The Research On The Preschoolers' Participation Rights To The Classroom Activities

The right to participate of children is a basic right of children.Early childhood is the foundational stage of life.K indergarten classes are an important environment for the growth of most children.The participation rights of children's to class activities have been paid more and more attention as an important right of young children,but its theoretical research needs to be promoted,and the practice mode needs to be further described and explained.Based on this,the research purpose of this study has two parts: First,to explore the theoretical basis,value basis,nature and composition conditions of the right to participate in the children's class activities;Second,to deeply describe the practical situation of the participation rights of children's in class activities.Through the theoretical research on rights,children's rights and children's right to participate,this paper holds that:"Needs" are different from "wants".Needs refer to the perfection of human nature,have the characteristics of goodness,and are also the bases of social interaction.This is also an important key to understand human society.Individual needs are met in the process of fulfilling their obligations to others.Successful fulfillment of their obligations to others means that individuals have the r ight to meet the requirements of fulfilling their obligations.K indergarten classes have the characteristics of "social community".Young children have the right to participate in class activities,which is also based on the legitimate "needs" of children and adults.The successful socialization of young children is not a one-way learning from the adult world,but a process in which young children and adults construct social significance together.There is a mutually needed relationship between adults and young children.Young children's right to participate in class activities is a basic right of children in kindergartens.Teachers and kindergartens have the obligation to act actively for this purpose.Justice,equality and freedom are the value basis of rights and the value basis of children's right to participate in class activities.Children's right to participate in class activities is the embodiment of children's right to freedom and an active right of children to participate in class activities.From t he point of view of nature and realization conditions,in class activities,children's right to know,freedom of speech,opinions being respected and supervision constitute conditional rights of children's right to participate in class activities.The principle of limiting these rights is that young children can not infringe on the legitimate rights of other children or rights subjects while exercising and realizing these rights.Using the grounded theory,three kindergartens in C city of Sichuan Province were selected as samples,and semi-participating and semi-structured observations in the field were continued,as well as in-depth interviews with 15 preschool teachers and 18 children.According to the grounded theory research program,the data is encoded and analyzed.The findings are followings:Firstly,in the field of young children exercising their right to participate in class activities,teachers' concept of young children's competence and hierarchical management of kindergarten affairs are two importa nt factors affecting young children exercising their right to participate in class activities.In practice,many kindergarten teachers mechanically correspond the theory of staged child development in developmental psychology to children,narrowly understa nd their abilities and tend to underestimate their abilities.In kindergarten management,the linearization and compactness of class activities' organizational time affect teachers' dependence on compliance with da ily routines.Secondly,in the kindergarten teachers' practice upon the young children's right to participate in kindergarten class activities,the biggest problem lies in teachers' misunderstanding of children's right to know,freedom of speech,opinions to be respected and right to supervise in class activities,and the inconsistency of cognition and action.The deep reason lies in teachers' view of young children's development,children's ability and their recognition to own role,which is also very suitably to understand the teacher's action logic.For example:(1)In class activities,teachers' understanding of young children's right to know is mainly limited to children's understanding of the requirements,rules and safety of activities,reflecting the teachers‘ tool value orientation.C hildren's ability to acquire and understand information is underestimated,or even understood by a single way,and they even adopt a negative way of communication in their actions;(2)Similarly,teachers' underestimation of children's expressive ability and one-sided understanding of their expressive way affect young children's practice of freedom of speech in class activities,and teachers are easy to form one-way authority on children by making use of differences with children's role,status and abilities.As an important way for children to express their opinions freely,teachers are more inclined to pursue their tool value;(3)In respect of the young children's opinions to be respected,teachers' existing class activities andviews to young children lead to teachers' passive listening to children,instrumentalization of listening,lack of support for children and lack of supportive environment in practice;(4)Complaints and privatecoordination is the daily manifestation of young children's exercise of supervisory power in class activities.Teachers respond more positively to children's "complaints" than negatively."' children are too restless?Rule-making?childrenviolate?children complain?Teachers solve problems" is the logic of action for teachers to formulate,implement and maintain the rules of activities in class activities.The complexity and delicacy of the rules that are not suitable for children's needs reflect the teachers' anxiety about the management of class activities.Young children also supervise the implementation of class rules through interaction with supervised children,and the teachers are basically supportive to these.Thirdly,the power sharing between teachers and children is the core of building a "space-relationship process",and in practice it is shown as a "teacher-led---child-led" relationship.According to this,the right to participate in class activities can be divided into three types: influence type,involvement type,dominant type and accompanying type.(1)The creation of outdoor environment,the "administrative" color of garden management and the unreasonable demands of parents are the main reasons for the formation of "accompanying" class activities.Teachers and children can only adapt passively in such a state,and children can at most "seek" pleasure outside the presupposition in their own way.(2)Teachers' teacher-centered view of class activities,children's view,and ?sovereign?view of the nature of children's power are the main reasons for the formation of "involved" class activities participation.C hildren are in a passive and disciplined position,but children seek "gap" by passive obedience,passive resistance and active resistance to highlight their autonomy.(3)The main characteristics of "influential" class participation are that children and teachers influence the design,process and evaluation of class activities together and equally.In such a state,the teacher's role is as the guider and supporter.Children's needs,interests,ideas and opinions have a substantial impact on class activities,but this state is relatively rare.