| Temporal is an essence of human beings.For children,temporal is an essence of human beings.experience in kindergarten is not only the experience of living,but also the experience of their life.Children understand the world through the experience during their time in the kindergarten and enjoy their own rhythm of life and develop themselves in it.But in reality,the structuralization,organization and standardization of time in the kindergarten make children’s temporal experience superficial,objective and mechanized,which leads to the lack of subjectivity of children’s temporal experience in kindergarten.Hence,the significance of temporal to children’s lives is stifled.Moreover,because of the unclear and inaccurate understanding towards the significance and value of children’s experience in kindergarten,the time in the kindergartens is more regarded as a tool to realize the social expectations of children’s development and a tool to realize children’s personal value in the future.In this way,the significance of temporal experience for children’s lives is neglecting and weakening.Therefore,in order to fully understand children’s temporal experience in kindergarten,this study will describe,summarize and deconstruct children’s temporal experience in kindergarten,and put forward three sub-questions.(1)The descriptive question: what is the current state of children’s kindergarten experience?(2)The inquiry question: what is the time essence of children’s experience in kindergarten?(3)The interpretive question: what is the impact of temporal experience on children? What are the causes of this effect?For this purpose,this study takes "life-world theory" and "the new sociology of childhood" as the theoretical basis,by regarding children as the main body of research,and adopts the research methodology such as mosaic method and educational phenomenology,and the research methods such as observation,clock-seal drawing and children interview were used in order to study children’s temporal experience in kindergarten.In the part of reality research,the researcher observes the present situation of children’s temporal experience for playing,living,studying and transition in the first place.Then,grasp the concrete situation of children’s temporal experience on the whole by interviewing the children with the help of clock-seal drawings.This part answers the descriptive question of the research: children’s temporal experiences are different in accordance with diverse usages of time.Their experiences both have similarities and differences,which are complicated and changeable overall.Specifically,children can feel the constraint caused by social rules of time while feeling the desire of managing time by themselves.Due to the complicated and changeable structures of time in the kindergarten,children sometimes can experience the fusion and changes brought by these two feelings,which make them passive and uneasy.In the part of essence research,the researcher makes further inductive analyses on the present situation of children’s temporal in the kindergarten.This part answers the inquiry question of this research: the essence of children’s temporal experience in kindergarten of reallife is power,collectivity and resource.Children’s temporal experience in the kindergarten includes children’s experience of life’s meaning and experience of social value,which is not only the main way for children to show themselves and construct the meaning of life,but also the main way for children to understand social rules,to grow up from individual to society,and to construct individual value.In the part of phenomenology explanation,this research adopts "life-world theory" to explain the experience process of children’s temporal in kindergarten from the physical,spatial,relational and material dimensions.This part answers the first interpretive question of this study:the experience of children’s temporal in the garden fully reflects their life in the garden,and provides the "Raw materials" for children to construct the meaning of life.Children construct their own meaning of life by understanding and responding to these "Raw materials".In addition,the study also finds two problems: 1.In essence,children experience that kindergarten time is the carrier of power,experience that the core attribute of kindergarten time is collective,experience that kindergarten time is a resource,children experience a kind of over-rationalized life,neglecting their own life process and impairing their rights to establish the meaning of life actively.2.This instrumentalist life overemphasizes the rationalism of modern society,prompting children to construct a rationalism sense of life,thereby increasing the risk that children will gradually become alienated standard adults.As for the analysis of the formation causes,this study adopts four research models from the new sociology of childhood theory: “Socially structured children” “Tribal children”“Socially constructed children”and "Minority children" to analyze the impact of temporal experience in kindergarten on children.This part answers the second interpretive question of this study: Children’s experience of temporal in the kindergarten is constructed by children and society together,but children are the disadvantaged party in terms of constructional status and degree.Besides,children’s experience of life meaning is contrary to the experience of social value in kindergarten and individual experience of life meaning is suppressed by the experience of social value.In the part of understanding and response to education,the study points out that the life meaning experience and social value experience of children in kindergarten have the foundation of changing from contradiction into reconciliation.This foundation consists of three aspects: First,both the teacher and the student are existing as noumenon.Then,its comes a functional relationship between them.Though teachers and students may not have the same experience of temporal in the kindergarten,but they do have something in common in seeking the meaning of temporal.Second,the time in the kindergarten is the teacher’s "Responsibility time",which means the reconciliation of children’s life experience and social value experience is the responsibility for teachers to shoulder.Third,from the point of the perspective of the relationship between individual and society,children are not mere individuals,but also social people living in society.Children’s individual own happiness needs to achieve the unity of life meaning and social value in temporal.This unity also requires kindergarten education to create opportunities for children to balance their experience of life meaning and social value in temporal.On this basis,we further propose that we can make a harmonious practical response from the middle level and the micro level:On the middle level,kindergartens should reshape the value orientation of education about temporal,regard the education about temporal as independent,personalized and open temporal,and balance the temporal for experiencing and the temporal for functioning in kindergartens,and create a temporal culture of life experience with people as the yardstick,things as the core and children’s growth as the goal.At the same time,the kindergarten should break the limitation of time,weaken the authority of time management and decrease the control of time to construct a suitable system for time.On the micro level,teachers should move from tool-orientation to ontology-orientation as for the value of temporal,respect the natural rhythm of children’s growth and differences;From the perspective of caring about children,teachers should share with children instead of making conflicts,teachers should resonate with their own "Present" and "Enjoy" children’s present;As for the management of temporal,teachers should also move from controlling children’s time to give children time autonomy,and should understand the relationship between power,responsibility and autonomy in time management,and should pay attention to the contingency and situationality in the practice of time. |
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