Reflections on the Return to Life of Kindergarten Rule Education under the Paradoxical Analysis Method

Abstract

Civilized society needs rules to regulate people's behaviors, and mastering and abiding by rules is an indispensable requirement for young children's future social life. This study innovatively introduces the method of contradiction analysis into early childhood rule education, which provides a new theoretical perspective for cracking the dilemma of dichotomy in rule education, and has methodological revelation for promoting the reform of kindergarten education for living. The study reveals that there are two pairs of core contradictions in the current rule education through the dialectical thinking framework of contradiction analysis: one is the value opposition between “freedom” and “rules”, and the other is the conceptual conflict between “adult-centered” and “child-centered”. Behind this phenomenon of alienation of rules education is the separation of educational goals and means, and the opposition between adult authority and children's subjects. Finally, the study constructs a three-dimensional interactive model of “life - rules - freedom”, and proposes a dynamic balance mechanism and improvement strategies for rules education.