Being To Human:A Study On Preschool Education Space

Human beings have never ceased the reflection of the relationship between human and space.The process of understanding the relationship between human and space is also the process of growing to be human,which is also about self-awakening.Therefore,the preschool education space is actually the result of people’s understanding of preschool education,reflecting the value choice of people related to the meaning of being to human.The problems of preschool education space lead to children facing the dilemma of being to human.The ideological position of this study originates from Marxist philosophy and existentialism philosophy.The study follows the research logic of finding problems,analyzing problems and solving problems.By examining the history and reality of preschool education space,this study reveals the objectification of the understanding and practice on preschool education space,analyzes the dilemma and its root causes,and tries to show the preschool education space pattern.Therefore,this study is divided into five chapters.The first chapter is the explanation of the theoretical basis.First of all,the space theory on subject position is to explain that human is the base of space and find the underlying logic to solve the problem of the objectification of preschool education space.Secondly,the theory of spatial relations is to clarify the scope and the order of human spatial relations.Finally,the theory of free will is to determines the boundary,the order and the depth of preschool education space,which supporting children being to human.The second chapter analyzes the history of preschool education space.The evolution of preschool education space has experienced four stages:(1)children’s public education space: the first tries and imagines about preschool education space;(2)social problemoriented preschool education space: institutional space for children’s socialization;(3)free-oriented preschool education space experiment: natural space for the individuals;(4)standardization of preschool education space and exploration of children’s free space in the process of expansion.This research also summarizes three kinds of value logics in the evolution of preschool education space,which are the logic of social culture,the logic of children’s nature and the logic of education.The third chapter is the reality survey of preschool education space.This chapter is the embodiment of the value logics of preschool education space in reality.Under the forces between the logic of social culture and the logic of children’s nature,preschool education space shows its spatial pattern in three types: the material dimension of space,the order dimension of space and symbolic dimension of space.It provides practical basis for the discussion of the logic of education in order to reconcile the possibility of spatial contradiction between the logic of social culture and the logic of children’s natural nature.The fourth chapter is the analysis of the dilemmas and root causes of preschool education space.This chapter explains the objectification of preschool education space and finds the problems of objectification of space essentially points to the dilemma of children becoming to human.Root cause analysis finds that preschool education space is influenced by people’s pre-understanding about children and pre-understanding about preschool education.The fifth chapter look forwards to the preschool education space which supporting children being to human.This chapter tries to paraphrase the concept to explain the children as the basis point of preschool education space.To explain the process of preschool education space based on free will,and finally forms the preschool education space which can support children being to human.The preschool education space includes subject free space-the spatial relationship between the children and the material,the free order of space-the spatial relationship between the children and their groups,aesthetic free space-the spatial relationship between the children and the knowledge symbols.