A Case Study Of Home-kindergarten Co-education Reform From The Perspective Of Growth Community

Home-kindergarten co-education is the bridge between family and kindergarten and an important guarantee to improve the quality of early childhood education.Under the background of the current reform of preschool education,the reform of home-kindergarten co-education is not only an important part of the reform of preschool education,but also an important driving force of the reform of preschool education,which is an urgent topic to be discussed in the field of preschool education.Based on literature,questionnaire,observation,interview and text analysis,this study selected S kindergarten in Fuzhou,Fujian Province as a case study.First of all,according to the collected text data and interview records,the development process of home-kindergarten co-education in S kindergarden is divided into four stages:budding period,development period,difficult period and reform period,and the present situation of home-kindergarten co-education in each stage is investigated.Secondly,according to the two difficulties before the reform of home-kindergarten coeducation in S kindergarden: how to make home-kindergarten co-education mechanism more perfect and how to make home communication and cooperation more in-depth,this paper discusses the reform measures taken by S kindergarten,such as investigating the present situation of home-kindergarten co-education,perfecting home-kindergarten coeducation mechanism,innovating home-kindergarten co-education mode,optimizing home-kindergarten co-education form and making full use of parents’ resources.Then,based on the perspective of growth community,this paper analyzes the effect,existing problems and causes of the reform of S kindergarten home-kindergarten coeducation,and thinks that the reform of kindergarten home-kindergarten co-education has achieved the following results: 1.To achieve multi-party common growth;2.to establish a democratic parent-child relationship;3.to create a harmonious home relationship.The problems existing in the reform of home-kindergarten co-education mainly include:1.There is a formal tendency in the garden department’s home-kindergarten co-education column and the new parents’ handbook.2.The investigation of parents’ resources is not enough and affects parents’ work efficiency.3.The planning and execution of the themebased home co-education activities in the garden need to be improved.4.Set up a set of scientific and perfect evaluation mechanism of parents’ work;5.Teachers do not have a deep understanding of the situation of early childhood family education and parents’ needs;6.New teachers are afraid of parents’ work and difficult to grasp home communication strategies;7.Parents fail to take the initiative to put forward opinions and suggestions on home-kindergarten co-education activities.The possible causes of the problems existing in the reform of home-kindergarten co-education are summarized as follows: 1.The reform time is relatively short and the comprehensive reform can not be carried out;2.The preservice education and post-service training pointing to home-kindergarten co-education are insufficient;3.Some parents do not really understand the connotation and value of home co-education.Finally,according to the problems existing in the reform of home-kindergarten coeducation,the corresponding countermeasures and suggestions are put forward from three levels: 1.kindergarten management level:(1)using information technology to improve the efficiency of home co-education;(2)paying attention to communication with teachers to understand teachers’ opinions and needs;(3)establishing scientific evaluation mechanism to encourage teachers’ enthusiasm;(4)thorough activity plan to ensure the effectiveness of home-kindergarten co-education;(5)strengthening parents’ needs research to ensure the rationality of activities;(6)carrying out effective garden-based training to enhance teachers’ communication ability.2.preschool teachers Level:(1)Strengthen learning,enhance parents’ self-confidence in work;(2)timely feedback,innovate the form of parents’ work.3.the parental level of young children:(1)actively participate in home-kindergarten coeducation activities;(2)actively feedback home-kindergarten co-education results.