First, Froebel education. 1837 This idea was founded by the German educator, the originator of modern preschool education, and is known as "the father of kindergarten". Its core idea is to conform to the principle of nature and think that education should follow the nature of children's development; Games are children's innate instinct. Games and crafts should be the most important activities in early childhood, and knowledge transfer is only an additional part. The idea also attaches great importance to the preparation of handmade materials and teaching AIDS and the setting of environment, and advocates that kindergartens must set up flower beds, vegetable gardens and orchards. Froebel's pre-school education thought occupies an extremely important position in the history of pre-school education in the world, and was introduced to China through Japan in the early 20th century. Second, DAP early childhood education. This concept, that is, the concept of carrying out appropriate sex education practice, was put forward by the National Association for Early Childhood Education in the United States in 1987, and has now become the educational practice guide of almost all early childhood institutions in the United States. The core of DAP education is to develop suitable practical courses, and the choice of course content is mainly based on three aspects: cognition of children's development stage, cognition of children's personality characteristics and cognition of cultural differences. DAP education advocates respecting children's subjectivity and emphasizes the suitability, purpose and development of early childhood education. It takes creative game experience as the main form of realization, entertaining and entertaining. It is pointed out that an "effective teacher" is the creator of the game environment, and should take into account the differences of children's personality, family environment, cultural background and intelligence level, always pay attention to children's needs, abilities and interests, and constantly change the environment settings. On March 20 15, the executive chairman of the American Association for Early Childhood Education gave a speech at the Paris headquarters of UNESCO, calling DAP education, Froebel education, Montessori education and Waldorf education "the four major early childhood education concepts in the world". Since the end of the 20th century, the related concepts of DAP education have been introduced into China. Third, the early education of EYFS in Britain. EYFS is an early education system established by the British government, aiming at "giving parents the best choice and giving their children the best start". It was formally incorporated into the Child Care Act of England in September 2008. British educational circles believe that teaching children how to communicate is obviously more valuable than teaching so-called "true and correct knowledge". The system has established 28 early education goals and 1 17 evaluation criteria, and put forward legal standards, evaluation requirements and result expectations for early education institutions aged 0-5 from seven fields. These seven areas include three main areas: communication and language, physical development, personal social and emotional development; It also includes four characteristic areas: reading and writing, mathematics, understanding of the world, and expressive force of art and design. In recent years, EYFS early childhood education system began to test water in China.

Fourth, Montessori education. This concept was founded by Italian preschool educator maria montessori (1896- 1952). The basic idea of this education law is to give priority to children, "follow children", believe in children's inner strength, create a "children's world" and "children's home" with children as the center, and let children be themselves independently. It mainly includes five parts: daily life education, sensory education, mathematics education, language education and scientific and cultural education. "The purpose of education is not only to spread knowledge, but also a new development direction, that is, to release human potential." Montessori education opposes the guidance of cramming teaching and reward and punishment system, emphasizes sensitive education, and advocates no education, mixed-age teaching, complete personality cultivation and rich "teaching AIDS" teaching. 19 13, Fan Bingqing, one of the "Three Outstanding Writers of Oriental Literature Society", published the "New Education Law for Ms. Montessori" in the fifth volume of Pedagogy Journal of that year. It was only six years before Montessori founded the first Italian "Children's Home" in 1907. Fifth, Waldorf education. Waldorf education originated in Germany and was founded by Austrian science educator rudolf steiner according to his own anthropological theory. 19 19, he founded the first Waldorf school in Germany. The essence of this kind of education is naturalism and holistic education. Every Waldorf school or kindergarten has an organic farm and an agricultural classroom. Children learn with the participation of hands, heart and brain through various activities. Academic learning is not advocated or set up. This kind of education emphasizes people-oriented, respects children's nature, pays attention to the all-round and harmonious development of body, mind, spirit and mind, and helps children generate wisdom. Personalized education is full of characteristics. At the end of 20th century, Waldorf education was introduced into China.

Sixth, Reggio education. The idea originated in the northeastern Italian city of Reggio Emilia. Since 1960s, local Lolis Malaguzzi, together with other preschool teachers, founded and developed this educational concept. This concept mainly includes: children enter children's hearts, "children have one hundred languages/but ninety-nine have been stolen", "I am us", "interactive relationship" and "cooperative participation". The main characteristics of this concept are: the curriculum is carried out in full accordance with children's interests, and children can express and show their learning achievements in any form; Teachers have no pre-prepared courses and outlines except for art training. In 20 13, Reggio Education officially established a working organization in China to promote it. Seventh, multiple intelligence education. 1983, Gardner, an educator from Harvard University, put forward the theory of children's multiple intelligence education, which challenged the traditional view of "unitary intelligence". This educational theory divides human intelligence into eight aspects, namely, language intelligence, music intelligence, mathematical logic intelligence, spatial intelligence, body movement intelligence, introspection intelligence, interpersonal intelligence and observer intelligence. This theory pays attention to the all-round development of children's intelligence, and points out that 0-7 years old is the key period of children's intelligence development, and whether children's intelligence can develop in an all-round and balanced way at this stage is directly related to their life. Everyone's intelligence combination is different. Through education, children's superior intelligence can be found, so that each child can be cultivated into a person with personality and suitable for future social development. At the end of last century, once the theory of multiple intelligences education was introduced into China, it was warmly welcomed by the field of early childhood education in China.

