Xingdou international kindergarten, Qingyun store, Daxing District, Beijing was founded in December 2018, covering an area of 1700 square meters. As a private preschool education institution, Xingdou International Kindergarten directly introduces the advanced Canadian education system with the core of cultivating children's expanding thinking and intellectual development. All activities adopt the teaching method of combination of learning and playing, with a view to The main purpose is to cultivate children's interest in learning. The five fields of star international kindergarten are: health, language, society, science, art and so on. The contents of each field permeate each other and promote the development of children's emotion, attitude, ability, knowledge and skills from different perspectives. Regional activities and independent inquiry in order to better play the role of regional activities in cultivating children's subjectivity, we give full play to the advantages of our Canadian teaching system, joint teaching research and training, learning and teaching system in regional material design, delivery and teaching guidance, create areas of interest for children, encourage children to participate in regional environment creation and layout, and Timely adjust the environment and update materials according to children's behavior, strengthen the pertinence and level of material delivery, and promote the positive and effective interaction between children with different needs and levels and the environment. In our daily life, we strive to implement the principle of "supporting children to do what they can" and put it into every specific link such as eating, washing, going to the toilet, sleeping, etc. according to the characteristics of children's age. Under the careful care of teachers, we cultivate children's self-care ability, and correct parents' over protection and care for children in time The lack of adult children's ability limits the development of children's thinking. In thematic teaching activities, we should adhere to the combination of presupposition and generation of themes, and children and teachers should actively interact and develop together.