Research On The Negative Waiting In Kindergarten’s One-day Life

Kindergarten’s life is the first step towards a society for infant. Kindergarten’s one-day life makes infant turn to another state from one state; one-day life procedure has penetrated in infant’s learning, games, sports and health. Due to various reasons, there are lots of negative waiting phenomenon exist in kindergarten’s one-day life, it greatly influences the infant’s experience in the kindergarten, which is not conducive to children’s physical and mental development, however, this negative waiting hasn’t received any deserved attention from the kindergarten managers and the kindergarten teachers. Kindergarten Guidance Outline(Trial) points out: Reduce unnecessary collective activities and transition link as much as possible; reduce and eliminate the phenomenon of negative waiting." Eliminating negative waiting and its negative effects is a complex process, it needs both introspection on the concept of education and the return in educational practice.This thesis, with reference to the relevant research results,adopts unsponsored observational method and interviewing method; investigates and studies the negative waiting phenomenon in kindergarten’s one-day life. This study consists of five parts. The first part is introduction, explaining related research issues including the research origin, research significance, definition of core concept, analysis of research status at home and abroad, and research design. The second part introduces the status quo of negative waiting in kindergarten’s one-day life. Inspect research questions on the spot; collect the time, link and behavioral expression of infant’s negative waiting including the kindergarten’s one-day life procedure, the overall state of negative waiting in kindergarten, and kindergarten’s individual case observation. The third part introduces the root of the problem causing infant’s negative waiting in one-day life; analyzes the reasons of infant’s negative waiting according to the status quo of the investigation, including the reasons of teachers’ aspect, infant’s aspect and other aspects. The fourth part is the suggestions and strategies. Seek suggestions and strategies based on the analyzing the root causing infant’s negative waiting in one-day life. The suggestions and strategies mainly contains: establish correct concept of education; help infant program one-day life routine, using diversified teaching methods for teachers, strictly and scientifically control the student intake, selecting appropriate teaching organization form, activity arrangements to meet children’s interests and demand, and targeted guidance against one-day life process. The fifth part is the conclusion, it put forwards the introspection for kindergarten teachers’ professional development ability; hope teachers continue to improve the professional development ability in order to ensure infant’s meaningful living in kindergarten every day.