With the development of early education, education is very important for children, and good education will have a good future. The development of education has mainly experienced four stages: primitive society, ancient society, modern society and modern society. Let's take a look at the development of early education.

The development of early education Since 1980s, the goal of preschool education in developed countries has changed obviously, that is, from "intellectual education center" to focusing on the overall development direction. In the 1960s, under the pressure of the Cold War and the "knowledge explosion", the United States, Japan, the Soviet Union and other countries carried out curriculum reform in primary and secondary schools on the principle of high, new and difficult, and the teaching content was gradually dispersed. Especially the American psychologist Bloom's view on children's early intellectual development,

Many countries attach great importance to it, and strengthening early intellectual development has become one of the important contents of educational reform in the United States, the Soviet Union, Japan and Germany. In this case, people tend to misunderstand early education as early intellectual development, which leads to "intellectual education center" and ignores the social and emotional development of preschool children.

With the end of the cold war era and the return of humanistic education ideas, since the 1980s, educators all over the world have called for rectification.

1The central content of the "Japan-US-Europe Conference on Early Childhood Education and Care" held in Japan in June, 1985 was to demand the all-round development of children's personality from the "intellectual education center". People realize that education is interrelated, and social and emotional problems should be regarded as an important part of intellectual development. 1April, 990, Japan began to implement the newly revised Essentials of Kindergarten Education.

Clearly incorporate interpersonal relationship, environment and performance into kindergarten education, so as to correct the tendency of attaching importance to intellectual education and promote the good development of children in an innocent, lively and happy atmosphere. Preschool education in the United States also generally attaches importance to promoting children's intelligence, social communication ability, values and self-awareness through social education.

However, the problem of intellectual education center has not been fundamentally solved. Because parents are eager for their children's success and society needs high-level talents, adults still place too high expectations on their children. When children were very young, they were educated in a certain subject or aspect such as calculation, reading, gymnastics, ballet, piano, bodybuilding and martial arts. This kind of single skill training is obviously one-sided, and it ignores children's interests in the teaching process and has compulsive behavior.

Being too formal and strict has a bad influence on children's character development. Therefore, education experts in various countries believe that respect. It is still an important task for educators to study and understand the characteristics of young children and provide education suitable for their development. They advocate that children should learn spontaneously and independently through natural experience, social interaction and games.

Regardless of grades, education has become an important trend affecting the current educational reform in developed countries. From 65438 to 0990, the French government issued a decree on the establishment of a three-year learning stage reform plan for primary education, trying to break the traditional hierarchical concept. Its practice is to divide the education of children aged 2 to 1 1 year into three stages, and each stage generally consists of three academic years. Each stage is called the initial learning stage, including small classes and middle classes in preschool classes. Children are 2 to 5 years old.

The second stage is called the basic learning stage, which includes the big class in kindergarten and the first two grades in primary school. Children are 5 to 8 years old. The third stage is called deep learning stage, which includes three grades after primary school. The school age is 8 to 1 1 year.

In the United States, people are also very interested in the potential role of mixed age groups in pre-school education and non-grade programs in lower grades of primary schools, such as the Kentucky Education Reform Act in the 1990s and the Oregon Education Act in the 2nd/Kloc-0th century, which is a reflection of this situation. The form of education regardless of grade has existed since ancient times.

In modern times, grade system and class teaching system have played an important role in promoting the popularization and development of compulsory education. However, this system overemphasizes unity and ignores children's personality differences, so it was criticized in the European and American educational innovation movement that began at the end of 19.

The core of the guiding ideology of non-grade education is to attach importance to the differences of children's individual development, allow them to have a past and a future, and let both outstanding students and underachievers develop effectively. Secondly, children of different ages mix together for activities, and through social interaction, whether they are older or younger,

Everyone can learn a lot of knowledge and gain the development of social ability. Thirdly, regardless of grades, education has also promoted teachers to teach students in accordance with their aptitude and strengthened the relationship between parents and teachers. Finally, the non-grade system is conducive to the connection between the old and the young, so that children can naturally transition from kindergarten education to formal school education.

Although pre-school education in various countries has made great progress after the war, on the whole, formal pre-school education institutions such as kindergartens and nurseries are still difficult to meet the different needs of society. In many countries, the forms of preschool education institutions are increasingly diversified and flexible.

The development of early education. Education in primitive society

1. Spontaneity, universality, no hierarchy, no class. In primitive society, the means of production belong to public ownership, so the children are also public ownership, so education is equal to every child without any discrimination or difference, so it mainly embodies no hierarchy and no class.

2. Combination of education and productive labor. In primitive society, there were no schools, and all the experiences of production and life were taught to children in the process of productive labor, which reflected the combination of education and productive labor. This was the first combination.

