, between the children’s culture andthe adults’ culture, and then focuses on clarifying its childhood value during theprocess of knowing childhood.The second part, it mainly analyzes the values, which consist of being forchildren and returning to nature; going back to nature and recovering one’s originalsimplicity; rooting in life and practicing vividly, and characteristics including integrity,poetic and game-play, then states correspondingly their expectations and appeals.The third part, it focuses on the investigation and reflection about thephenomenon of “anti-children-children” in the practice of kindergarten curriculum.Through the analysis of typical cases in kindergarten curriculum practice, it finds thatthere exists some problems in the teaching process, such as damaging the integrity ofchildren’ s world, suppressing children’s free life and ignoring children’s spirit ofgame. Then, it finds and analyzes the main reasons that caused those problems are thesocial atmosphere after the industrial civilization and the authority and system in thekindergarten curriculum.The forth part, it puts forward some advices for kindergarten curriculum to returnto the children’s culture by analyzing from the parts of objective, content,implementation and evaluation, that is, returning to children’s needs and beingsuitable for their development in the set-up of kindergarten curriculum’s objective;basing on life experience and developing children’s interests in the choice ofkindergarten curriculum’s content; creating game situation and increasing interactiveexperience during the process of carrying out the kindergarten curriculum; closing tochildren’s mind and combining with multi-evaluation in curriculum accessment.