Action Research On Developing Caring Class Culture In Kindergarten Junior Class

Every school class has its own unique culture. At the moment, class culture is apopular topic in middle school and primary school, however, research inKindergarten on class culture is at primitive stage and many kindergartens have notmade endeavors to develop class culture yet. Therefore, the author believes that it isnecessary to promote class culture development in kindergarten.In modern society, with accelerated pace of life, relationship among peoplebecomes indifferent; in many case, people only care about themselves only, seldomcare about others or take the initiative to care about others. Nowadays, the majorityof kindergarten student are from single child family; many kids are extremely selfcentered and selfish because indulgence from family with an improved livingstandard, high expectation from parents as well as parents’ priority on intellectualdevelopment instead of nurturing child’s personality. These phenomena helps theauthor to confirm that the key to development of class culture in kindergarten juniorclass is caring education, that is, pay attention to educate kindergarten kids aboutcaring; the objective is to nurture the kids to know how to care about themselves,how to take the initiative to care about others and the world around them via seriesof caring education, therefore, making them into a new generation of youthequipped with healthy and complete personality.The major methodology of this research is action research; the focus is how todevelop “caring class culture” in kindergarten junior class. The author findstheoretical supports from published archives and follows kids from junior class abouttheir understanding on caring when they first came to kindergarten and how theyimprove caring action later about themselves, others as well as animal and plantaround them with customized interview and questionnaire; the author will adjustand improve the way of caring education on the basis of findings from aboveinterviews and questionnaires. The project lasts for12months from July,2011to June,2012; the samples are27children from junior class YS4in Xuhui KJKindergarten, who experienced three action cycles of developing caring class culturein kindergarten junior class, during which children learn how to receive caring fromothers, how to care about themselves and others, and how to stimulate theiremotion to care about animal and plants. During these three cycles, the authorresorts to theme event, special event and daily routine activities to educate childrenabout caring. Meanwhile, the author tried to penetrate caring education into familyeducation, and to achieve the objective by combining kindergarten education andfamily education, caring theory and practice, class culture theory and class culturepractice together. In this process, the author summarizes four roles of kindergartenjunior class culture as guiding, inspiration, standardization and convergence as wellas generating instructive advices on family education about of developing kid’s caringpersonality.As conclusion, the research found that,a.It is feasible to develop class culture in kindergarten junior class;b.Kindergarten time is a period that kids experience dramatic moral emotiondevelopment, it is suitable to apply caring theory for caring education in kindergartenjunior class;c.Besides summarize how to develop caring personality of kids in kindergartenjunior class, the paper also recommend practical advices on caring education for kidsin kindergarten junior class, such as to find content for caring behavior educationfrom kids daily activities in kindergarten like study, sports, game and event, etc;d.Let kids tell story about their own caring actions and strengthen theimpression of caring activity.