Research Of Children’s Identification To Class Rules

The education of kindergarten class rules, is an important part of children’s social norms education, and is also an important part of children’s social development, the rule of education is not only simply needs child to follow the rules, but to identify the rules. Children’ understanding and complying with rules, and the process of internalizing to their own code of conduct, is the process of the consensus of the rules. Rules of preschool education should face up to the subject status of the children, to comply with the characteristics of children’s physical and mental development, and help children to identification of the rules. But in the current rules of kindergarten education, the child are often regarded as the object to accept rules, and the teachers excessive control has not really achieve the purpose of rule education and management. This article hope to provide strategies and methods for teachers of early childhood education class rules identity, and improve the education of kindergarten class rules unscientific anomaly, it is based on the observation of the rules of preschool class identity status records, as well as measuring children’s degree of identity in the class rules self-knowledge and consciously, loyalty and belonging, abide by and implementation.This article firstly combed the research on kindergarten class rules education and Children’s rules identity, and determined the research method of observation and measurement, using the self-made research tools to collect material identification rules and data, in the kindergarten A and B of Chongqing, using SPSS statistical analysis software for data analysis and testing. The results of this study show as follows:1. In different activities session, class rules regularly distributed significantly different, and teaching aspects of class rule is at most, so free links and games part of the class rules is at least; but in different classes rule content, distribution difference rule significantly, learning rules is at most, rules of engagement and basic moral rules is at least.2. In different activities session, children have significant differences for class rules, and game activities link and conversion link to the class rules were relatively high; in a different class rule content, in a different class rule content, children also have significant differences for class rules, and the basic moral rules were relatively high.3. In different types of kindergarten, children’s identification of the class rules exists significant differences, including the public kindergarten in association rules on identity fared better than private kindergarten, the public kindergarten agree with the rules of the interaction degree is higher than that of the private kindergarten.4. In different age children’s class identity is no significant difference of class rules; But in different class rules it has significant difference on the degree of agreement, including the common rules, association rules and the basic moral rules of identity degree, medium and large higher than the small class kindergarten; Taipans children agree with the highest degree of basic moral rules.5. The correlation between the each project of class rules and degree of identity, self-knowledge and consciously, loyalty and belonging, abide by and implementation projects are significantly correlated with degree of identity.6. In the identity degree of class rules’ each project, self-knowledge and consciously, loyalty and belonging, abide by and implementation projects are all have not clear and not recognition ratio.7. Children achieves the unity on cognitive behavioral, cognitive emotional of the common rules, but in life, learning rules, association rules and basic moral rules exist cognitive emotional and cognitive emotional inconsistency.Based on the above research results, and factors affecting to teacher’s interview, and put forward the corresponding strategies:1. Promoting the children of the rules of self-knowledge and consciously is the foundation of children’s recognition rules.2. Germinating children’s loyalty and belonging of the rules is the driving force of children’s recognition rules.3. To develop children’s compliance with rules and execution is the key to children’s recognition rules.