"Freedom" And "Norm"

When the children come to the kindergarten, they are entering into a living world which contains both "freedom" and "norm". They survive and promote themselves through communicating with the teachers and companions there, and obtain knowledge and happiness at the same time. To study the characteristics, essence and relationship of the children’s communication under the different situation, have a better understanding of children’s life world, and educate the children properly, this thesis adopts the qualitative research method to observe and describe the daily communication between teachers and children, the teaching communication between teachers and children, the daily communication among companions and the teaching communication among companions under the perspective of focusing on the children’ s education life in the kindergarten. And it adopts the phenomenological method to explain and illustrate, under the foundation of that, it pursues the meaning of the children’s communication. It shows that the daily communication between teachers and children is informal, relatively loose and most of it is "one to one". While the daily communication among the companions moves in circles, it is improvisational, changeable and has great difference between inside and outside. It also shows that the teaching communication between teachers and children is relatively formal, with more specification requirements, and it always contacts with "affairs". While the teaching communication among companions is more controllable, which can be seen in the following three aspects:the certain content, the certain partner and the certain time of the communication. All in all, the children’s daily communication has the characterization of freedom, and the children’s teaching communication has the specialty of norm.What’s more, the daily communication between teachers and children and the teaching communication between teachers and children both are interactive, and they have the essence of education. While the daily communication among companions and the teaching communication among companions both are parallel, and they have the essence of culture. Moreover, the separation of daily communication and teaching communication is not absolute, instead of that, they can transform to each other under certain conditions. Influenced by the essence of education of the communication between teachers and children and the essence of culture of the communication among companions, it is common to see that the the daily communication between teachers and children transforms to the teaching communication between teachers and children, and the teaching communication among companions transforms to the daily communication among companions. However, either of them is the reality situation and widespread in children’s communication. In fact, no matter what kind of children’s communication, each kind of them is the integral part of the children’s life in the kindergarten, and has different life meaning to the children’s growth and development, so each one of them should not be ignored.The children’s world is a world of communication, and it’s a world of freedom as well. Therefore, children’s communication must be based on certain "freedom". However, appropriate "norm" is also necessary for the children to communicate smoothly and develop their social ability. In children’s communication, the relationship between "freedom" and "norm" should be "engagement", rather than either/or. On one hand, we should let the children experience the "norm" in free communication, and regard it as the "pass" of free communication. On the other hand, we can give a class with ease, letting the children experience the "freedom" while attending the class. And transfer the speaking right to the children timely, letting the content of the course emerge freely.