The Social Education In The Garden:a Case Study From The Ethnographic Perspective

Educational anthropology is an critical branch of anthropology, which study education from the perspective of human’s development. One vital part of educational anthropology is the education of children. Man is the product of social culture, preschool children are no exception. From the moment of birth, they are coming into a prior ready cultural environment. With the interaction of various forces, children have gradually finished socializing. But this is not an easy thing. How to guide children in groups being in harmony with others, and successfully socializing is a critical goal and challenge to preschool social education. For preschool children, kindergarten is the most important social education field except for the family. Academia circle always focus on kindergarten teachers, parents and mass media on the socialization of children, but lack of analysis of how these effects influence interactionally. And from the aspect of reality, China is experiencing culture change, the conflicts between traditional culture and modern civilization meet the eye everywhere, also in the preschool social education. Therefore, there is a need for a more systematic and dynamic perspective to study the problem. The method of anthropology is a good choice.Although social education is so complicated, it must happens via social interaction. When talking about children in kindergarten, the interaction is mostly with their teachers, parents and peers.After choosing the S Kindergarten of Hefei City as the field point, the study applies ethnographic methods to analyze the social education contents in kindergarten, to explore how social culture does influence children.This paper is divided into four parts, the first part is the introduction. The second part contains three chapters, through the analysis of specific cases to explain the comments of social education in kindergarten daily life. The third part ties to find the problems in preschool social education, especially the excessive social problem. The fourth part is the thinking about the future of the preschool social education, hoping to explore the reform direction of preschool social education with the modernization background.