Research on the Implicit Teaching Objectives Contained in the Routine Activities of Kindergarten and the Practical Wisdom of Teachers
DOI:
https://doi.org/10.61173/qvzf2w76Keywords:
Kindergarten, Teachers, Routine, PreschoolAbstract
At present, the educational value of high-quality preschool education and regular activities in kindergartens has received widespread attention. However, there are practical difficulties that restrict the comprehensive development of young children and the improvement of educational quality. These difficulties mainly revolve around the implementation of implicit goals in kindergarten education, and they are quite common. This article focuses on the implicit teaching objectives in kindergarten routine activities. It first defines their connotation and specific manifestations, and then delves into the core dilemmas and causes of teachers' practice of implicit objectives. Research has found that the current dilemma faced by teachers in teaching implicit goals manifests as a lack of awareness, insufficient response to individual differences, and an absence of evaluation mechanisms. Based on this, this article proposes to optimize pre-service and in-service teacher training, implement positive responses to teacher-child interactions, and establish a scientific and comprehensive evaluation mechanism for implicit goals. This paper aims to guide preschool teachers to conduct more comprehensive teaching, thereby promoting the all-around development of every child. At the same time, it also provides new perspectives and focuses for research in early childhood education.
References
established to encourage teachers to actively implement [1] UNESCO. Education 2030: Incheon Declaration and teaching based on implicit goals. In terms of evaluation Framework for Action for the Implementation of Sustainable indicator settings, emphasis should be placed on teachers’ Development Goal 4. 2016. performance in the planning, implementation, and evalu- [2] Professional, Ethical, Legal, and Educational Lessons in ation of implicit teaching goals. Secondly, the evaluation Medicine: A Problem-based Learning Approach. 2024. subjects of the evaluation mechanism should be diversi- [3] Odgaard A B. Turn-taking and sense making: Children and fied. This requires teachers not only to have a sufficient professionals co-producing and revisiting multimodal books and detailed understanding of young children, but also to during transition from day-care to school. Culture and Social
include parents and other relevant members of society in Interaction, 2020, 24: 100385. the evaluation. Teachers can guide parents to record the [4] Brudvig A, Anderson T, and Moore J. Goal setting in regular behaviors of young children at home or conduct kindergarten: Motivating young learners to be successful in regular home visits or telephone interviews, allowing par- learning sight words. Journal of Inquiry and Action in Education,
ents and teachers to share information about young chil- 2022, 11(1). dren in a timely manner. Teachers can also appropriately [5] Dadakhodjaeva K, Radley K C, Tingstrom D H, Dufrene explain the connotation of implicit goals to parents, so B A, and Dart E H. Effects of daily and reduced frequency that parents can observe and provide feedback more spe- implementation of the Good Behavior Game in kindergarten
cifically. Kindergartens can also invite education experts classrooms. Behavior Modification, 2020, 44(4): 471-495. to evaluate together with teachers, which is more profes- [6] Whittaker D. Alone in a Crowd: Teacher-Level and Pupilsional and scientific, and also allows teachers in charge to Level Hidden Curricula and the Theoretical Limits of Teacher–
learn from the experience of their predecessors during the Pupil Relationships. Education Sciences, 2024, 14(5): 477. evaluation process. In this way, a joint evaluation force [7] Lei A, Willems R M, and Eekhof L S. Emotions, fast and of home, kindergarten, and community can be formed to slow: Processing of emotion words is affected by individual avoid the simplification of evaluation perspectives. differences in need for affect and narrative absorption. Cognition
and Emotion, 2023, 37(5): 997-1005. [8] Denham S A, Bassett H H, and Wyatt T M. Social and 5. Conclusion emotional learning in early childhood education. In Handbook of
This article focuses on the implicit teaching objectives in Early Childhood Education. Springer, 2021: 311-330. routine activities of kindergartens, defines their connota- [9] Houen S, Thorpe K, van Os D, et al. Eliciting and responding tions and particularities, analyzes the manifestations of to young children‘s talk: A systematic review of educators‘ implicit objectives in life, games, and transition stages, interactional strategies that promote rich conversations with dissects the three major difficulties and causes of the lack children aged 2-5 years. Educational Research Review, 2022, of implicit goal awareness, weak response to individual 37: 100473. differences, and lack of evaluation mechanisms in teacher [10] Clarke-Midura J, Silvis D, Shumway J F, Lee V R, and practice, and puts forward suggestions for optimizing pre Kozlowski J S. Developing a kindergarten computational service and post service training for teachers, implement- thinking assessment using evidence-centered design: The case ing positive response to teacher child interaction, and es- of algorithmic thinking. In Assessing Computational Thinking.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 by the authors.
This work is licensed under a Creative Commons Attribution 4.0 International License.
