A Study On The Quality Of Kindergarten Area Activities

The quality of kindergarten area activities is an important part of educational quality and high-quality area activities have a unique value for promoting the development of children in all aspects.However,the quality of kindergarten area activities in China is not good and what worried is that it is only at the lowest level,which has a big gap with the high level.Although there are many intertwined factors such as region,class,teachers,interaction,curriculum and materials,if these relatively superficial factors are left,the binary opposition between children’s perspective and teachers’ perspective is one of the prominent contradictions in the low quality of kindergarten area activities.The purpose of this study is to explore the current situation of kindergarten area activities from the perspective of children and teachers and what differences are from the perspective of children and teachers.Try to explore what the concerns about the quality of kindergarten area activities are from the perspective of children and teachers and what differences are from the perspective of children and teachers.In this study,we selected 60 children and 60 kindergarten teachers from 30third-year classes in 10 public kindergartens in G District of H City as research subjects and randomly selected 1 kindergarten teacher from each class which is 30 kindergarten teachers in total as the subjects of interview.Then we investigated the current situation and concerns of kindergarten area activtities based on the perspective of children and teachers by using mosaic method,questionnaire survey,interview method and observation method.And we used SPSS21.0 quantitative analysis software and Nvivo11 qualitative analysis software to analyze the research data by statistical processing and coding separately.Then we compared the differences in thecurrent situation and concerns of kindergarten area activities’ quality from the perspective of children and teachers.The results show that:1.The overall average score of kindergarten area activities’ quality based on children’s perspective is 3.48 and the specific average score range is3.37-3.67,which means it is between a qualified level and a good level.2.The overall average score of kindergarten area activities’ quality based on teachers’ perspective is3.94 and the specific average score range is 3.83-4.1,which means it is has basically reached a good level.3.Whether it is the overall score or the specific score,there are significant differences and no significant correlation in the quality of kindergarten area activities based on children’s perspective and teachers’ perspective.And the scores of children’s perspective are significantly lower than those of teachers’ perspective.4.The concerns of kindergarten area activities’ quality based on children’s perspective from high to low is: the experience of area activities,the materials of area activities,important persons,the environment of area activities and the space of area activities.5.The concerns of kindergarten area activities’ quality based on teachers’ perspective from high to low: children’s performance,the materials of area activities,important persons,the types of area activities,the time and space of area activities.6.The quality of kindergarten area activities is not optimistic at present and there is a big difference in the quality of kindergarten area activities based on children’s perspective and teachers’ perspective.On this basis,the researcher tries to discuss and analyze the reasons for the differences between children’s perspective and teachers’ perspective from three aspects: children’s culture and adults’ culture,existing people and developing people,intrinsic nature and external goals.And then clarify the deep relationship between children’s perspective,teachers’ perspective and the quality of kindergarten area activities in order to break through the development bottleneck of kindergarten area activities’ quality.At the same time,the study put forward some specific suggestions: relying on the research of mosaic method and using various ways to listen to children’s voices;being wary of blind children’s worship and making clearthat kindergarten area activities need professional guidance of teachers;paying attention to avoiding the “barrel effect” and establishing a dialogue relationship between children’s perspective and teachers’ perspective.