The Study On The Organization Of Kindergarten Children’s Dining Activities By Teachers

Young children dining activities as part of the daily routine life in kindergarten, is best educational opportunity to develop children’s knowledge, abilities and emotion and so on. It is the key indicators to measure the quality of early childhood education that if teachers can timely seize this opportunity to promote the growth of young children or not. We can see the sea by watching a drop of water. The organization of young children dining activities by teachers likes a mirror, which reflects the various phenomena in early childhood education. The purpose of this research is to understand the specific situation of the teachers’organizations and young children dining activities and, in the process of dining activities organized in kindergarten, what positive behaviors and ideas of teachers worthy of affirmed. But, in the meantime, something that are not so good must be existed and need to improve. I hope that through these analyses of surface phenomena can get the essence.The first part of this article is introduction, which includes the reason, theoretical and practical significance of this study, the definition of key concepts, collection and analysis of Chinese and English literatures and research design.The second part consists of Chapters I and II.This part analyzes and summarizes the collected data. The results of the collation of data is presented in the following two aspects:process analysis of teachers’ organizations and young children dining activity, including teachers’ organizations for pre-dinner activities and dining activity and postprandial activities; structure analysis of teachers’ organizations and young children dining activity, including analysis of the role of teachers in children meal, environment settings, and teacher-child interaction.The third part of the article, the third chapter, is the rational thinking to these phenomena from the angles of Culture and education. Writer cited several key issues for detailed discussion through the existing in formations.Last part of the article, the fourth chapter contains three aspects. Firstly, writer makes a simple statement of influencing factors which include children, teachers, kindergarten and social impact factor. Secondly, from the perspective of teachers and kindergarten,writer offers four recommendations:early childhood teachers should enrich their knowledge about the culture of "food" and "eating" culture; preschool teachers should be good at regulating their own emotions and keep patience and love to young children by "young children-oriented" principle; preschool teachers should upgrade professional level abilities to organize young children dining activities; management of the kindergarten preschool teachers should be proper, not too tight and not too loose. Finally, there is a reflection of the study. Due to a variety of subjective and objective conditions of the limitations, there is still some shortcomings of this study and, this research has possibility to move foreword.