Moving Forward In The Fog: Nantong Z Kindergarten Carries Out Integrated Education Narrative Research

The idea of integrated education originated from a series of social movements in the West,such as the pursuit of equality and freedom.Since its introduction into China,integrated education has triggered heated discussions and practical explorations,and its high-quality development not only represents the high-quality development of special education,but also is a concrete manifestation of China’s social civilization and progress.With the advancement of preschool integrated education,more and more children with special educational needs hope to enter ordinary kindergartens to receive education with ordinary children.However,at present,many kindergartens are afraid to accept children with special educational needs to enter kindergarten and dare not try to develop integrated education.What is the journey of integrated preschool education from scratch in a kindergarten? What are the factors that affect its smooth development? How to promote the high-quality development of preschool integrated education?Based on the thinking of these questions,this research aims to explore the answers from real,microscopic and concrete situations.This study adopts the educational narrative research method in qualitative research to promote the research,mainly using the interview method,observation method and physical analysis method to form a triangular mutual verification relationship to improve the reliability and validity of this study.Taking Nantong Z Kindergarten as a case,this study attempts to carry out bottom-up investigation and research under the guidance of grand theory,emphasizing the contextual significance of the development of things.Multi-dimensional presentation of its work in carrying out integrated education.The results show that the smooth development of preschool integrated education inevitably requires the principal’s firm concept guidance and pragmatic practical courage.Educational wisdom of teachers who are good at observation and have the courage to explore;Build trusting and close home partnerships.Insufficient capital investment and shortage of materials and materials;Single subject involved and lack of professional support;The persistence of traditional thinking and cognitive bias are important factors restricting the development of preschool integrated education.Based on this,the researchers believe that it is necessary to effectively unite the subjects of all parties and be good at consolidate resources;Gradually improve the development system and carry out institutional construction;Focusing on parent groups and carrying out professional education is an important means to effectively break through the bottleneck of the development of preschool integrated education.