A Research On Status Of The Classroom Organization Of Parent-child Activities In Early Education And Instruction Institutions

Early education is receiving much more attention, as more and morepeople pay attention to the education of infants at ages of0-3. Nowadaysearly education organizations exist in various forms, such as chainorganizations, parent-child gardens, private early education organizations andpublic ones. The common point shared by these organizations is carrying outparent-child activities, which are beneficial for the improvement ofparent-child relationships, physical and mental development of infants, andperfection of parents’ views on infant-raising and education. Thus howparent-child activities develop, to some extent, directly influences thephysical and mental development of infants involved as well as how parentsparticipate in. And this is exactly why relative researches are necessary.Based on observation, questionnaires and interviews, the author launchesa research regarding the current situation of classroom management ofparent-child activities at three early education organizations in Jinzhou,Liaoning Province. The research operates around the present situation ofcurriculum, course description, environmental creation and design, in-classinstruction methods, faculty level, and participating manners of parents. It isconcluded that several problems exist in the class management of parent-child activities: the course design values development of potential, but neglectsoptimized development of life; most infants are2-3years old, while there arefew infants under the age of1; in-class teaching procedures are random,neither unified nor planned; the class environment is not that diversified orunique; the faculty are lacking professional knowledge; in-class theories andpractices are out of the line; based on characteristics of parents and infants,diversified instruction methods are created but not the same frequently used;parents tend to be the center, lacking infants’ themes; one-way interaction isprevailing, lacking interaction between teachers and parents as well asinteraction among infants.Based on these problems, the author renders suggestions as follows:guarantee that the educational value of parent-child activities is bothcomprehensive and specific; enhance the diversity and uniqueness of classenvironment; strengthen professional growth and training of teachers; givebetter play to teachers’ instructor role and assist with the synchronousdevelopment of infants and family; keep an eye on after-class judgment andcommunication. In a word, more efforts should be made to achieve betterdevelopment of parent-child activities, so as to lay a solid foundation forenhancing parent-child relationship.