Eighth, special Ricky education. The Ministry of Education of New Zealand promulgated the "Tefarich" preschool education curriculum on 1996, and revised it on 20 17. The word "Te whāriki" originally refers to weaving carpets, mats and straw mats in Maori. This knitting process is long, arduous and complicated, and it is necessary to pay attention to the intersection of many threads. Different weaving patterns interweave like cobwebs, which symbolizes the multi-ethnic cultural background of New Zealand. Ricky curriculum is specially developed, which breaks the traditional curriculum framework and focuses on the important issues that children pay attention to. In order to "cultivate children into competitive and confident learners and communicators", the document does not make detailed plans for preschool education. Claire Wells, CEO of New Zealand Kindergarten, said: "Tefarich is a unique preschool education course in the world. It regards children as the core of preschool education and the cultural heritage of New Zealand. " Ninth, the concept of high vision. The concept of high vision is an open framework course, 1962, which was founded by American child psychologist Vicat. This course is also called "High-Width Course" and "Hayes Science Course" in China. The core educational concept of this course is "active learning", which allows children to learn and develop in active activities. Through a curriculum framework, from teacher-led learning to children's active learning, the teaching goal of children's eight fields, 58 key experiences and all-round development is finally realized. The curriculum framework includes four parts: one-day life, environment creation, interaction and evaluation. Tenth, "living education". "Living education" was put forward by Chen Heqin in Jiangxi Experimental Kindergarten Normal School. The idea of "living education" includes teleology, curriculum theory and methodology, as well as 17 teaching principle and 13 discipline principle. The essence of this idea is that we must understand children's psychology and children before we can talk about educating children. This is "living education". "Nature and society are living teaching materials"; The course content of "living education" is "five fingers activities", that is, health activities, social activities, scientific activities, artistic activities and literary activities; Curriculum implementation, that is, "holistic teaching method"; The teaching method is "learning by doing, teaching by doing and making progress by doing". Chen Heqin pointed out in the article "The Purpose of Life Education": "The purpose of life education is to be a man, a China person and a modern China person." Chen Heqin deserves to be called "the father of preschool education in China". Eleventh, the concept of forest education. Ella Faratau, a Danish mother, takes two preschool children with her every day, and occasionally goes for a walk in the forest with the children of her neighbors. After a long time, the mother found that the children were more willing to interact, balanced physically and mentally, and less sick than ordinary children. So, in the early 1950s, this group of mothers united to set up the world's first forest kindergarten. The core concept of forest kindergarten is "let education happen naturally", so that children can move freely in the natural environment and experience actively. The goal of education is to cultivate children's self-esteem, self-confidence and independence, and at the same time let children learn to respect and pay attention to the natural environment and respect all living things. Ute Schulz osterman, chairman of the Presidium of the German Federation of Nature and Forest Kindergartens and founder of the natural game teaching method, pointed out that nature is the best teacher for children. In the environment of forest education, children's observation will naturally become keen, and the motivation to learn and explore will continue. Of course, forest kindergartens are not limited to forests. Forest kindergarten can be a forest, a farm, a beach, a zoo, a meadow, a field, an orchard, a green belt and a courtyard ... As long as the theme is "Nature and Forest", it can be a paradise for children to observe, experience and grow up. Twelfth, Xiashan school education. Summer Mountain School is located in liston Village, East Suffolk. It was founded by educator Neil in 192 1 year. The concept of Xiashan school education is "to create a school for children, not to adapt them to the school." Therefore, it is also called "the most humanized happy school". Its core educational method is to teach students in accordance with their aptitude. School students are not limited in age, flexible courses and mixed-age groups are adopted, and the learning space is not limited to traditional classrooms or even schools. The basic principles of learning are freedom, responsibility and trust. In addition to knowledge learning, it also emphasizes emotional education. Teachers should give up authoritarianism, be sincere, enthusiastic and respectful, and be in the position of counseling. Thirteenth, Suzuki method. This teaching method was founded by Japanese violinist Ichi Suzuki in 1940. Suzuki also found that anthropological language learning is a typical learning model, which is called "mother tongue teaching method". This method was first applied to violin teaching, and later developed into a systematic talent education. Suzuki's educational thought emphasizes that people are children of the environment, and people's talents are not innate. They must be cultivated the day after tomorrow. Excellent teachers, selected teaching materials, correct educational methods, suitable learning age and good learning environment, music can stimulate children's pure hearts and create a more perfect next generation of mankind through music. Fourteenth, Guo's view on education. This concept was created by team Guo in the process of long-term exploration, practice and research. The core of this concept is "children play Chinese studies". Childlike years, lively children, play is his life, play is his life, play is fun, play is learning, play is growth, play is the precipitation of life happiness. Guo's educational philosophy, in terms of educational objectives, pursues the holistic view of children-the education of whole personality development; In terms of educational content, give the most valuable and unique overall nutrition-"Chinese studies"; In the way of education, the traditional meditation training is integrated with modern children's kinematics, highlighting games, finger exercises, stories and meditation, emphasizing parents and kindergarten teachers to learn and grow together, and emphasizing the joint construction of kindergartens, families and society. Guo's educational philosophy, with the newborn's breath and temperature, faces a new era and a broader future.