Research On The Practice To Improve 2-3 Years Old Children’s Intelligence Development By Strengthening Home-kindergarten’s Cooperation

During the infant period, the neuropsychological development, which refers mainly to the development of the nervous and intellectual development, is reflected in the daily behavior of the infant. The intellectual development is extremely important to the healthy growth of an infant.This study aims toinvestigate the role of educational intervention through kindergarten-familycooperation for the growth children’s intellectual development of 2-3 years oldinfants.A total of 55 2-3 year-old infants were enrolled in the study and the "Neural development in children aged 0-6 Checklist" made by Capital Institute of Pediatrics were used as a measure tool for children’s intellectual development in the whole study. Children enrolled were divided into intervention groups and control groups, while kindergarten-home cooperationwas adopted in the intervention groups. The intelligence development were tested before and after the study in both groups and results show that:(1) There is no significant difference of children’s intelligence level among childrenbetween the intervention group and control group which means that the starting pointsof children’s intelligence level are compatible with homogeneity.(2) There is significant difference on scores of intelligence level for children in the control group before and after the intervention, and the scores after the intervention are higher than scores got before the intervention.(3) There is significant differenceon scores of intelligence level for children in the intervention group before and after the intervention, and the scores after the intervention are higher than scores got before the intervention.(4) There issignificant difference on scoresamong children between the intervention group and the control group, and the test scores of the children in the intervention group is higher than those in the control group.(5) The test scores for children both in the intervention group and control group, are all have significant difference before and after the intervention while improvement of the test scores for children in the intervention group is much greater than that the change in the control group, indicating that theintervention effect is remarkable.Findings of the research bring managers of parent-child gardens,parents and teachersfollowing enlightenments:(1) Managersof kindergartensshouldreattach importance tothe role of kindergarten-home cooperation, carry out goodcooperation with parents, so as to actively and effectively improve levels of children’s intellectual developmentwithinteractively and personalized guides of parents and laygood foundation for good development of childrenin the future.(2) In the course of communication and interaction with children, parents should not only pay attention to the function of parent-child games, but also teach their children in accordance with their own aptitude so as to promote the comprehensive development of their children.(3) Teachers of parent-child garden need to equip themselves with solid theoretical foundation and practical knowledgeon the premise of guarantee the quality of teaching, practical offer professional guidance to parents, and letkindergarten-home cooperation being emphatic guarantee to promote the development of intelligence development of children.