Research On The Development Of Kindergarten-based Curriculum Under The Concept Of "Complete Children"

“The whole child system”has been introduced into China since the beginning of the 20th century,accompanied by the reform and development of preschool education in China,and constantly calls on the field of early childhood education to portray a new picture for the future.In recent decades,there has been a surge of research in the field of preschool education to focus on children’s complete personality,life value and comprehensive development.This study takes the concept of “complete children”and the development of kindergarten-based curriculum as the research object,tries to analyze the concept of “complete children”,and selects the kindergarten-based curriculum development of Z City Experimental Kindergarten with the concept of“complete children”as the main thread for filed investigation and research,discusses the actual characteristics,existing core problems and influencing factors of kindergarten-based curriculum development in the context of the concept of“complete children”,and puts forward relevant countermeasures and suggestions.The study says:In terms of theoretical research,the construction of the concept of“complete child”has experienced a process from scattered to systematic,from the dualism of body and mind in classical philosophy to the re-understanding of the existence of human integrity.In essence,it is a pioneering study of the relationship between children’s body and children’s education,and it proves that children’s education is an integration process of body,mind and spirit from the perspective of psychology.Focus on the relationship and overall balance between individuals and society,children and curriculum,teachers and children,etc.In the aspect of practical research,Z City experimental Kindergarten has made some achievements in the development of kindergarten-based curriculum:It deeply understand the concept of curriculum development,and has a clear curriculum objectives;The curriculum content is scientific and comprehensive,which can meet the needs of children’s all-round development.The organization and implementation of the curriculum has the overall situation,aiming at in line with the real life;Curriculum evaluation reflects development and comprehensive.But at the same time,there are some problems such as lack of dynamic balance in curriculum development,neglect of children’s creativity cultivation in curriculum implementation,lack of emergent curriculum,and unsound evaluation system.Through analysis,it is found that national preschool education policy,government education supervision and management,social and parental value orientation are the external factors affecting the development of preschool curriculum,while principal leadership,teachers and children are the internal main factors affecting the development of preschool curriculum.Based on the above research conclusions,this study puts forward optimization strategies from both theoretical and practical aspects:First,it should lay a solid foundation for the concept of “complete child”,deeply grasping the connotation and core of children,education and teacher advocated by the concept and scientifically guides the comprehensive development education in kindergartens.Secondly,the government should continue to improve the management mechanism of preschool education in practice.Kindergarten curriculum development should adhere to child-based teaching,consider children’s vision,integrate resources,and improve the curriculum leadership of principals and teachers’ ability to generate curriculum,etc.