In early childhood, children aged 3-6 are generally in kindergartens. At this time, parents should pay attention to their children's emotional state while releasing their children properly, and at the same time, parents should make a positive filter between their children and kindergarten teachers.

Unit 1 Children's Games

At this stage, children mainly play games, and parents should play games with their children. If children are not given time to play, they may want to play more when they grow up. Yes, every stage has its needs. Parents can also teach their children some knowledge while playing games with them.

1. Is the game the dominant activity in early childhood?

1. Children's games dominate their cognitive and social development.

2. Children's learning is mostly carried out through game activities. ? At this stage, children learn to get along with others, learn rules and learn some knowledge by playing games.

3. Games are the best way of preschool education.

Sixth, the promotion of games to children's psychological development.

1、? Games are the spiritual sustenance of children's activities and emotional pleasure. Children are happy when playing games, feel loved and safe, parents can play with their children, and children like to play games with their parents.

2. Games are an important channel to promote children's cognitive development and social development.

3. Games are the best place for children to socialize.

4. Games are the best carrier for children to realize their self-worth? For example, it is impossible for a child to become a doctor in reality, but the self-worth of being a doctor can be realized through games.

Second, the understanding and interpretation of the game?

1. Classical game theory: Explain the causes and purposes of games from the perspective of the relationship between games and human beings. For example, the theory of excess energy and the theory of repetition.

2. Modern game theory

3. Psychoanalytic game theory: It can promote the healthy development of children's personality and emotions. Psychoanalysis pays more attention to the development of personality and can promote the healthy development of children's personality and emotions through games.

4. Game theory of cognitive school: paying attention to the relationship between games and children's individual cognitive development.

Let the children play more when it is time to play. When you go to primary school, you must spend more time on your study.

Third, the development of the game

The development of the game follows certain laws, and the cognitive development theory divides the game into three stages:

Functional Games (The Imitation Game)-Babies

Symbolic Games (Pretend Games)-Early Children

Like playing house games.

Ring game-childhood

Childhood and beyond are regular games, such as competitions, which pay more attention to results, and so is learning, but don't take grades as the only criterion to evaluate a person's value. Adults may take money as a criterion to evaluate a person's value.

Fourthly, the characteristics of children's symbolic games.

1) Give priority to theme games. For example, the police catch thieves and the eagle catches chickens.

2) Use substitutes similar to the real thing.

3) Construct a false game situation through imagination?

The imagination in early childhood is very rich and precious. After primary school, imagination will be slowly stifled.

4) Be creative in the game

You can look at the Children's Skills Education Act. Children are creative. They can learn new skills and make him think about how to do it. I believe that children are experts in solving their own problems.

5) The motivation of the game lies in the activity process.

Social development of verb (verb) game

According to children's social participation in games, the social development of games can be divided into three stages:

1. Non-social games (single player and spectator games)-infancy

2. Parallel Games-Early Childhood (Transitional Form)? Let's play our own game.

3. Social games

(1) cooperative game (joint game-middle and late childhood)

(2) cooperative games-from early childhood.

Unit 2 Children's Cognitive Development?

Cognition includes feeling, perception, memory, thinking and imagination. Feelings develop the earliest and decline the earliest.

First, the development of children's memory

(A) characteristics of children's memory development:

Unconscious memory is dominant → conscious memory.

Mechanical memory → meaningful memory.

Image memory → word memory.

Image memory is the memory of pictures, while word memory is more difficult, which is related to the development of thinking.

(B) Children's memory strategies

1, the development of memory strategies (three stages):

No strategy (before 5 years old)

Transitional stage (5-8 years old, 9 years old): you can't use it actively, but you can use it after induction.

Active use strategy stage (1stable development after 0 years old)

10 years old is usually in the fourth grade. Some children's grades will change after the fourth grade, which is also a watershed in learning. Learning and memory need some strategies. Find your child's successful experience and strengthen it. Parents should not think that their children will not work hard if their grades get worse, which may be due to insufficient memory strategies.

2. Memory strategies that children can use in the later period: visual retelling feature location. For example, a rabbit has two long ears, red eyes, a grandfather with a white beard and a little girl with glasses.

