Research On The Obstacles And Solutions To The Development Of Children's Subjectivity In The Collective Education Activities Of Kindergartens

The development of children’s subjectivity plays an important role in the whole stage of children’s education.It is the core of children’s development.It is also the key embodiment of children’s self-construction and cognitive development.The basic content of children’s education is to promote the development of children’s subjectivity.Giving full play to children’s subjectivity is the focus of collective education activities in kindergartens and is also a major difficulty.Therefore,it is both important and difficult for children’s subjectivity to develop well.The significance of studying the obstacles and solutions to children’s subjectivity development is even more prominent,which is also the significance and value of this study.In this paper,120 children and 8 preschool teachers from four middle classes in two public kindergartens in Dalian are selected as the research objects,of which 7 are female preschool teachers and 1 is male preschool teachers,so as to ensure the diversity and representativeness of the research objects.At the same time,comprehensive use of literature analysis,case analysis,interviews and observation methods to do data collection and analysis,and strive to find the real obstacles in the process of children’s subjectivity development,and find scientific and targeted solutions.The development of children’s subjectivity includes the development of subjectivity,initiative,creativity and uniqueness.Its subject autonomy is mainly manifested in the development of self-consciousness,including positive and positive self-evaluation,self-experience such as self-esteem and self-confidence,and self-control ability such as independence and self-control.Its subjective initiative is mainly manifested in the ability to actively choose the external environment,including the ability to actively express language and participate in activities;Itssubject creativity is mainly manifested in recreating imagination and creative imagination ability,so as to optimize the " zone of proximal development".Its subject uniqueness is mainly manifested in individual differences,including differences in personality and learning styles.The study found that children’s compliance evaluation was more than self-evaluation,their hands tied more than bold attempts,and their blind dependence more than independence and autonomy in the development of children’s subjective autonomy.In the aspect of children’s subjective initiative development,children’s self-expression will be inhibited and their desire to participate in activities neglected.In the aspect of subject creativity development,the creativity of young children is often limited.Their works lack originality and are easily restricted by the " paradigm" provided by teachers.In terms of the development of subject uniqueness,children’s unique personality differences are not respected and the differences in learning styles are not understood.Through attribution analysis,it is found that the main factors affecting the development of children’s subjectivity are as follows: Children’s own subjective consciousness is weak;Teachers’ management focuses on results rather than process.The educational tradition in our country severely suppresses the subjective expression of children.The management and supervision of kindergartens are not in place,and teachers ignore children’s subjectivity.The class size is too large for teachers to take care of individual children.To sum up,the author puts forward several strategies to promote the development of children’s subjectivity in kindergarten collective education activities: first,to highlight the awareness of children’s subjectivity;Secondly,we should pay attention to the participation and experience of children in activities.Thirdly,teachers should organize collective educational activities with children as the main body.Fourth,teachers should treat every child sincerely with care.Finally,strengthen the supervision and management of collective education activities by the director of the kindergarten,so as to achieve the best development of children’s subjectivity.