Educational Philosophy and Realistic Reflection of Family Education in Preschool Stage from Psychological Perspective
DOI:
https://doi.org/10.54097/93k1y992Keywords:
Preschool Stage, Family Education, Psychological Perspective, Educational Philosophy, Parenting StyleAbstract
Between the ages of three and six, children develop their personal traits and daily routines most rapidly. The way families bring them up leaves a deep imprint on their entire life journey. In order to sort out the logic of scientific education and solve the existing practical problems in preschool parenting, this article draws on classic theories of developmental psychology and uses public research data and policy documents from the Ministry of Education and the China Children's Center. Based on the theoretical achievements of Piaget, Erikson, Baumrind, etc., this paper sorts out the core connotation of family education that conforms to the laws of physical and mental development of preschool children. Research has found that there are prominent problems in current preschool family education, such as premature academic instruction, imbalanced parenting styles, insufficient father involvement, and lack of emotional guidance. This study offers practical steps around updating concepts, optimizing education, promoting home-kindergarten collaboration, and providing social security. The study advocates abandoning utilitarian parenting ideas and carrying out family education in accordance with the laws of children's psychological development. This not only provides theoretical references for parents to establish scientific parenting cognition, but also provides practical ideas for improving the guidance system of preschool family education.
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