Second, the development of children's thinking (pre-operation stage) The main feature of children's thinking is the concrete thinking of images; The sprout of logical thinking is childlike.

(1) concrete thinking in images is the main feature of children's thinking 1. Characteristics of concrete thinking in images;

Plasticity: Simplify, compress and "modify" the appearance to form a new image.

Dynamic: the interrelation and transformation between appearances.

2. The trend of children's cognitive development is from near to far, from outside to inside, from one-sided to comprehensive, from shallow to deep.

3. Don't consider egoism from the standpoint of others. It is difficult for children to think from the perspective of others. Don't say that children are selfish, they will grow up slowly. Parents should not bother themselves. As their children grow up, some problems will be fine at their age. Physical maturity is the premise and key.

4. Have certain planning and foresight to plan actions and foresee results.

(B) the initial development of logical thinking

1. What kind of question → Why (pointing to the interior, essence and connection of things)?

What is this? -Why is that?

2. Summarize the development of ability

1) the development of physical concepts

2) the development of class concept

3. The development of reasoning ability

1) Original transduction reasoning: It does not belong to logical reasoning (dressing the doll cold, fearing that the fish will have a stomachache when drinking cold water, and pouring boiling water into the fish tank)

2) Simple reasoning about familiar objects

Third, develop children's imagination.

(1) Unintentional imagination often appears, and intentional imagination is increasingly abundant; (2) Re-creative imagination is dominant, and creative imagination begins.

(3) Education and training will promote the development of children's creative imagination: novelty, magic, transcendence and future orientation. Now many children's imaginations have come true.

Unit 3 the development of children's language?

At this stage, the child will whisper, but the voice is still relatively loud and can't control the size of the voice. If he is loud, don't blame him, sometimes his voice will be too small to hear.

First, the significance of speech development to children's development > tools for interpersonal communication > tools for adapting to the environment > entering a new realm > boosters for psychological development

Social development begins with the development of speech. By learning to socialize through speaking, we can get information and knowledge, make friends and be happy.

People who talk late are smart. Complete the sentence by telegraph. Parents talk less and let their children talk more. Environment has a great influence on children's speech development.

Second, the development of children's vocabulary

(1) vocabulary to increase vocabulary: 2-3 words a day; The biggest increase: 3-4 years old *3 years old: 1000 6 years old: 3,000 * 7 years old: 4,000.

(2) With the expansion of the scope of parts of speech, concrete nouns and explicit action words account for the vast majority. First, nouns are mastered, followed by verbs, adjectives, numerals and quantifiers.

(3) The deepening of meaning: the process from generalization to differentiation, and then to generalization and accuracy.

1. The characteristics of mastering vocabulary: the meaning is vague and concrete, and the generality of children's mastery of vocabulary at the end of the term is gradually enhanced.

2. The rise and fall of positive and negative words: children's vocabulary is increasing, and negative words are transformed into positive words. Positive words: words that can be understood and used; Negative words: words that can be understood but cannot be used correctly.

3. Indicators of correct use of vocabulary: indicators of understanding words: indicators of indirect universal symbols using words: four points.

Third, the development of sentences

(1) Strategies for understanding sentences Semantic strategies: Understand sentences according to the meanings of several content words in sentences and the possibility of events.

Word order strategy: noun-verb-noun panda eats a bamboo nonverbal strategy: understand the expectation of sentence meaning according to one's own knowledge and experience

(2) The general trend of syntactic structure development: increasingly rich and complex incomplete sentences → complete sentences (sentence length) simple sentences → complex sentences (complexity) declarative sentences → various forms of sentences (sentence patterns) unmodified sentences → modified sentences (vocabulary mastery).

Four, the development of children's oral expression ability two development trends: dialogue (question and answer)? Monologue (talking to yourself, talking to yourself, indicating that the child has grown up, the past paragraph will be fine) situational language? (Can only communicate under certain circumstances)

The development of monologue and coherent language is an important symbol of the development of oral expression ability, and coherent language is an important symbol of thinking logic. Childhood is a critical period for the development of oral expression ability.

Children may have some minor problems when they are young, such as biting their nails and picking their hands. Don't take it too seriously, it will get better after a while.

