On the education of respecting children's personality development 1 What is personality? Personality is the individual expression of human nature, which not only reflects the commonness of human nature, but also reflects the differences of human nature. In a broad sense, personality is composed of a series of stable characteristics in physiology, psychology and society. In a narrow sense, it only refers to psychological characteristics, which is a combination of a series of personality characteristics with the world outlook as the core. For young children, there are children with different personalities. There are slow-heating, cheerful, sloppy, talkative, stubborn and so on. No matter what personality, children have their own inner discoveries. How should teachers respect each child's personality and support and guide each child's discovery? We should know and understand children's needs, interests, abilities, intelligence, temperament and personality psychologically. Everyone is born with a certain potential, even excellent potential. Potential is not mysterious, it is the fundamental sign that people are different from animals, and it is the possibility or premise of cultivating people into adults. Everyone is born with not only some potential; At the same time, I also want to realize my potential; And as long as you work hard and have certain environment and conditions, your personal potential can definitely be developed. Only through education and study can we give full play to human potential. The ultimate goal of today's education is to make the educated develop in an all-round way in study, life, emotion and creation on the basis of the inherent requirements of individual life development, and become a socialized group in which individuals and society, individuals and nature are in harmony and unity. The birth of a living individual should be respected, not regarded as an accessory of parents or private property. As an independent individual, he has his own internal development requirements in psychology, mind and emotion. Growth is only an external condition necessary to provide various growth factors, just like providing seeds with temperature, humidity, air and nutrition necessary for germination and growth. Educating people, like planting trees, "can conform to the nature of wood and even its nature." This means that education should respect children's nature and let them develop freely. How to make kindergarten a real paradise for children, and let every child wander in the golden sunshine and glow with vitality. I try my best to explore, find and try the educational methods that children like, return their autonomy to children, create conditions to activate their initiative in learning, capture their agility and flying in the learning process, and promote the continuous generation and development of their subjectivity, autonomy, uniqueness and creativity. I think the most basic and crucial point is to respect the child's personality!
Respect children's personality, understand and trust children.
Respect for children is understanding and trust for children, and trust is an educational force. Respecting children means that children are full of confidence in themselves and believe that they have the ability to make correct choices and judgments. To trust children means not to impose the demands of adults on them, but to encourage them to express their opinions and believe that they have their own opinions. Trusting a child means treating the child as a unique individual who can manage himself well. In education and teaching activities, we often see that some teachers find it difficult to accept children's different views. In fact, the same story, the same appreciation work and the same piece of music will have children's understanding, and different children will have different understandings. Therefore, the correct way is that teachers should put aside one's point of view or fixed answer, let children fully express their personalized feelings and ideas from their own perspective, and give children the right to describe their unique views.
One day, I told the children the story of the crow and the fox. As usual, all the children pricked up their ears, opened their eyes and listened carefully. After I finished, I asked them, "Do you like the fox in the story? Why? " The children said loudly, "I don't like it because it lies and is a big liar!" " "Then I clearly heard a voice saying," I like foxes because they are smart! ""The children cried in surprise, "Ah! How can you like a big liar? "Said like the fox was none other than Chen Haoxian, the most naughty child in our class. Hearing everyone say so, he was anxious. "I just like it. Very clever, isn't it? " It has come up with so many ways to deceive crows. But crows are too proud to be deceived by foxes. "Say that finish, he looked at me eagerly, and the children were fooled by his words! Look at me too. I smiled and said, "Do you think what Chen Haoxian said is reasonable?" Lin Guocheng said, "Yes, that makes sense, but. . . But foxes are bad. How can I like it? " "But sometimes it's good, really smart!" Chen Haoxian said again in a hurry. I went on to say, "I think everything you said is right. Fox can really deceive people, which is not good, but it also has a good side, such as cleverness and wit, which is worth learning. "So we can't dislike it because it's not good, and we can't like it because it's good. Everything has two sides, that is, there are both good and bad sides. Just like children, each of you has something that teachers like, and of course there are some bad things that we need to change together, so teachers love each of you! " In this way, children's feelings about stories will be more agile and profound, and this kind of education will be easier for children to accept. The premise of "follow one's inclinations" is respect. Respect is the first principle of education, and the core of respect is to understand and recognize children's behavior. Teachers should make proper and reasonable adjustment and guidance to enlighten and nourish children's behavior and make it have real value and significance.
Respect children's personality and encourage them.
In real life, parents often do everything they think they should do for their children for the purpose of "being good for their children", but because they don't take into account their children's needs and ideas, they backfire and are opposed by their children, resulting in a relationship.
