The Kindergarten Education In The Lack Of Humanistic Care And Its Countermeasures

Facing squeezing the space of the human beings because of the rapid development ofmodern science and technology development, and witnessing the reality of modern educationfalling into utilitarianism, how to deal with the reality? What is education? And what is the corevalue of education for everyone?Education should be caring of people’s spiritual growth, being visiting into the innersoul of the people, highlighting the different personalities of the people, caring the quality of life,filling the education of the human spirits, the collision and the intersection of heart to heart, andthe talk＆the confession of soul to soul. Basing on the particularity of the child and thecharacteristics of the child care, the value of kindergarten education is not just knowledgetransfer, but should be caring for the spirit and life of the child.The core value of nursery education is to focus on the life, concern about the growth and thequality of life of teachers and children in the kindergarten. Everyone has a life, and everyone hasto experience education. For life and education, life and success, life is the seed of success, sonursery education is the education of seed.There are five chapters in my paper.In Chapter Ⅰ, the introduction mainly consists of the origin of the main topics, the purposeand significance of the study, the definition of related concepts, the research statuses on thesubject at home and abroad, and the research methods as well as some innovation of the study.In Chapter Ⅱ, the author specifically addressed the humane care nursery education ideasfrom children’s view, the purpose and role of nursery education, and the kindergarten curriculum.In Chapter Ⅲ, the author finds that the various elements of the nursery education are thelack of humane care through the investigation of some of the S and J kindergartens’ teachers,principals, and parents in Taian city as well as the specific interviews and the observations. Itmainly includes the mismatch between the management goals of the kindergarten and theeducational objects, lacking of the manifestation of the teachers’ initiative of the management.Formulation of the daily life is based on the teachers’ need rather than the talk of the teacher and the children, and the daily management does not reflect the individual differences of children,which may repress the children’s nature. There are many other questions, such as thekindergarten curriculum biased, loss of childhood subjectivity in the curriculum implementation,ignoring the dominant position of teachers and children in the curriculum evaluation, and theutilitarian orientation of the kindergarten teaching and research activities.In Chapter Ⅳ, the author analyzes the reasons for the lack of humane care in nurseryeducation, which mainly includes the lack and one-sidedness of the operational guidance comingfrom the higher education authorities, the error of the market-oriented management in thenursery, and the lack of the human spirit because of the uneven quality of kindergarten teachers.In Chapter Ⅴ, the author puts forward with the recommendations to strengthen the humanecare in nursery education. First of all, the principal’s and the teacher’s humanities is the key toimplement the humane care. Secondly, it is how to determine the humanistic orientation in thekindergarten management. Finally, to implement humane care of nursery education in earlychildhood care, and child teaching practice.