Research On The Current Situation Of The Integration Of Folk Crafts Into The Kindergarten Curriculum In Inner Mongolia

The Chinese nation has a long history and a splendid culture.Inner Mongolian folk craft is an important part of the excellent traditional culture of the Chinese nation and a significant component of our country’s intangible cultural heritage.It is intertwined with the practical life and spiritual world of the working people,carrying the production methods,historical memories,technological levels,ideals of life,and aesthetic concepts of the working people over thousands of years,embodying their wisdom in life.Inner Mongolian folk craft is the material and spiritual wealth created by the working people and serves as a symbolic representation of an ethnic group.It possesses labor value,aesthetic education value,value in the development of kindergarten curriculum,and value in the inheritance of folk culture.It is invaluable educational resources that cannot be ignored in kindergarten curricula.This study focuses on two kindergartens,A and B,in City C,Inner Mongolia.The research investigates the current situation of integrating Inner Mongolian folk crafts into kindergarten curricula,using methods such as literature review,interviews,observations,and analysis of physical objects.It summarizes the achievements of the two kindergartens in their previous activities,analyzes and discusses the problems encountered in the process of integrating Inner Mongolian folk crafts into kindergarten curricula,and proposes strategies to enhance this integration.The article consists of five main parts listed as follows.The first part introduces the research background,significance,and defines the core concepts of folk crafts,Inner Mongolian folk crafts,and kindergarten curricula.It reviews relevant literature on folk crafts,folk craft education,and the integration of folk crafts into kindergarten curricula from perspectives both at home and abroad.The part of research design outlines the research objectives,content,and methods.It specifies the use of literature review,interviews,observations,and analysis of physical objects.It also describes the coding of research subjects,as well as the preparation of interview outlines and observation record forms.The third part is about the investigation of the current situation of integrating Inner Mongolian folk crafts into kindergarten curricula.It primarily introduces the background of integrating Inner Mongolian folk craft resources into the curricula of Kindergartens A and B.It explores the types of Inner Mongolian folk craft resources that can be integrated into kindergarten curricula and their educational value.It analyzes the current situation of the integration process from five aspects: attitude,goal setting,content selection,organization and implementation,and evaluation.It first introduces the basic information of Kindergartens A and B,followed by a discussion on the types of Inner Mongolian folk craft resources that can be integrated into kindergarten curricula,such as clothing crafts,utensil crafts,yurt crafts,saddle and horse equipment crafts,and recreational equipment crafts.In terms of educational value,it proposes labor education value,aesthetic education value,curriculum development value,and folk culture inheritance value from the perspectives of holistic child development.Finally,it systematically investigates and analyzes the implementation status of integrating Inner Mongolian folk crafts into kindergarten curricula in the two kindergartens from the aspects of attitude,goal setting,content selection,organization and implementation,and evaluation.The fourth part analyzes the implementation experience and issues of integrating Inner Mongolian folk crafts into kindergarten curricula.Through the investigation,it is found that there are issues such as lack of teachers’ proficiency in folk crafts,lack of diversity,vitality,and continuity in activity content,lack of systematic and independent activities,incomplete activity evaluation mechanism,and insufficient collaboration between home and kindergarten in the process of integrating Inner Mongolian folk crafts into kindergarten curriculum.The fifth part presents measures to address the issues of integrating Inner Mongolian folk crafts into kindergarten curriculum.The measures include enhancing teachers’ proficiency in folk crafts,enriching the content of folk craft activities in kindergartens,conducting folk craft activities in the form of games,improving the evaluation of folk craft activities,and establishing a collaborative mechanism between home and kindergarten.The conclusion part restates the significance of integrating Inner Mongolian folk crafts into kindergarten curriculum,points out the limitations of the study,and clarifies the author’s future directions for improvement.