The Path And Strategy Of Kindergarten-Community Interaction And Co-education In Dulong Minority Area

The development of preschool education depends on the collaborative support of three major education systems: self,family and society.Community is an important field for children’s growth besides family and kindergarten.It has become the consensus of scholars and the focus of social attention to establish the cooperative relationship between kindergarten and community and enhance the benign interaction between them.The positive interaction between kindergartens and communities has become an important way to promote the sustainable development of preschool education in ethnic minority areas.The purpose of this study is to improve the educational environment of kindergartens,promote the harmonious and all-round development of children,and promote the cultural construction of communities.Based on the theory of endogenous development and the theory of cultural essence of human development,this study selected the kindergarten of Dulongjiang Township,Gongshan County,Nujiang Prefecture,Yunnan Province as the field point by using anthropological field survey method.First of all,understanded of the growth habitat of children and the development of preschool education in Dulong community;secondly,explored on the development and change of the interaction between the kindergarten and community in the initial stage and the steady development stage of the first kindergarten in Dulong community;thirdly,analyzed and summarized the kindergarten in Dulongjiang Township by comparing the similarities and differences between the two periods The formation of the path of interaction and co-education with the community,and further explain the value of this kind of co-education to children,kindergartens and communities;finally,discussed the sustainable development of kindergarten community interaction and co education.Through research,it was found that during the formation of interactive co-education in kindergarten and community in Dulongjiang Township,the following four characteristics were presented,and these four characteristics also became the key factors restricting the development of interactive co-education relationship: building the social network of kindergartens is the social and psychological foundation of kindergarten-community co-education;enhancing the kindergarten’s educational philosophy is the value direction of kindergarten-community co-education;The villagers’ acceptance and recognition of the kindergarten is the endogenous driving force of kindergarten-community interactive co-education;The support model is the external support for the realization of kindergarten-community interactive co-education.Kindergarten-community interactive co-education has important values for children,kindergartens,and communities: namely,reconstructing children ’s educational habitats and realizing the return of the children ’s life world;improving the nursery environment of the kindergarten,and achieving the endogenous development of kindergartens;promoting villagers ’interactivity To achieve participatory co-construction of community culture.Therefore,in order to promote the formation of kindergarten community co-education environment and realize the harmonious and all-round development of children,we should explore the sustainability of kindergarten community interaction co-education.During the field investigation,it was found that there are still some deficiencies in the interaction between the kindergarten and the community in Dulongjiang Township,which are manifested in the following aspects: the lack of systematic management mechanism and inadequate use of resources;the low quality of the main body of the mutual education and the lack of participation ability;the simplification of external support mode,which is not conducive to long-term development.To promote this kind of co-education in the direction of more conducive to children’s development and community development,we need to integrate resources,build a co-education support system,activate the internal participation of community members,and learn from the excellent experience at home and abroad.