Analysis And Prospect On Content Frame Of Early Children Science Education

With the development of science and society, early children science education is becoming more and more important. And the reform in this field has paid off obviously. However, the process in carrying out this plan doesn't proceed smoothly, for the biggest confusion of early children educators lies in how to select the suitable contents and what to select for early children science education, as well as the content frame of early children science education is not very clear, which is very common in early children education nowadays. Therefore, according to the approach of analyzing texts, observing activities and interviewing educators, this research focuses on examining the current situation of early children education; understanding the features of the content frame; analyzing the factors which have great effect on the process in the reform; providing new ideas and suggestions to form a new content frame for early children science education, based on the features of early children's age and learning.Through the interview of the educator and the on-the-spot observation of activities, researcher discovers that there are several aspects about their confusion in the process of carrying out the practice:how to set teaching goals; how to select contents; how to organize the contents, which are mainly caused by incompetence of educator's scientific literacy and lack of systematical and standard instruction as well as support from the early children science education contents.To examining the features of early children education content frame, this paper, taking Shanghai city as an example, analyses some related contents in the text of early children education curricular with approach of text analysis. This research has found out that in Shanghai's second curriculum reform, science education contents haven't been selected, organized or requested clearly in early children education curricular, nor did it show a systematic and level-clear frame of the contents.In general, early children scicence education nowadays pays much attention to young children's process of inquiry, and emphasis arousing their interest, while it is still vague that how they learn in the activities as well as the relation between preschool education in early children and the life-long development of scientific literacy. Only pursuing form without content will lead to the teachers be lack of the direction and instruction of teaching behavior, furthermore, to early children education be a weakness and marginalization in kindergarten educational practice.Therefore, it is necessary to set up a content frame of early children science education, which should be based on full understanding of young children's features of age and learning. We believe implicit learning is an important method for early children to obtain great knowledge. Early children science education should take investigation as their main practice ways. Behind it, there is a basic content frame for implicit learning which consists of some laws of natural science. Combined with children's daily routines, the core concepts of early children education are intergraded as variety, changing, recycle and interaction. Early children education, supported by the four core concepts, can provide not only reference resources for infant's educators to carry out courses, but also supports and help for the reform of early children science education to proceed smoothly.