I often hear some experts calling for the implementation of free preschool education, but in my opinion, the most urgent issue now is not whether it is free or not, but the quality of kindergarten education. My point of view is that children who receive inferior kindergarten education suffer greater losses than those who do not receive kindergarten education, and this harm may affect their entire life, even their lifelong happiness.

In terms of children's education, don't expect to make a mistake in the first education and make up for it later.

Rousseau said, "Children who are educated wrong are farther from wisdom than those who are uneducated

The British educational philosopher Locke mentioned early on that family education must be cautious and careful, and cannot be taken lightly. He said, "Errors in education are like the wrong medicine. If you make a mistake the first time, you cannot expect to remedy it with a second or third time. Their impact cannot be washed away for life

Children who receive low-quality kindergarten education suffer greater damage than those who do not receive kindergarten education. Wrong education leads children further away from wisdom than lack of education.

Nature hopes that children will become like children before they reach adulthood. If we disrupt this order, we will create some premature fruits that are neither plump nor sweet, and will soon rot. We will create some young doctors and elderly children. Children have their own unique perspectives, thoughts, and emotions. If we want to replace them with our perspectives, thoughts, and emotions, it is simply the most foolish thing. "(Rousseau, Emile, People's Education Press, 1985:84)

The impact of low-quality education is so profound and significant that it cannot be ignored.

So, in reality, what are the main manifestations of low-quality kindergarten education? Based on my understanding, I believe that low-quality kindergarten education is mainly characterized by low educational efficiency (high time, manpower, and material costs for children's growth), ineffectiveness (no impact on children's development, causing them to miss opportunities for growth), and negative effects (not only having no positive impact on children's growth, but also having negative effects). The main manifestations of low-quality kindergarten education are:

1、 Low quality environment

·The design, production, and final product of the kindergarten environment were not participatory.

·The monotonous environment in kindergarten leads to one-sided development of young children.

·Kindergarten design and production costs are high.

·The kindergarten environment lacks sustained challenges.

·The kindergarten environment is too luxurious and lacks developmental significance.

·Blindly imitating others' environment without understanding the educational philosophy and operational mechanism behind their environment.

·A luxurious or even extravagant material environment, and a harsh psychological environment.

·Only pre built courses, no generated courses.

·Only emphasizing explicit courses and not emphasizing implicit courses.

·The curriculum activities are not challenging for the physical and mental abilities of young children.

·Curriculum activities only repeat children's past stories, without promoting the improvement of children's experiences, attitudes, and emotions.

·Curriculum activities have been narrowed down to 'teachers lecturing, children listening'.

·Not valuing the curriculum value of children's life activities.

·Course activities only focus on imparting knowledge and skills, without emphasizing the emotional experience and cultivation during the course activities.

·The curriculum activities focus on knowledge and skills, lacking sincere concern for the needs of young children.

·One sidedly pursuing kindergarten based courses, but the kindergarten based courses they produce are inefficient.

·One sidedly emphasizing the construction of the so-called curriculum characteristics of this park, but forgetting the principle of curriculum efficiency.

·The curriculum irrationally caters to parents' unreasonable educational requirements.

·The content of game activities is monotonous and boring.

·The game activity lacks sustained challenge.

·There is too much intervention from preschool teachers in game activities.

·The kindergarten lacks autonomy in game activities.

·Game activities lack corresponding environmental support.

·There are more negative interactions.

·There are more negative interactions.

·Children are often passive.

·Interaction is not guided by the correct values.

·Children cannot feel warmth in teacher child interaction.

·The developmental significance of teacher child interaction is extremely low.

·Preschool teachers lack basic professional ethics, such as love and respect.

·Preschool teachers lack basic professional skills, such as not being able to design, create, and utilize environments to promote the development of young children; Not able to design and implement educational activities to promote the development of young children; Not able to interact effectively with young children; Not leading parents' educational concepts and methods, etc.

·Preschool teachers lack basic professional attitudes, such as not loving their work, not finding happiness and joy in their work, and working solely for salary.

·Bring the teaching philosophy and methods from elementary school to kindergarten, and then fully 'elementary school' the kindergarten.

·I only know how to run a kindergarten, but I don't know what kindergarten education is.

·I only know that kindergarten can make money, but I don't know that running a kindergarten can affect society and the development of children.

·There is no correct ideal, belief, and mechanism for running a park.

·Teachers only know how to manage, not how to lead.

·Not taking care of the needs of teachers.

·I only know how to recruit students, but not how to educate them.

·A primary school principal and principal who is not majoring in preschool education, and strives to manage the kindergarten in the same way as a primary school.