On The Early Childhood Development-oriented Kindergarten Curriculum Reform Concept

In the processing of China's kindergarten curriculum reform, it clearly shows that the key issue is how to base its premise on the theory of children development. But up till now, our curriculum is not fully aware of children's development, with respect to its target, content, organization or evaluation. Therefore, kindergarten curriculum reform must do more research on the essence of kindergarten children development, on the basis of which explores plural and adaptable kindergarten curriculums to meet the needs of children's maximum development.The present thesis firstly analyzes curriculum target, curriculum content, curriculum enforcement, as well as characteristics of both teachers and students in the course of China's three most influential reforms in kindergarten curriculum. The present thesis points out that differences in conceptions of children and that of teaching can lead to different conceptions in curriculum, and thus further causes distinction in curriculum design and practice. So the first step to take when reforming kindergarten curriculum is to set up correct and scientific conceptions of children and teaching. On thepremise of the core principle of curriculum conception of children development, the conception of curriculum can be put to the test of practice to attain the target of promoting children's development.Part two of the present thesis points out that the main problem in kindergarten curriculum lies in the ignorance of children's development, to be exact, a blind worship of curriculum target and curriculum planning; a belief in perfect and standardized curriculum target. Curriculum target has long been orientated from the society. It centralizes on knowledge and is chiefly concerned about a person's rational development. While the subject is the center focus of curriculum content, its value has been intensified; In the process of the curriculum practice, teaching activities have become teacher's one-sided activities while children play no role in it; Kindergartens incline to take 'perfect' and 'flash' curriculum evaluation.To follow, the present thesis analyzes the origin and development of the teaching conception of children development: at the beginning of education reform, Deway's 'children-centred' theory has given theoretical support to children development. Later, with the rapid progress of economic and educational modernization among all nations, this theory has been gradually improved. Today, this idea has become much richer in its connotation. It's fully aware that the age features of children determine that children development consists of three steps (persistent development, mid-term and short-term development) which include three distinct features: children have great development potentials; children are on the move of development while at the same time they are complete human beings.Finally, in light of the conception that the original significance of curriculum is 'track', the present writer points out that curriculum should be a process of development, whose most remarkable characteristic is its openness and its flexibility.On the foundation of the above discussion, the present author holds the belief that kindergarten curriculum reform must stick to the idea of 'on the premise of children development' in various aspects, including curriculum target, curriculum content, curriculum organization and curriculum evaluation.