Research On The Utilization Of Family Resources In Kindergarten Theme Activities

Family and kindergartens are natural collaborators in the early childhood education process.The impact of the family on children's learning and growth is self-evident,and the value of family resources in the kindergarten curriculum is also increasingly prominent.The "Kindergarten Education Guidance Outline(Trial)" clearly states:"Kindergartens should work closely with families and communities to make comprehensive use of various educational resources to jointly create good conditions for the development of young children." Theme is the most common organizational form of kindergarten's current curriculum.Thematic activities are an important way to realize the value of kindergarten programs.The openness and integration of thematic activities have determined that the development and implementation of these thematic activities need to rely on the strength of parents and rely on abundant family resources.This study takes theme activities as the starting point,and studies the current situation of family resource utilization in kindergarten theme activities.It can not only make up for the lack of relevant research in theory,but also has great practical significance.This study consists of three parts:introduction,text and conclusion.The introduction mainly discusses the research origin,core concepts,literature review,and research significance,and explains the theoretical basis of the study—ecosystem theory and overlapping influence threshold theory.Finally,the research design framework is explained in detail.The main text is divided into four parts:The first part is mainly to demonstrate the rationality of the use of family resources in the kindergarten theme activities from the two aspects of necessity and reality.The second part is the main part of this study.The survey and analysis of 203 kindergarten teachers' use of family resources in thematic activities were conducted from the three aspects of subjective cognition,objective practice and ability literacy.The research results show that firstly,the subjective knowledge level,the kindergarten teachers' cognition of family resources is in the middle and upper level,and there are significant differences between teachers of different teaching ages,professional title's,and academic qualifications.In addition,the nature and location of kindergartens will also affect Kindergarten teachers,awareness of family resources;Second,the objective and practical level.The use of different types and different forms of family resources in the kindergarten theme activities is at a lower level.The type of family resources used by kindergartens in different classes and different locations exists.Significant difference.There are significant differences in the academic qualifications of teachers using different types of home resources.The third is capacity literacy.The ability of teachers to use family resources in a kindergarten theme activity is at a medium level,followed by planning and design from low to high.The ability to identify,organize and optimize,identify and analyze,and evaluate and reflect,and the degree of education are different.There are significant differences in the use of family resources by teachers with different kindergarten locations.The third part of this study mainly explores the main problems and attributions of the use of family resources in thematic activities.Through in-depth interviews with teachers and in-depth observation of the subject's practice,it was found that the main problems in the use of family resources in kindergarten theme activities include the cognitive aspects of teachers,such as unclear understanding of family resources,the use of a lack of consciousness,and the use of Presenting instrumental motivation.It also includes specific practical issues.For example,the type of use restricts the promotion of thematic effects.The surface prosperity of the forms of use masks the truth about parental involvement.The disorder of the use process leads to inadequate relevance.Based on the above issues,researchers conducted attribution analysis from three levels:teachers,parents,and kindergartens.The fourth part starts with the influencing factors and proposes concrete feasible suggestions and strategies for the use of family resources in thematic activities from the three levels of teachers,parents and kindergartens.The conclusion part is mainly a summary of this research.It also reflects on the insufficiency of the research and also looks forward to the further advancement of the research.