Investigation On The Current Situation Of Learning Environment Of Generally Beneficial Kindergarten

Preschool education is the beginning of basic education in China and an indispensable part of the national education system.Since the 21 st century,the state HAS attaches great importance to the development of pre-school education,and has successively introduced relevant laws and regulations,striving for the leap-forward development of pre-school education.However,pre-school education still shows real problems in the development process,especially in the situation of “difficulty entering the kindergarten and expensive to enter the kindergarten”.In order to cope with the above problems,the state proposes the concept of inclusive kindergartens and promotes inclusive kindergartens nationwide,with the aim of implementing balanced,inclusive and quality kindergarten education for all children.The introduction of inclusive kindergartens is an important step in the development of preschool education in China.However,there are still many weak points and deficiencies in the construction of inclusive kindergartens.The learning environment is the top priority of many weak points.TThe quality of the learning environment largely determines the quality of development in kindergartens and has a direct impact on the young children.Based on the significance of the learning environment for the development of kindergartens and young children,Therefore,this paper investigates and studies the kindergarten learning environment.This study takes 30 inclusive kindergartens in Fuzhou as the research object,and uses the literature method,observing and interviewing methods as the major research methods.The 30 classes of 30 inclusive kindergartens were observed and evaluated using the Early Childhood Learning Environment Assessment(ECERS-R).This study used SPSS 17.0 to test and count the observational data of the kindergarten learning environment space and facilities,personal daily care,language-reasoning,activities,interaction,curriculum structure,parents and teachers.Then,from the overall status quo of the inclusive kindergarten learning environment,the current situation of the learning environment and the different aspects of the inclusive kindergarten learning environment differences,the status quo analysis.Based on the analysis of the status quo and theinterviews with the director and teachers,the factors affecting the learning environment are analyzed from internal factors and external factors.The factors involved include the government,quality assessment and inspection departments,directors,kindergarten teachers and parents.Finally,the government and relevant departments,directors,teachers and parents are assigned roles,and the educational recommendations for improving the quality of the kindergarten learning environment are given from their respective roles.