Research On The Quality Of Process Education In Inclusive Kindergartens

As the beginning and cornerstone of basic education,preschool education plays a vital role in the development of children's life.Inclusive kindergartens are based on the "difficulty of entering the garden".Under such a big background,the government guarantees that every child can accept high quality,inclusive preschool education,and a measure is put forward.Since 2010,the government has introduced a series of relevant policy measures to ensure that young children are able to receive high quality preschool education.In the thirteenth session of the National People's Congress of China,Chen Baosheng,Minister of education,said: "by 2020,the proportion of inclusive kindergartens in China will reach more than 80%.Relevant government departments should strengthen the supervision of kindergartens,and supervise all levels of kindergartens to improve the quality of kindergartens.In recent years,countries continue to increase efforts to support the development of pre-school education,to encourage innovation and improve the kindergarten management system,efforts to improve the quality of kindergarten teachers,promote the comprehensive development of preschool education.In this study,the literature method was used to review the relevant literature on the quality of education for inclusive kindergartens,private kindergartens,games,and kindergartens.It was conducted from four perspectives: teacher education concepts and education behavior,kindergarten class curriculum,kindergarten health and safety,and parental involvement.Questionnaire surveys;Observations were conducted using observational methods in private kindergartens in private kindergartens.Observations were recorded using anecdotal records;interviews were used to supplement some of the questions in the survey.According to the survey,there are problems such as insufficient teacher reflection ability,single teaching form,low teacher-child interaction effect,and low level of parent involvement in the popular private kindergartens.The analysis of the status quo of private non-governmental kindergartens in C District of Lanzhou City analyzed the factors affecting the quality of kindergartenprocess education from the government and related education departments,kindergartens and teachers.The government did not play a role in the supervision and guidance of kindergartens.The concept of education in kindergartens is relatively backward,the irrational utilization of infrastructure is low,teachers' rights and interests are difficult to guarantee,teachers' structure is irrational,teachers' training opportunities are less,and home-school cooperation mechanisms are not perfect.The concept of teacher education is not well used in educational practice.The teaching forms are single,ignoring the educational value of the environment,the lack of teachers' reflective ability,and the low teacher-child interaction.According to the factors affecting the quality of kindergarten-based process education,combined with related theories and literature,the following suggestions are made for improving the quality of inclusive education for private kindergartens: The government has increased support for inclusive non-governmental kindergartens and put the relevant policies in place.Efforts should be made to play a good role in the supervision and guidance of private non-governmental kindergartens.Kindergartens should change their educational concepts,increase infrastructure utilization,work hard to protect teachers' rights,optimize the structure of teachers,provide training opportunities for teachers,and establish a sound home-school cooperation mechanism.Teachers should work hard to improve teachers' educational practice,enrich their teaching styles,attach importance to the educational value of the environment,and strive to improve teachers' reflective ability and strive to improve the quality of teacher-child interaction.