What Should Young Learners Learn

"Experience" has been regarded very important, but always been forgotten when people teaching in our country. This kind of condition, reflected in the field of preschool education, is contempt and even abandon experience but go after symbolic knowledge. So that the ministry of education has issued a series of consecutive notice and rules in recent years, to curb early childhood education ’primary’ from spreading. This worrying phenomenon, on the one hand, and the traditional culture of our country in order to "all are inferior, only reading high" as the core of Lord knows about socialism; On the other hand, also reflect domestic pre-school is lack of the theory research about’experience’. Based on this, this paper is devoted to the experience and early childhood development relations. In order to identify early childhood should experience as the main study object and the way of learning. In addition to the introduction, this thesis is divided into six chapters four parts:The first part is the first and second chapter. The first chapter focuses on the history of the concept of "experience", the key combed the philosophers, psychologists, and China’s contemporary education scholars about the experience, the concept of "experience" and its close, the type of experience, etc., from the Angle of pedagogy is described and classified, finally presents the definition of experience, for the research of this paper constructed the necessary discourse platform; The second chapter is on the basis of the first chapter, focusing on "experience and early childhood development already know" review of relevant research achievements in psychology and educator in the classic works of each historical period, in search of predecessors about the relationship between experience and early childhood development, make this study has a more broad perspective.The second part is the third and fourth chapter. The third chapter focuses on identification function of experience in the development of young children, to borrow from pedagogy, intellectual, Germany, the United States in the field of four development framework, respectively with their predecessors, others have about experience for young children in the above four areas existing in the development of research and experience were analyzed, and different quality of early experience of direct influence on children’s subsequent development, put forward the experience of holistic formation and an identical "to promote comprehensive, balanced and personality development" point of view, and rich the definition of the first chapter is about the experience, further correction under the concept of the static experience narrow understanding of experience; The fourth chapter from the main body of internal psychological two aspects and the external environment, to analysis the general process of experience, to find and identify the different types of direct experience of the different value of children’s quality development, and puts forward the concepts of experience hierarchy, experience overall.The third part is chapter5. This chapter from the domestic and foreign classic seven early direct experience oriented course plan approved by mainstream culture and the west in the21st century since three comprehensive early education framework as the analysis object. On the early course of seven independent plan, from the theoretical basis, development goals, experience source and content, promote formation of the strategy, experience and so on five aspects to carry on the review, access to clear common features are:high quality early education program focused on children experience, around children, promote children’s experience, establish experience and obtain its rightful place in early education programs. The three comprehensive early education framework, from the background or principles, framework components or features, construction of local course of enlightenment, etc. Are reviewed in three aspects. At this point, the direct experience with an identical relationship between child development, At the same time, how to rebuild local experience dominated early class provides the possibility of the reference basis.The fourth part is chapter6. On the basis of the first five chapters, this chapter is based on the current is given priority to with experience for the form of two classes of kindergarten curriculum and teaching, puts forward the dominance of "experience" should be used as the construction of the local kindergarten curriculum and teaching guiding ideology; On the carrier of three-level curriculum management, from the macro, meso and micro three levels, the refactoring to complete with young children gain as the leading local thinking path of kindergarten curriculum and teaching framework.