Action Research On Cooperation And Co-education Between Kindergarten And Community

Education integration follows the trend of lifelong education and has become an important trend in education reform in the world today.In order to promote the development of educational integration,countries have taken measures to promote the cooperation between schools and communities in order to exert the overall influence of education.With the promotion of education integration reform,the role of kindergarten-community cooperation in improving education quality,promoting children’s development and community building has been widely recognized,but the research on kindergarten-community cooperative co-education is still in its infancy in terms of theory and practice,and further in-depth research is needed.This study conducts action research on kindergarten-community cooperative co-parenting in kindergartens based on understanding and sorting out theories such as overlapping influence threshold,human development ecology,and synergism.In the action research,we use a combination of observation and interview methods to investigate the current situation and problems of cooperative co-parenting between kindergartens and communities.The purpose of the research is to study and solve practical problems in specific situations,and to use the theory of cooperation as a guide for kindergarten and community participants to jointly explore and reflect on the phenomena and problems in cooperation,to continuously explore and improve cooperative co-parenting,and to propose strategies for cooperative co-parenting between kindergartens and communities.This study is divided into five parts of content.The first part is the formulation of the problem.This study explains the reason for the study in two aspects: the trend of educational integration in the world reform and the many problems of kindergarten-community cooperative co-parenting practices that limit the overall impact of education.The theoretical significance of this study is that it can provide new perspectives to support kindergarten-community cooperative co-parenting and enrich existing empirical studies;the practical significance is that it can provide reference for specific cooperative coparenting practices in kindergartens,relevant policy formulation,and professional development of early childhood teachers through research.In this study,we collected and organized the relevant literature with the keywords of school-family-community cooperative co-parenting and kindergarten-community cooperative co-parenting.Based on the systematic review of related literature,the core concepts of cooperative co-parenting and kindergarten-community cooperative co-parenting were defined.This study summarizes the core ideas of the overlapping influence threshold theory,the ecological theory of human development,and the theory of synergism,and summarizes the implications of the theory for cooperative co-parenting research.The second part is the research design.This study selected City A,a kindergarten in C with rich experience in cooperative co-parenting,as the research partner,and jointly formed a project team to conduct a one-and-a-half-year action research.In the research process,we adopted the literature method to learn from existing research experiences,used the observation method to observe and record more than 40 kindergarten-community cooperative co-parenting activities,and used a combination of formal and informal interviews with 12 front-line kindergarten educators,25 community members,and 20 parents to obtain action research data.The third part was the preparation phase of the action research.A project team was formed with the participation of educators,parents,community members and university teachers;the team investigated the practice of kindergarten-community cooperative co-parenting through observation and interviews,and found existing problems: the lack of a clear common vision,the low level of content integration,and the limited form and depth;in order to solve the existing problems,theoretical studies and seminars were organized several times,and an action research plan was formulated.In order to solve the existing problems,we organized several theoretical studies and seminars,and developed an action research program.In the fourth part,the three rounds of action research practice,reflections on the specific process and analysis.In the first round,we initially explored various channels of cooperative co-parenting,organized offline mobilization activities,carried out online information dissemination,and invited community members to participate in kindergarten social practice activities.In the second round of practice,kindergartens,families and communities jointly explored co-parenting practices,organizing activities to invite community members to participate,activities to be completed jointly by the three,and promotional activities to expand their influence.In the third round,kindergartens and communities experimented with various aspects such as seminars and decision-making,online interactions and practical activities to promote the systematic and institutionalized development of cooperative co-parenting.The fifth part is the summary of research results and reflections.Through the three rounds of action research,the researcher summarized the implementation strategies of cooperative coparenting between kindergartens and communities: constructing a common vision of childoriented cooperation,extending the scenario of resource integration for co-parenting,developing a new form of two-way interaction for co-parenting,and involving multiple subjects in cooperative co-parenting.A summary of the action experience shows that with the joint efforts of the kindergarten and the community,the internal members have achieved certain gains and growth.Reflecting on the action research process,we found that due to the time and research capacity constraints,we lacked the ability to explore the breadth and depth of cooperative co-parenting.It is expected that in future research on cooperative co-parenting between kindergartens and communities,there will be more types of kindergartens,a wider range of cooperative groups,and a richer form of cooperative practices to explore.