Don't go to extremes as long as the children are raised normally.

The development of pragmatic skills of verbs (abbreviation of verb)? Pragmatic skills refer to a series of skills that individuals use language tools effectively to achieve communicative purposes according to the language intentions and language environment of both parties.

(A) 1.5 years old before the early communication gestures

Gesture communication in childhood? Gesture plus language

(2) The pragmatic skills of listening have got rid of the intuitive and vivid features.

(3) Pragmatic skills in speaking

In my early childhood, I was able to adjust my speech to different audiences. Cultivate children's pragmatic ability of listening and speaking, and lay a good foundation for primary school. Childhood is a critical period for oral development, and the level of children's speech development will affect their future career development and communication skills.

Unit 4 Development of Children's Personality and Sociality

First, the initial formation of personality (personality) The initial formation of personality began in early childhood.

1. The temperament characteristics are obvious: 3 years old, older, 7 years old. Some children are quick and others are slow.

2. There are certain differences in hobbies. Children's hobbies will change.

3. Have certain ability differences?

Children's abilities are strong and weak. We are looking for all kinds of problems and shortcomings of children to prove that children are not good. We should find the positive and better aspects of children, prove that children are good and children will get better and better.

4. Expression of initial personality characteristics

Second, the development of self-emotional experience Self-esteem is one of the most important emotional experiences. ?

If parents can meet children's self-esteem needs, children's self-esteem level will be high and their sense of self-efficacy will be improved.

(a) Children's sense of self-esteem develops rapidly with age.

(2) The relationship between children's self-esteem level and future emotional and adaptive development.

People with high self-esteem have high life satisfaction, strong happiness and good interpersonal adaptability in the future.

(C) Factors affecting children's self-esteem

1. Parenting style: There are four points that are easy to form children's high self-esteem.

(1) Enthusiastic, caring, positive acceptance and enthusiastic participation in children's games.

(2) Strict requirements, but not mandatory;

(3) Democracy means making decisions about children's own affairs, giving children the freedom to express their views and listening patiently.

(4) Set an example for children.

2. Peer relationship: establishing peer friendship and being accepted collectively are two important factors of self-esteem experience. (Learn to share and express)

It is suggested that family education should do eight things for children:

1. Give the child more space and let him go forward by himself;

2. Give the child more time and let him arrange it himself;

3. Give the child more conditions and let him exercise by himself;

4. Give your child more questions and let him find out for himself.

5. Give the child more difficulties and let him solve it himself;

6. Give the child more opportunities and let him grasp it himself;

7. Give the child a little power and let him choose;

8. Give your child a topic and let him create it himself. Let children participate more and give them opportunities.

Third, the development of children's identity in early childhood: children imitate adult personality.

Meaning: Give children a sense of belonging and accomplishment; Get the power of example and the motivation of development; Development goal of promoting gender awareness and moral awareness: people with high status, strong authority, strong ability, intelligence, strength or beauty are mainly parents and agree with teachers.

Fourth, the first rebellious period (3-4 years old children appear)

The normal performance of the first negative stage

1, which requires autonomy, initiative and freedom in behavior, realizes self-will, resists parental control and likes to say "no"; This requirement also requires rules. It is also necessary to appropriately decentralize and let children have autonomy.

2. Say "I'll do it myself" as you wish. Object of resistance: Parents and other caregivers have experienced resistance period, and 80% adults have strong autonomy; There is no resistance period, and 20% adults tend to lack autonomy.

(A) the development characteristics of the first rebellious period:

1. The first rebellious period has its special psychological needs and behavioral manifestations: realizing self-will and self-worth, and hoping that parents will accept the "reality" of "I have grown up" and "very capable".

2. The first rebellious period is the stage feature of psychological development.

(2) Parents should make the best use of the situation and be persuasive. Parents should clearly understand the characteristics of the first rebellious period, create conditions, and properly meet the development needs of their children.

Cultivate children's sense of value, sense of accomplishment and self-esteem through game activities, and help children successfully pass this important turning point. The more children use it, the more useful it is. The more children use it, the more responsible they will be when they grow up.