It is often said that every child is an interesting book, and it is not easy to read it. Only those who love them can understand it. Each child comes from different families, has different life experiences and living environments, has different personality characteristics, different levels of development and obvious individual differences. As a teacher, we should be good at discovering children's differences, grasping children's bright spots, and respecting and understanding children with different educational methods.
There is a child named Qiao Shuntong in our class. When he came to class on the first day of school, he kept holding his mother's hand and reluctantly said, "Mom, come and pick me up early." Under my persuasion, Shuntong let go of her mother's hand with tears in her eyes. Before leaving, Shuntong's mother whispered to me: "Shuntong's personality is very withdrawn. Since he was a child, he was afraid of meeting outsiders and didn't like talking to others. He is afraid of living in a collective life and being criticized by the teacher, so he has never fallen in love with kindergarten. After listening to these words, I began to pay attention to fluency. Shuntong sat quietly in the chair while playing in the activity area, so I went over and asked her gently, "Shuntong, what do you like to play?" He said, "I like reading." "The teacher will accompany you to see? Shuntong nodded happily, so I read with him. Chatting at first, Shuntong couldn't help chatting. I said happily, "Shuntong, you are great! I can read books and tell stories by myself. Would you like to tell a story to your child? " Yes, "so I called many children to listen to Shuntong's story. Shuntong was very happy and spoke more vigorously.
In future games and activities, I often take the initiative to find Shuntong, chat with her, tell stories and play games together? Help him gradually overcome his nervous and withdrawn psychology and gradually cultivate his good habit of interacting with people.
The next day, Shuntong and his mother came to the kindergarten early in the morning, and her mother still had some books in her hand. She said to me, "Miss Yang, thank you very much. Shuntong didn't want to go to kindergarten before. This morning, she said, Mom, I want to go to kindergarten. Come on, let's not be late. I want to tell a story to the children! The teacher even praised me for telling stories well. " I will laugh when I see Shuntong's mother happy. All this is trivial for a kindergarten teacher, but it is very important for parents and children.
Through this incident, I deeply realized that children have a sensitive and delicate heart. Teachers are good at discovering children's bright spots, respecting children's interests and helping children express themselves successfully, which will make children get psychological satisfaction and happiness, thus promoting their healthy development.
Phenomenon 1: When I entered kindergarten in the morning, some parents came to me and said, Teacher, please let my children drink more water. ?
Phenomenon 2: When leaving the park in the afternoon, some parents take out boiled water or various drinks prepared in advance as soon as they receive their children.
The above phenomenon is undoubtedly that parents think that their children don't drink enough water in the park. In fact, we often remind children to drink water and say at least two cups every time they drink water! But how useful is this reminder? I quietly watched the children drink water for several days: if the teacher didn't stare, the children would hold very little water. Water is the source of life and an essential substance to maintain life. As the saying goes? Is the baby a doll made of water? The younger the child, the higher the water content in the body. The water content in children accounts for about 70%~80% of their weight. If the water loss reaches more than 10% of his body weight, his life will be in danger. Children aged 5~6 need 80~ 100 ml of drinking water per kilogram of body weight every day. Of course, this does not mean that children should drink more than a dozen glasses of water every day. The milk, vegetables, fruits, rice and other foods that children usually eat contain water, which supplements 60%~70% of their water demand, and the remaining 30%~40% must be supplemented by drinking water. In order to make children realize the importance of water to human body and cultivate children's good drinking habits, I have studied the drinking habits of children in middle class, and think that teachers and parents need to pay equal attention to and cooperate with each other to cultivate children's good drinking habits.
It has been more than a month since the third semester of kindergarten teachers started, and I have been assigned to the contemporary class in the middle class. In this class, the sociality of children's emotional expression has been enhanced.
5-6-year-old children's emotional stability and intentionality have been further enhanced, resulting in some relatively stable emotions, and they also have certain control ability and can use language to adjust their emotions. At the same time, the sociality of children's emotional response in this age group has been further strengthened. They want attention. Especially get the attention of authoritative figures in your mind; I am eager to play games with my companions and establish a relatively stable friendship. In the meantime. The attitude of others will directly affect the emotional response of children. Praise from adults will make them happy. Peer rejection will make them depressed.
They like to play games with their peers and can cope with new situations in daily life calmly. I began to know how to care about my peers. For example, children sometimes say to their teachers: Are you sick? Sometimes I ask my sick companion: Does your head still hurt? When my tone in class changes, so do the children. Noisy children will immediately sit up straight and raise their hands to answer my questions, hoping to get my praise again.
The children in this class have a good self-control ability at first, and they can accept friendly criticism from adults, but sometimes they need appropriate tips.
They have begun to learn to control their expressions. They have different emotional expressions in front of different objects.
Children express their emotions when they expect to accept people's interpersonal support. In the expectation of interpersonal support, the children in this class think that both parents and teachers can understand their emotional feelings. But those children who tend not to express negative emotions think that expressing negative emotions is not understood by others.
In terms of protecting others' emotions, the children in this class show obvious prosocial tendencies. They are very sensitive to the feelings of their parents and peers, and adjust their emotional expression according to the feelings of the object, decide to express or hide their true emotions, and realize that expressing negative emotions may cause harm to others.
Some children express their emotions in various ways, such as language, pictures, music and dance.
Because children's emotional understanding has entered a mature stage, there are negative emotions and mixed emotions. The children in this class have a comprehensive understanding of emotions, not only positive emotions such as happiness, but also negative emotions such as surprise and sadness, which have a fundamental qualitative leap compared with children under 5 years old. Of course, relatively speaking, the recognition of happiness, sadness and curiosity is better, and the recognition of fear, disgust and anger is worse. Mixed emotional understanding means that children realize that the same scene may trigger two different or contradictory emotional reactions of the same individual. For example, when a festival is coming, they can understand that they can feel both the joy of the festival and the regret of being separated from their companions. .
In addition, the children in this class go to school late, which is of great help to those children who are dependent, timid, uncoordinated, slow to respond, have difficulty in interpersonal communication, have poor self-reliance and weak self-protection awareness.