3. The content of education is simple and the way of education is single. Because of the low level of productivity at that time, children could only learn relevant production and life experience, and they were only limited to imitation and word of mouth to gain experience.

Second, education in ancient society.

1. The development of ancient education in China

(1) Dynasty: The earliest schools in China appeared in the Xia Dynasty, and their names were Yao, Xu and Xiao respectively. At this time, education has become a special function of society.

(2) Western Zhou Dynasty: Chinese studies and rural studies appeared. Chinese studies are located in vassal countries, while rural studies are located in local areas. They are mainly in the form of official studies, facing slave owners, showing the characteristics of integration of politics and religion and learning in officials, and embodying the characteristics of class. Then, in this period, the six arts (the number of books shot by rites and music) were the main content, and the core was rites and music.

(3) Spring, summer and Warring States: In the Spring and Autumn Period, private schools rose, and they were free to give lectures and run schools, which broke the government's restrictions on learning in the Western Zhou Dynasty, and education began to be open to all. During the Warring States period, private schools flourished, and prominent schools led by Confucianism and Mohism appeared.

(4) Han dynasty: official and private parallel. During this period, Dong Zhongshu's cultural and educational policy of "ousting a hundred schools of thought and respecting Confucianism alone" put Confucianism in an orthodox position.

(5) Sui and Tang Dynasties: There were six schools and two libraries, and officials of different levels went to different schools to study, which reflected the hierarchical system. In the talent selection system, the imperial examination system was established.

(6) Song Dynasty: Academies prevailed. The content of study is mainly four books and five classics.

(7) Ming and Qing Dynasties: Eight-part essay became the fixed format of scientific research in Ming Dynasty, and the imperial examination system was abolished in late Qing Dynasty.

In ancient society, the Spring and Autumn Period and the Warring States Period were the dividing points between slave society and feudal society. In slave society, education is class-oriented. In feudal society, education was hierarchical. Secondly, the main content of slave society is six arts, and the main content of feudal society is four books and five classics. In ancient society, the name of school appeared, and education became a special social function, so education was separated from productive labor, which was the first separation.

2. The development of ancient western education

(1) Ancient Egypt: There were schools for monks and schools for scribes. Teach students the ability of writing, writing and ruling, and train students to be certain officials, that is, show the characteristics of taking monks as teachers and officials as teachers.

(2) Ancient India: According to the caste system, people were divided into four classes, namely Brahman, Khrushchev, Vedas and sudra. The highest class is Brahman, so during this period, the Vedic classics were mastered.

(3) Ancient Greece: The most important city-state systems were Sparta and Athens. Sparta attached importance to military sports, trained people into military talents through military education, and was characterized by martial arts. Athens pays attention to the harmonious development of body and mind and is characterized by Chongwen.

(4) Western Europe in the Middle Ages: There were two kinds of school names, missionary school and knight school. Focus on mastering the seven arts, including three subjects (grammar, rhetoric, dialectics) and four studies (arithmetic, geometry, astronomy, music), and simply understand the seven skills of the knight school.

Third, education in modern society.

1. Characteristics of modern education

(1) the state has strengthened its attention and intervention in education, and public education has risen. It shows that the country has begun to attach importance to education and vigorously develop education.

② Popularize compulsory primary education. Compulsory education originated in Germany in the16th century. In other words, the slogan of universal education appeared in capitalist society.

③ Secularization of education. Emphasize that education should be divorced from religion and get rid of the nature of religion.

④ Attach importance to education legislation and advocate the rule of law. The state began to regulate people's educational behavior through legislation.

⑤ There is a dual-track system. Britain is the first dual-track country.

⑥ A systematic modern school education system has been formed. In ancient times, although there was a school name, there was no formal education system. After entering the modern society, a systematic school education system has emerged.

The characteristics of modern education can be grasped by formula: public junior high schools have double happiness.

2.the characteristics of post-20th century education

First, lifelong education. Simply put, it's never too old to learn, no matter how old you are. It includes not only formal education, but also informal education and other forms.

Second, the popularization of education. Education must be open to all, so that everyone has the opportunity to receive education.

Third, the democratization of education. Educational opportunities should be equal for all, which are reflected in three aspects: equal starting point, equal process and equal result, which can correspond to admission, further study and employment respectively. In addition, it can also be reflected in the expansion of autonomy. Especially after the implementation of the new curriculum reform in modern society, the state began to advocate three-level curriculum management, and there appeared national curriculum, local curriculum and school-based curriculum. In addition to the education administrative department of the State Council, the provincial education administrative department and school teachers can compile the curriculum.

