Case Study On The Utilization Of Parents Resource In Carrying Out Kindergarten Science-corner Games

Kindergarten Education Guidance Outline(Trial)clearly states that “the family is a partner of the kindergarten”. The importance of family in the development of early Childhood is also recommended in the Education Proposal of Children(age from three to six) Learning and Development Guide(hereinafter referred as “Guidelines”). With the deepening reform and development of the kindergarten curriculum, there is growing concern over the utilization of parents resource which has become a bridge for the kindergarten to deeply conduct the schooling-parenting contact, and the innovation, and to develop to the level that be geared to international standards.In this study, by taking Changsha City S Kindergarten for an example, the author of this paper carried on in-depth investigation to the kindergarten through observation, interview, physical analysis and other methods, and hackled the background and history of science-corner games that carried out by S Kindergarten by using parents resource. As an experimental unit, S Kindergarten has implemented Children(age from 3 to 6)Learning and Development Guide’s spirit and changed the direction of science education characteristics from the collective scientific area of science education activities to the science-corner games. S Kindergarten found that in practice the effectiveness of the science-corner games would be greatly reduced due to the lack of game instructors. Inspired by mixed-age outdoor sports activities and with the solid foundation of schooling-parenting co-education which laid through many years of parents ’ work, S Kindergarten successfully solved the problem and introduced parents resource into scienc-corner games by engaging parents to the game. Through further observations and interviews, the author summarized four different roles that parents play in the science-corner games: preparations of game materials, supervisions to children’ s safety, assistances and instructions for the game. Meanwhile, the study has extracted the strategies that S Kindergarten used in the utilization of parents resource in the science-corner games: first, innovative participation, parents participating in as the assistance; second, full mobilization of parents’ enthusiasm to involve in the activities by mastering their psychological characteristics and leveraging the power of passive to active; third, practical, realistic and differentiated use of parents resource which can be divided specifically into: the equal opportunity type, the replace-growth type, and the fixed type; fourth, the full use of half an hour before the game to enhance parents’ instruction ability.This study is on the hand to describe and summarize S Kindergarten’s strategies and progresses of using the parents resource to promote science-corner games, and the most importantly on the other hand is to indicate problems which existed in S Kindergarten’s utilization of parents resource in carrying out the science-corner games, and analysis their causes to provide a direction for the development of S Kindergarten’s science-corner games.The study found that the utilization of parents resource of S Kindergarten in carrying out the science-corner games is hard to be conducted, because many parents confused the parent-child games and the science-corner games, so they failed to converse their roles from parents to assistances, resulting in the deviation of their education concepts and affecting the use of parents resource. In the meantime, parents did not fully play their roles in the science-corner games and the utilization strategies of parents resource belong to extensive form. The reasons for these are: the utilization of parents resource of S Kindergarten in carrying out the science-corner games was casual lacking of planning; throughout the course of the activity, parents are in subordinate positions and short of independence. In addition, the inadequate instruction training to parents and parents’ limited concepts and skills could all have impacts on the utilization of parents resource in the science-corner games. Therefore, the study proposed some thoughts and suggestions from aspects of parents resource and the science-corner games: first, parents resource must be developed from use to cooperation, establishing a kind of utilization that on the premise of respect and equality through the idea of reconstructing cooperation of family and kindergarten. Second, transitional perspectives must be made to the science-corner games from isolated implementation to overall planning, strengthening the management to the science-corner games and widening its development background to realize progressive normalization.