Research On The Development And The Influence Factors Of Preschool Children’s Self-management Ability

Early childhood is the budding period for the children to develop their self-control ability. In this period their mental and physical development are growing rapidly. The ability of walking, self-consciousness, emotion, willpower and thinking make it possible for the children to develop their self-control ability. It’s necessary to cultivate the infants’ self-control ability from the early childhood, which is both the requirement of national policy and the expectation of teachers and parents. Besides, it is the inner requirement of the children’s own coordinated development. Its development and enhancement may meet the requirement of the infants’ mental and physical development, which may also save their teachers and parents much time and energy.Given the special characteristics of children, the basic structure of children’s self-management include self-care ability, simple cognitive ability, preliminary emotion management ability, simple self-control and perseverance ability, low self-organization ability and innocent self-adjustment ability. The factors affecting children’s self-management ability are mainly generic factor, environmental factor of family education, environmental factor of kindergarten education, and other social factors. The family and kindergarten education factors which we can take under our control effectively are the main fields we study the children’s self-management ability.We get some data by making empirical investigation of development status of children’s self-management ability combining the family and kindergarten education environment where they grow up and analyze the data using SPSS statistical data processing software. The overall results are as follows. The development of children’s self-management ability differs in the age obviously and the level of development is rising along with the age. But the difference in sex is not obvious. The level of self-management ability of boys are general the same with that of girls. In the first stage class, the development of girls is better than that of boys, but this is not obvious in the middle and last stage class. The affection of family education environment is always obvious, especially in the first stage class and the first half of middle stage class. The affection decreases overall. In the development of self-management ability, the family with relatively good economic condition is more conductive to the children compared with the poor and particularly good situation, but this is not significant. The situation of family with more than one child is obviously better than that of family with only one child. The democratic and free ways of family education are more favorable. Fair family relationship is good for the development. The higher education background of a mother has more significant influence on children than that of a father. The longer the parents accompany the children and the more frequently the children participate in community activities, the better the development of children’s self-management ability. The affection of kindergarten education environment occupies an important position in the development of children’s self-management ability. Its influence shows a rising trend with the increment of the grade. In the development of children’s self-management ability, the public kindergartens with better conditions and the kindergartens affiliated to organs are more favorable to the development, but this is not obvious. Those on theregular payroll and contractual staff are more conducive to the development. Smaller class and smaller ratio of the teacher to student are more conducive to the development.Through the investigation and analysis, in the process of developing and cultivating early childhood’s self management ability, there are following problems in the family education environment: the difficulty in forming a unified educational resultant force,the hardness of targeted training, the lack of stability in the process, the limited space of early childhood’s self-control ability development, the shortage of time for children to participate in the community. Parents often do everything on behalf of children, and wrongly treat the problems in children’s development. The content and form of family education are too simplex. The causes of these problems are various, mainly concentrated in the backwardness of parents’ educational idea, the limitation of traditional culture and knowledge, the lack of effective parenting approaches and so on.The main problems existing in the kindergarten education environment: the unclear teaching goal of kindergarten teachers, incomprehension of the education content,inflexible education method, chaotic activities; lack of free space for the development of early childhood’s self-management ability; lack of systematic and targeted education activities module in kindergarten education planning. In the process of kindergarten-family collaboration, targeted cooperation is lacked. The mainly causes of these problems are the kindergarten culture background and rules, the requirements and pressure of the parents, the limitation of the preschool teachers’ quality levels, etc.Based on the analysis of the existing problems and causes in the development and cultivation of early childhood’s self-management ability, this thesis puts forward the training strategy for parents and kindergarten teachers from the aspect of family education and kindergarten education. In the family education environment, the adults should norm the family member’s thoughts and behaviors, ensure the unity, consistency and stability of family influences, and try to form a unified educational resultant force;Parents should set an imitate example for the development of young children’s selfmanagement ability, and pay more attention to the role of the model. Parents should go into the children’s world, keep good communication with children, provide more opportunities for children to do things by themselves, and provide more opportunities for children to communicate with peers; Parents should treat the problems appeared in children’s development scientificly; Parents should also pay attention to strengthen the kindergarten-family collaboration, in order to improve the level of parenting. In the kindergarten education environment, the kindergarten teachers should build normative of developmental documents, to make the development of self-management ability more systematic; Pay attention to the conventional construction and strengthen the rules;Carry on the reasonable model of preschool education and build the "bar"; Create a correlation suitable environment, promote the osmosis of self-management; Use all kinds of games rationally and carry out regional activities related; Pay attention to the optimization of kindergarten-family collaboration to form educational resultant force;Promote the internalization of self-management and make good preparation for transiting to primary school.