At the beginning of the topic, the behavior of children in our garden was investigated through the "Children's Frequently Asked Questions Behavior Questionnaire", and the external behavior performance, psychological characteristics and development status of children were identified and evaluated, and the commonness and personality behavior problems reflected by children were found out. In this questionnaire test, 474 children from primary schools, middle schools and large classes in our garden participated in the test, and 468 valid questionnaires were collected. According to the observation results and data, the age difference of children affects the formation and occurrence of their problem behaviors. According to the data of the questionnaire, we can see that it is obvious to specify the behavior problems of children: aggression, inattention, social withdrawal, interference and hyperactivity, which is very necessary for children's behavior correction.
Second, screen problem behaviors and specific solutions.
1. Aggressiveness.
Children's aggressive behavior is the problem behavior with the highest incidence in the survey, with the proportion of small class: 2 1.4%, middle class: 19.0% and large class: 20.3%. Aggressive behavior is a problem behavior that easily occurs in early childhood, and it is an unwelcome but frequent behavior. The younger the child, the stronger the aggressive behavior. Children with such problems often take physical attacks and verbal attacks when their needs are not met or their rights are damaged. The main manifestations are: beating, kicking, biting, cursing, violence, stealing from others, etc.
Cause analysis:
The causes of children's aggressive behavior change with age. Most children in small classes have aggressive behaviors because of the competition for goods and space. In middle and large classes, aggressive behaviors gradually develop into socially conscious behaviors, such as jealousy, envy, helping good friends pack their bags, being instructed by others, revenge and so on. On the one hand, children are in a self-centered stage. They like friends and group games, but they lack the necessary social experience, which is the result of conflicts between them. On the other hand, they are aggressive in order to develop their independence or protect the property that she thinks belongs to them. The reasons for total aggression can be divided into three categories: attacking others because their needs are not met; Attacking others because of the wrong guidance of adults; Attack others because they don't know social skills.
Corrective strategy:
(1) Pay attention to the role of role models.
Children's ability to imitate is relatively strong, but they lack a correct understanding of various behaviors. They just blindly learn to imitate and lack the ability to judge right and wrong. Therefore, as adults, we should always set an example for young children and put an end to corporal punishment. Set an example for peers in kindergarten, play comity games and know how to get along with peers.
(2) Pay attention to the replacement of roles.
Children in small classes lack the ability to express their inner feelings in words. We can make problem children play other children through role replacement, from which we can understand the feelings and discomfort of others. Teach them some communication methods to improve their ability to solve problems with language after conflict, so as to get rid of aggressive behavior.
(3) Pay attention to the stimulation of the environment.
When setting the environment, teachers should have spacious space and sufficient materials to prevent children from unintentionally colliding and causing conflicts and frictions due to overcrowded space. In addition, teachers should strive to create a democratic and happy psychological environment, be kind to children, and try to avoid causing too many setbacks and depression to children, thus reducing the psychological factors of children's aggressive behavior.
(4) Pay attention to reasonable exhaust.
Young children may be forced to suppress their aggressive intentions for fear of punishment. In the long run, they will be overly anxious and affect their mental health. We should allow young children to vent their thoughts in a reasonable way instead of aggressive behavior. At the same time, different games should be organized according to children's different situations to satisfy them, so that their emotions can be reasonably vented, and the emergence of aggressive behaviors can be prevented and corrected.
2. Lack of concentration
According to the survey data, the incidence of children's inattentive behavior is second only to aggressive behavior, with the proportion of small class: 20.8%, middle class: 19.0%, and large class: 18.4%. Children's attention has poor directionality and concentration, and the attention duration is short. They often violate class rules and disturb other children. Common problems are: listening and watching things that are not of interest should not exceed 5 minutes; Peer's interpersonal relationship is not good, and they often have conflicts with friends; You can't finish what you started; Impulsive, thoughtless in speaking and doing things; Excessive energy, activity, fidgeting, etc. If you go with the flow, your study habits and abilities will inevitably not be developed and improved accordingly.
Cause analysis:
Children's attention time increases with age. Because young children are energetic and curious about their surroundings, it is very natural for them to switch from one activity to another quickly. Secondly, children's lack of interest in activities directly leads to inattention and lack of sustained attention. The causes of complete inattention can be divided into three categories: inattention caused by lack of interest; Poor self-control ability leads to inattention; Lack of concentration caused by environmental and physiological factors.
Corrective strategy:
(1) Focus on interest mining.
If children are interested in their own affairs, they should start with the activities that children are interested in, prepare attractive materials with concrete images for children, create game situations that conform to their age characteristics, and pay attention to the difficulty of the game to suit their level, so that children can experience happiness and feel challenges, explore and develop their own abilities and interests in activities, and cultivate their attention.
(2) Pay attention to the role of the environment
The child is mainly careless. Everything curious and changeable can arouse them and interfere with their ongoing activities. The layout of the classroom should help children concentrate and eliminate all kinds of factors that may distract their attention. For example, the layout is not easy to be too fancy, the teaching AIDS are too interesting and diverse, and the teachers' clothes are too novel, which may distract children's attention.
(3) pay attention to the rules of work and rest.
A child's life rhythm and activity time will affect his attention. It is necessary to arrange children's life schedules regularly and scientifically to make children's lives relaxed and full of vitality. The transition between different kinds of activities should be peaceful, so that children can be prepared for the transition.
(4) Pay attention to the cultivation of self-discipline.
