Research On The Current State And Resolution Policies Of The Bottom Class’ Lunch Activities Of Kindergartens In Wu’an City Hebei Province

As a traditional Chinese dinner, lunch is an important part of the daily life of children. It’s related to children’s nutrition and health development, and it also directly affects the enthusiasm of children to participate in various activities. Dining activity is an indispensable part of children’s comprehensive harmonious education. Children in the bottom class are at the age of 3-4 years, which is a critical period to establish a good routine, to cultivate habit and self-care ability. Their physiological and psychological are at the lower stage of individual development, and their plasticity are strong. So, for children, to develop good habits in the bottom class, is more important than that in middle and top class."Guidelines for kindergarten education" emphasizes "education resides in daily life". Children’s lunch activities contain extensive educational value. But because of the repeated and monotonic meals, it is easy for teachers to ignore the value of its’ education, to neglect its’ organization and management, and even can not grasp opportunities to promote children’s good habits and healthy eating behaviors. As the saying goes, peep one spot and know everything. Teachers can pay special attention to lunch activity or not, is the key indicator to measure the quality of early childhood education.This study selected two public kindergarten’s 4 small classes and two private kindergarten’s 6 small class as a sample, which come from Wu’an city, Hebei province. For a period of one and a half months of non participant observation, the author obtained 30 activities video materials. The method of non participant observation is the main research method of this study. In addition, as an auxiliary method, the author also uses the interview method to research lunch activity. Through the establishment of analysis indicators, qualitative analysis was carried out on the lunch activity, the author found out the reality of the activities. With the further analysis, some problems are found as follows: First of all, before meals, after meals activity type is rich, but the effect remains to be improved; Second, children’s diningskills more skilled, but bad eating habits is obvious; third, pay attention to the guiding role of the meal, but the teachers’ guidance methods need to be further rationalized;fourth, pay more attention to the environment of dining substances, but ignore the spirit of environment. To solve the above problems, the author puts forward suggestions: First, make full use of various forms of activities, co-ordinate arrangements for the activities; Second, family-kindergarten cooperation, pay attention to the cultivation of children dining habits; Third, follow the "child centered" principle, and to improve teachers’ dining education ability; Fourth, create a pleasant dining environment, and pay attention to the creation of material and the spirit of the environment.