Research On The Kindergartens Using Family Resources For Environment Optimization

Kindergarten's using family resources for physical environment optimization means that kindergarten makes full use of human, material, financial and information resources to create more superior environment for children. The interaction among children, adult and environment is also furthered in this process.The research firstly analyses the relevant documents and elaborates enlightment for this research. The theories of Ecological Psychology, Constructivism and hidden curriculum are used to be as the base.The methods of observation, questionnaire-survey, and interviewing are used to obtain information. The content and form of kindergarten's using family resources for physical environment optimization are known from the use of observation. The status of kindergarten's using family resources for physical environment optimization is grasped from a more macro level through the usage of questionnaire-survey. A more comprehensive understanding is owned through the interviewing of principal, teachers and parents. The value, content, form, strategy and influencing factors about kindergarten's using family resources for environment optimization are discussed after the analysis of the gathered information.The results show that some achievements have gained in family resources utilization for environment optimization. The teachers are not only deeply aware of the value of using family resources but also able to use various resources to optimize part of physical environment. They apply diverse forms and some strategies in this process. However, there are still some difficulties. Kindergartens have not deeply explored family resources and the scope of physical environment optimized is relatively narrow. The forms used are actually not various and the instructions for parent's involvement are lacked.The research makes some suggestions on how to make full use of family resources to optimize physical environment. Kindergartens should integrate all the family resources, plan the whole kindergarten's physical environment, and establish related incentive mechanisms. Teachers should attach importance to family production activities and the usage of grandparents resources. Detailed but equal guidance for parents is necessary to be provided. Parents should deepen their understanding of the role of environment on early childhood development and actively participated in the creation of the kindergarten's physical environment.