For our kindergarten teachers, we can get timely emotional education in children's play, study, work, entertainment and daily life, as well as in children's various contacts with peers and adults. Teachers should pay attention to the following questions:
First, update the concept of education, change the concept of "single" in teaching, and establish a sense of overall situation.
For a long time, children's emotional education has been neglected, and kindergarten education for children generally attaches importance to imparting knowledge, skills and technology, while ignoring the cultivation of ability, habits, interests and sentiments. In the past, when designing and organizing purposeful teaching activities, we simply pursued the instrumental effect of teaching in various disciplines, ignoring the moral and emotional goals that should be achieved. For example, in the educational activities of "understanding spring", most of them are limited to letting children master the climate characteristics of spring and the changes of animals and plants, let children feel the increase or decrease of clothes, and so on, so that children can only gain knowledge. After updating the concept of education, in organizing educational activities, we should not only impart knowledge, but also pay attention to emotional education. For example, when spring comes, we will take our children for an outdoor spring outing, observe the scene of spring and the changes of tadpoles in the pond, and inspire our children according to the story of "Little tadpoles looking for their mothers": "Children, spring is here, and tadpoles in the pond are also born. Who is their mother? Why do they look different from their mother? " Through thinking and discussion, the children learned about the growth and change of tadpoles in spring. Then, I anthropomorphically asked, "What happens if tadpoles can't find their mother?" Children use their imaginations. Some said, "Little tadpoles cry very sadly", while others said, "Without mother's care, little tadpoles will get sick." At this moment, I said, "Let's help the tadpole!" " "The children's emotions are obviously high, and some say: We help it find its mother; Some said: I took it home to take care of it; Some said: cherish it and let it feel our love. The children said many thoughts of love. In the process of such activities, children not only appreciate the content of the knowledge world, but also enter the emotional world, and unconsciously gain the influence of caring for others, sympathy and helping the weak.
Second, we should love children and combine them strictly to persuasively promote them to form good moral feelings.
Loving children is the emotional basis of educating children. Without love, there is no education. A large number of experimental studies show that the younger you are, the more important the emotional communication of "love" becomes as the spiritual pillar of physical and mental health development. Suhomlinski said: "Love is to feel the most subtle spiritual needs of others with your heart." To really do this, teachers should first understand children from the aspects of ideology, emotion and behavior, analyze children's language actions, meet children's spiritual needs, and make children get spiritual satisfaction and generate positive emotions. Therefore, teachers should respect children, respect the laws and characteristics of their physical and mental development, and respect their self-esteem. Treat children with love, but love does not mean doting, accommodating and conniving. In the process of education, teachers should not be emotional, irrational and relaxed, but should be consistent and consistent, cultivate children's ability to self-regulate their emotions, and make their emotions develop in a stable direction. Teachers should also be good at discovering the advantages of each child, even the extremely weak advantages, and affirm them in time, which can enhance the confidence and courage of children to overcome their shortcomings.
Third, pay attention to the subtle infiltration of emotional education in activities.
Kindergarten purposeful activities have their own different characteristics. Only by carefully designing and organizing activities in combination with these characteristics can emotions penetrate into them organically, but far-fetched means and methods should be avoided. For example, when organizing storytelling activities in the past, children were often asked similar questions at the end of the story: "Who should we learn from in the story?" Learn from him? And guide the children to say, "Learn from him to care for others and help each other". These similar activities did not jump out of the circle of preaching. Although children can answer questions at that time, they are not sure whether it can be truly reflected in daily life, because children have not deepened the acquisition of knowledge into thoughts and feelings. Therefore, in the process of activities, they should naturally and harmoniously infiltrate emotional education. We can carry out emotional education for children from the following activities:
Emotional education for children in combination with festivals
All kinds of festivals have different meanings. Teachers should introduce the names and main meanings of festivals to children in easy-to-understand language, such as Women's Day, Children's Day, Labor Day, National Day, Tomb-Sweeping Day and New Year's Day. So as to further improve children's understanding of festivals from different aspects, such as March 8th and May 1st, and let children give them to their fathers by drawing "My Mom" and "My Dad". And say a blessing to express children's love for their parents, and encourage children to help their parents do some work within their power, such as washing socks, putting on shoes and socks, cleaning up toys, placing chopsticks, and sending tableware to adults. And cultivate children to care about the feelings of others in any possible way. Tomb-Sweeping Day organized a talk with the children to help them understand that the martyrs died for our happy life today. In order to remember them, people visit them every spring, and let the children know how to make wreaths and flowers when they visit the martyrs to express our nostalgia. We made a wreath with the children, tied children's paper flowers made of crepe paper on the wreath, organized the children to sweep the graves at the Martyrs Monument, presented wreaths, bowed their heads in silence for the martyrs, and invited parents' representatives to tell the children stories of revolutionary martyrs. After the grave-sweeping activities, we strengthened the children's mood by organizing them to discuss, draw and origami to see who told more heroic stories.
(2) Use what happens around you to educate children emotionally.
Teachers should be good at emotional education with examples around them, which is the most convincing and excellent teaching material. For example, how to take advantage of the opportunity that Zhong Chuluo, a child of my class, will go to England to study with his parents and will be separated from the whole class to carry out emotional education? I found that the teacher's friendly educational attitude is the link to induce children's good mood and emotion. Only when children are relaxed, happy and active can they have strong interest, agile thinking, rich imagination and creativity. At first, I talked to the children in a friendly tone: "A child in our class is leaving our class. Do you know who it is? Why did he leave our class? " The children were attracted at once and wanted to know who it was. After the emotion was aroused, I explained the reason to everyone, and the children asked with concern: "When will Zhong Chuluo come back?" I said regretfully, "I don't know, maybe it's hard to get a chance to come back." Then I inspired them, "Zhong Chu is leaving. Do you miss him? What do you think of him? " Some children said, "Call him", some children said, "Write to him", and some children said, "Let's draw him a picture so that he won't forget us." So we decided to draw a picture for him together. I conceived a picture of the whole class holding hands. Every child in the class drew a person on the drawing paper to represent himself and wrote his name beside it. Every child also said a blessing to Chu. When the parents came to pick up the children, we gave this painting and wishes to Chu's parents, who were all very excited. Chu also sent us letters and cards after he arrived in England. Through this activity, children have a deeper understanding of the role of friendship and good communication.
(C) Pay attention to the emotional cultivation of one-day activities
Children's emotions are impulsive and unstable, and emotional education cannot be formed overnight. It is an effective education to combine one-day activities with emotional education. For example, using natural, music, art and literature works to enrich children's emotional experience, and strengthening emotional education of love through game activities and regional activities. Every link of a day's activities can carry out emotional education for children, which requires teachers to attach importance to random education, explore the starting point, and strive to create a good emotional education environment so that children can develop good emotional quality.
The cultivation of children's emotional education is an important content of quality education. As long as we are conscientious, take love as a link, connect the relationship between teachers and children, and strive to create a harmonious environment and atmosphere for teachers and children, so that children's emotions can develop harmoniously and healthily.