Fourth, the modernization of education. Rather than the identity and unity of education. Advocate the diversification of training objectives, course content and evaluation criteria.

Fifth, the modernization of education. Mainly reflected in the modernization of people's thinking and technical means.

After understanding the characteristics of education after the 20th century, the formula is summed up as "more people will expose the stuffing, which is convenient for everyone to master".

The development of early education. The bud of early childhood science education.

Science education in this period was divided into two stages: primitive society and class society. Science education in primitive society was combined with productive labor. Adults impart natural science knowledge to children in production. Great progress has been made in science education in class society. The groundbreaking event in the history of science education is that Mozi explained the principle of pinhole imaging in a scientific way. Later, the Tang Dynasty established a special Neo-Confucianism for "Arithmetic", and the Neo-Confucianism education in this period was mainly based on "Mathematics" education.

Mongolian learning is a special form of early education in ancient China. For example, the miscellaneous copy introduces astronomy, solar terms, geography, history, cultivation, art and other knowledge in the form of questions and answers, as well as the 99 multiplication table of arithmetic knowledge. In the Song Dynasty, Fang compiled a book "Seeking Famous Things", which specifically introduced the knowledge about nature, including astronomy, geography, birds and animals, flowers and trees, daily necessities, farming and so on. There is knowledge of nature who introduced the number, day, four seasons, wireless, six valleys and six beasts in the Three Character Classic compiled by Wang Yinglin.

Second, undifferentiated early childhood science education

The specialized natural science courses in Qing Dynasty were called "Gezhi", including plants, minerals, science, chemistry and health. 1903, Hubei kindergarten, the first preschool education institution in China, was born. 1904, Zhang Zhidong and others drafted the Nursing Home Charter and Family Education Law (hereinafter referred to as the Charter) for this kindergarten, which is the first legal document on preschool education in the modern history of China. The specific courses set in the articles of association include games, ballads, conversations,

Hand skills. These educational contents already contain common sense and emphasize the importance of observation. For example, guide children to know and talk about natural things in conversation, plant plants and animals with children in the game part, and let children develop their intelligence on the basis of observation. 1905 added mathematics, perception and science to the educational content of "Teaching Introduction of Hunan Mengyang College", including speaking, acting, reading, counting, hand skills, music and games. Talk,

Mathematical methods and manual skills embody the elements of science education. The conversation is about "the names of simple things, the teacher gives instructions one by one, but tells the meaning roughly." Molecules are "bound to indexers". The methods of counting single and even numbers, merging points and interleaving numbers are all taught by teachers. "Hand skills are more related to Froebel's kindness." There are many kinds of kindness, so let the children build and insert themselves, and let them know the length of the weight and the strength of the center of gravity. "The above content mainly involves knowledge and experience in mathematics.

Third, the emergence of "common sense education" course before the founding of New China.

In 1924, Chen Heqin pointed out that kindergarten curriculum should pay attention to nature and society. Nature and society are living teaching materials, and we should learn from them. Zhang Zonglin believes that "nature" should be added to the kindergarten curriculum. "Natural objects are the most accessible in children's environment. If adults can give a short instruction, children will be interested. " Later, Chen Heqin, Zhang Zonglin and others made a more detailed and appropriate division of the early childhood education curriculum at that time.

Among them, common sense classes in kindergartens, including nature and society, have been put forward. Zhang Zonglin did not give a specific definition of "common sense education", but elaborated on its importance, and thought that "common sense class is a necessity in life and the most easily encountered activity in daily life. Common sense here includes biological, abiotic, natural phenomena, daily hygiene, social customs, social occupations, civic habits and world events. Zhang Zonglin systematically expounded the common sense education in kindergartens in 1928.

Including significance, objectives, methods, relationship with other activities and common sense materials about nature. These ideas about common sense education have been put into practice in kindergartens, and they have begun to provide children with a series of common sense and experience in life from a scientific perspective. After continuous improvement and perfection, it was finally adopted as a formal curriculum and legalized in 1929 Kindergarten Curriculum Standards, and the Ministry of Education ordered all provinces and cities to try it out as a temporary standard. The Ministry of Education officially promulgated the Kindergarten Curriculum Standards.

This standard has become the first unified kindergarten curriculum standard in China. The standard kindergarten curriculum includes seven items: music, stories and nursery rhymes, games, society and nature, work and rest, and meals. 1936 The Ministry of Education revised this curriculum standard.

Rename "social and natural" in the original standard as "common sense". 1937 "Kindergarten 160 Common Sense Course" was compiled according to the Kindergarten Curriculum Standards promulgated by the Ministry of Education at that time, and it is a common sense teaching material and teaching method book for kindergarten teachers.