Poor self-control of children is another important reason why attention is easily distracted. When there is a new stimulus, adults can restrain themselves from paying attention to it, while children often can't. Teachers can consciously create situations and gradually improve children's attention. You can use the game to turn the requirement of insisting on attention into the code of conduct of the game characters themselves during the game.
3. Social withdrawal
Social withdrawal behavior is a manifestation of children's negative social adaptation, which refers to children's lonely behavior of playing alone and killing time in unfamiliar or familiar social environment. Social withdrawal behavior is a common psychological problem in children's development, which mostly occurs in early childhood. If this kind of behavior is not eliminated, it will easily make children feel inferior over time, forming some bad characters such as loneliness and cowardice, which will affect their healthy growth.
Cause analysis:
Children who cause social withdrawal tend to be introverted, including innate temperament factors and acquired parenting styles, which are usually the result of their combined action. They are afraid of injury and failure, lack the courage to try, and are eager for friendship, but they dare not take action and choose to retreat. At the same time, sudden accidents and violent incidents will cause children's emotional disorders of timidity and fear, which will lead to withdrawal behavior. The reasons for the total social withdrawal behavior can be divided into three categories: social withdrawal due to introversion; Social withdrawal due to emotional stimulation; Social withdrawal caused by developmental obstacles.
Corrective strategy:
(1) Pay attention to the establishment of self-confidence.
For socially withdrawn children, we should first help them build up their self-confidence. Such children tend to hide their inferiority complex. In this sense, the correction of children's withdrawal behavior is actually to help children know themselves, their strengths and weaknesses, and overcome their inferiority complex. Therefore, the cultivation of self-confidence is the key to correct withdrawal behavior. Cultivating children's self-confidence should bear the brunt.
(2) Pay attention to communication methods.
When communicating, we should talk and communicate with children in a kind tone, and adopt a way of more praise, more encouragement and less criticism to understand and enter children. Insist on seeking the good side from children's good behavior and affirm it. For example, when helping parents or teachers clean up the dishes and chopsticks, don't scold children, but give affirmation and praise from the aspects of children's initiative to help parents and teachers, the virtue of loving labor, and the sense of responsibility, and then teach children specific operation methods and precautions, so that children can feel understanding and love, tolerance and support. With such encouragement and comfort, there is no need to escape and retreat.
(3) Pay attention to the scale of "love".
For children who shrink back because of overprotection and doting, we should gradually let them learn to do their own things. We can be "lazy mothers, lazy fathers" and "lazy teachers" and start from every little thing in daily life. If they fall down, they must get up by themselves. Never help him. When the child gets up, they should immediately praise, appease him and encourage him to stand on his own feet. One thing must be remembered, you must not waver in your determination to give up halfway, so all your work will be wasted. If the elderly at home spoil their children, try to isolate them from space for a period of time.
(4) Pay attention to home cooperation.
Children's development comes from kindergartens, families, communities and other aspects, and kindergartens, parents and communities should cooperate closely. We choose some simple questions or tasks for children to complete. When they finish the tasks, we will give them timely praise and encouragement, so that they can experience the happiness of success. At home, we should create more activities for children to make friends, walk and see more, broaden their horizons, expand the scope of communication and provide opportunities for communication.
Third, educate and intervene in problem behaviors.
There are many reasons for children's problem behavior, which are not only influenced by family upbringing, social environment and kindergarten teachers' teaching, but also influenced by children's own physiological factors and temperament characteristics. How to effectively carry out educational intervention on children's problem behaviors?
(1) Intervene in children's problem behaviors based on the principles of respect and acceptance.
Humanism emphasizes that adults and children should respect and accept each other, must respect children's right to solve problems, and believe that children have the ability to solve problems. Therefore, parents and teachers should adopt a tolerant way to express their acceptance of children's behavior problems, guide and help children with encouraging language, and let children feel a sense of respect that is concerned and valued, so as to eliminate psychological tension and gain a free and happy emotional experience.
(2) subtly interfere with children's problem behaviors.
People's consciousness often determines people's behavior, and the establishment of consciousness cannot be achieved overnight, which requires a gradual and subtle process. Teachers and parents should pay attention to creating a good material and spiritual environment for families and kindergartens, and constantly infiltrate good behavior norms in all aspects of daily life, so that children can correct bad behaviors in constant behavior practice and form a healthy psychology. Infiltrate in learning, in life, in mastery and imperceptibly.
(3) Intervene in children's problem behaviors with the principle of point to area.
When dealing with children's problem behaviors, early intervention and early prevention should be done consciously. At the same time, do a good job in mental health education for all children, guide other children to care for and help problem children together, and let every child get psychological development.
(4) Children's problem behavior intervention based on the principle of teaching students in accordance with their aptitude.
When dealing with children with behavioral problems caused by different factors, we should scientifically analyze the causes of problem behaviors, make the intervention conscious, feasible and moderate, adopt targeted intervention methods and strategies, adhere to positive education and actively strengthen, so that every problem child can get the best development through effective intervention.
(5) Behavior intervention of children's problems based on the principle of family cooperation.
The formation of children's healthy psychology depends on the cooperative education between family and kindergarten. In the process of behavioral intervention, kindergartens should actively cooperate with parents and firmly establish the idea of home cooperation. Only when teachers and parents treat each other honestly, put forward suggestions together and unify their thoughts and requirements can the effectiveness of intervention research on children's behavior problems be better improved.