A Study On The Current Situation And Strategy Of Children 's Age Competition

Currently, as China’s family planning policy implemented in 30 years, "first-generation" of one-child families have got their own posterities. Such "4 + 2 + 1" model family has made "second generation" more lonely, smart with high IQ, but selfish, not good at interpersonal interaction, even become autistic, that make such polarization phenomena more prominent.It has become kindergarten’s core working target to promote children’s colorful characteristics development by using game play as basic activities. Mixed-age regional activities broke the organizational form of the same-age formed class, expanded the scope of children’s communication, improved children’s ability to solve problems and uneven-aged communication skills.In China, the mixed-age education is not yet universal, relatively, few students in kindergarten of mixed-age classes. It has become very significant that to create a conducive and supportive environment as well as relevant material for children to carry out mixed-age area activities, explore effective teacher’s instructional strategies in different children ages in order to promote the child in all-round development.After an in-depth reading and study based on abroad mixed-age education related reference, the author mainly assumed such four methods of reference, questionnaire, interview and observation, by taking experienced Dalian kindergarten A as an example, according to the preschool teachers current implementation status of mixed-ages area activities, around the four aspect in form of mixed-age class organization, whole faculty resources, the environment creation of area activities, material assignment, teacher’s organization and guidance to design questionnaire and interview outline, conduct in-depth investigations and studies, thus summed up the problems for implementation of mixed-age activities: oversized classes, inadequate teacher allocation ratio; unreasonable space settings for part of mixed-age play area, lack of extensibility and innovation for mixed-age activists’ material; deficient flexibility for mixed-age play area; Teachers’ inefficient observation and guidance ability for mixed-age area play. The cause of the problem is: the lack of high-quality public preschool resources, insufficient faculty resources; No satisfied framework for the implementation of mixed-age education operations; top-to-bottom leadership mode, the teachers’ lack of proactive self-development space; lack of directivity and effectiveness for kindergarten-centered research; enhance the faculty’s overall quality. Based on the above analysis, the author propose to carry out a major mixed-age play area solution: One is to strengthen the main responsibility of the local government to promote the balanced development of high-quality pre-school education; the second is to take a variety of forms to carry out exploration and study of mixed-age education; Third is to change the way of leadership and management, as to create space for the teacher’s self-development; Fourth is to integrate and optimize educational resources, build up an appropriate mixed-age area activity spaces; five is to build up distinctive kindergarten-centered research mode based on the actual situation; six is to enhance the overall quality of the faculty, as to adapt to the requirement of kindergarten’s development.