1. Children are human beings and have all the basic rights and unique personalities of adults.
Learning and development are the inalienable rights of children, and adults provide all conditions and opportunities conducive to survival, development and learning because of children.
2. The child is a "all-round" person with all-round and sustainable development. We should respect and meet the needs of children's various development.
Children's physical and mental aspects are an organic whole. The so-called complete children should refer to all-round development, harmonious and balanced children, and their development is the comprehensive development of body, cognition, emotion, society and personality.
3. Individual differences in children's development.
* * * and personality coexist in the development of children. Some characteristics of children's personality development are consistent with * * *, and some characteristics will lead or lag behind * * * in development speed. In addition, every child has distinct personality differences, and there are no exactly the same children of the same age. Respecting children's personality and free development is the premise of creativity.
Children have great development potential, and their potential should be developed to the greatest extent under proper environment and educational conditions.
Children have subjective initiative and play an active role in their development.
6. Men and women are equal. Children of different sexes should enjoy equal opportunities, equal rights and interests and be treated equally.
The general view of children is as follows:
(A) children's concept of social standards
The social-oriented view of children refers to the view that children's status and value are viewed only from the interests of society (or ethnic groups): children are regarded as the wealth of the country and family, the tool for family continuity and inheritance, and the future workers and soldiers.
In other words, the social-based view of children only regards children as accessories of the country, and its value lies in its contribution to society. Therefore, children have no independent value, can't enjoy any rights, and can't even guarantee the basic right to exist.
For example, children are regarded as the wealth and source of soldiers of the country and the tool for national reproduction.
(B) the individual-oriented view of children
During the European Renaissance, humanism made people respect individuality and praise willfulness. In this historical and cultural background, children are gradually treated as adults, and people find that children have different physical and mental characteristics from adults, thus initially forming an individual-centered view of children.
It mainly takes "people" as the center and everything serves the interests of the people. Locke's Whiteboard, Rousseau's Naturalism, Froebel's The First Kindergarten and Dewey's Children's Central Education all reflect this view.
For example, children and all their rights are respected. Children are born with all moral, rational and physical abilities and enjoy equal educational opportunities. Children are the main body of learning.