The Dialectical Relationship Between Freedom And Rules In Kindergarten Education And Its Practical Research

Freedom and rules are not only an early childhood education issue,but also a philosophical issue.For early childhood learners and workers,we often know that the dialectical unity relationship between the two is in a state of ambiguity.In kindergarten education practice,kindergarten teachers are often at the extreme of blindly giving children the freedom and overemphasizing the rules.The author tries to clarify the concept and value of freedom and rules in early childhood education theoretically;breaks through the cognitive fence of narrow freedom and rules;discovers ubiquitous and ever-present freedom and rules in early childhood education from an innovative perspective..In practice,we construct a reasonable value system of freedom and rules in early childhood education,promote harmonious coexistence between the two,and provide instructional examples for the majority of first-line preschool teachers to handle the relationship between freedom and rules,and inspire the educational wisdom of early childhood educators,to provide ideas for dealing with accidental events.After three months of kindergarten practice,the author used observational methods,interviews,and other empirical research methods to try to present the status and existence of dealing with freedom and rules in collective teaching activities,game activities,daily routines,and environmental creation in the current kindergarten education practice.Difficulties;In combination with empirical investigations,refine the experiences of front-line teachers dealing with the relationship between freedom and rules in different activities and situations,and analyze the causes of the swings in preschool education in reality between excessive freedom and rigid rules;build freedom and rules in early childhood education.The rational coexistence of the value system proposes proposals and ideas for resolving deviations from freedom and rules.This study believes that the deviation and rules of freedom in kindergarten education are lost.The problems caused by over-freedom to teachers are: the accidents caused by casual games,the problems caused by the indulgence in teaching activities,the problems caused by the disorder in the routine of life,and the troubles caused by the chaos in the creation of the environment..The discomfort brought by stereotyped rules to young children is reflected in the restraint brought about by constraints in the game activities,the machinery brought by the authority in the teaching activities,the stiffness brought about by the control in the routine of life,and the limitations in the creation of the environment inflexibility.The dialectical relationship between freedom and rules in kindergarten education practice is specifically expressed as follows: free pursuit and rules constraints in game activities,freedom of creation and presupposition rules in teaching activities,necessary rules and freedom of freedom in living routines,and environmental creation The explicit rules and implicit freedom in.Freedom and Rules Coexist in Kindergartens Firstly,teachers should identify with and support the return of young children's nature and the development of their mind and body.This depends on the clarity of teachers' perceptions,the sublimation of ideas,and the study of practical experience.The promotion of theory and practice is It can learn from the relatively mature Reggio Emilia model and promote the exchange of dialogue between theory and practice.