Nervousness can also make some children develop a loose and dependent personality. In order to help children form good living habits, I think we should trust children, encourage them to do their own things, and let them help others to do something. So I made a list of "students on duty" in my class, that is, I arranged two children every day to maintain class discipline and take charge of simple things in the class, such as moving desks and chairs, distributing bowls and spoons, and taking out garbage ... Every child had the opportunity to do it, so every child got different exercises and development in this activity, not only learned to do some simple things, but also learned to love the group and labor, and enhanced their management ability and independence. Therefore, adults should see that although children are young, they also have their own thinking and have the ability to do everything well. Forcibly arranging substitutes will make children lose the initiative to choose and give them no chance to think independently. Over time, children will depend on adults everywhere, or have rebellious psychology, which is very unfavorable to their healthy psychology and thinking ability. Teachers and children are both subjects in the process of education, and education is an activity in which teachers and children actively interact and develop together. In this activity, we communicate with each other, inspire each other, share each other's thoughts and opinions, and exchange each other's feelings and ideas, so as to reach a consensus, share and make progress together. The outline says: We should be partners, supporters and guides in children's study. Therefore, we can properly unload the role of "teacher", listen more and understand more, and enter the spiritual world of children. With our encouragement, encouragement and awakening, children can feel and experience in interaction and form a positive emotional attitude.
Respect the child's personality and appreciate his discovery.
In the past, when I was with the big class, when I was outdoors, I often found children playing on their stomachs or climbing up from under the slide. As a kindergarten teacher, it is inevitable to be a little nervous to see such a scene, for fear that children will knock and touch it. After I dissuaded them several times, the children still chose the way they thought fit to play. I asked them why they played like this, and they told me that they found that sitting and playing, skating slowly, and lying down and playing fast; It's fun to slide down from there and climb up again, and you don't have to walk around. I observed that there was some truth in what the children said. They found the existence of resistance, and the resistance of sitting may be greater than that of lying down. Look how great these kids are. Therefore, I respect children's ideas and support their personality. In order to ensure safety, I taught the children how to protect themselves, and the children were very happy. When I saw them playing, some held their heads high, some covered their mouths with their hands, and dared not knock at the door. Some stood by as supervisors, forbidding the children behind to push the people in front. In this way, on the basis of teachers' respect for children, the order of sliding slides has been maintained. As teachers, we must believe in children's ability. Appreciate children's abilities, so as to better explore their potential.
Respect-humanistic care for children.
People often think that obedient children are good children, thus ignoring the cultivation of children's independence and creativity, so that in the process of education, they pay too much attention to what standards children can achieve, rather than whether the cultivated people have personality, mental health and maximum potential. Due to genetic factors and the influence of different environments, there are certain individual differences among children, and each child has different natures. Educators should fully respect these differences of children, treat every child equally, and give effective guidance to create a relaxed and equal environment for children, so that every child can get the development he deserves. Adults should have enough courage to admit and face up to the differences between children and guide them patiently with a calm mind. It is forbidden to make horizontal comparisons between children, but more vertical comparisons should be made between children's growth and development, so that children can grow up healthily at their own speed and personality. We should bear in mind that trusting and respecting children is the best nutrition to promote their healthy growth, and facing up to the differences between children is the premise to ensure that every child is respected.
Only by respecting children can we really understand them. Understanding is the premise of education, and respect is the premise of understanding. All education should respect the individual differences of children. You can't find two identical leaves or two identical people in the world. In the theory of multiple intelligences put forward by American developmental psychologists, human intelligence can be roughly divided into seven kinds: linguistic intelligence, mathematical intelligence, musical intelligence and artistic intelligence, also called spatial visual intelligence, sports intelligence, interpersonal intelligence and internal intelligence. Everyone has these seven kinds of intelligence, but for various reasons, everyone has different advantages in intelligence, which can be said to be short, flat and fast. Most people focus on the cultivation of linguistic intelligence and mathematical intelligence, which is a deviation. One or two people with superior intelligence do not mean that a child is completely excellent, and one or two people with weak intelligence do not mean that a child has not developed in other aspects. To realize this, education should have a cool head. We shouldn't use a constant standard to evaluate every child. We should respect children's personality and find that children have certain intellectual advantages. We should create opportunities for him to give full play to this superior intelligence, treat the weak intelligence and promote the weak intelligence from the superior intelligence, instead of fostering strengths and avoiding weaknesses. Only by respecting children can we understand children more objectively and make education targeted.
On the Education of Respecting Children's Personality Development Part II [Abstract];
Personality is the synthesis of a person's various psychological characteristics, and it can also be said to be a person's basic mental outlook. Childhood is the period when personality begins to form, and the personality formed in this period is an important basis for future personality development, and children's personality development is closely related to their education. At present, preschool education has changed from the "intelligence center" in the past to paying attention to the development of children's personality. However, by understanding the process of individualized development of kindergarten children, we find that there are still some problems. In order to improve these problems, this paper reflects and analyzes the current situation of personalized education in kindergartens, changes teachers' educational concepts, develops personalized kindergarten children, and studies strategies to solve related problems. The personalized development of children's personalized life games is consistent with the spirit of quality education advocated by modern times. Man's all-round development is suitable for the development of society, including the development of personality. Personalized education is to set up a suitable learning and living environment for children according to their personality characteristics, so that children can get corresponding development through their own efforts. The Guiding Outline of Kindergarten Education clearly points out: "Kindergarten education should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, take games as the basic activities, pay attention to individual differences, and promote each child's personality development."
First, the status quo of personalized education in kindergartens
China's "Guide" and Britain's "Guide to Lecture Courses" basically represent the most advanced ideas of early childhood education in the world. I have been advocating "caring for every child, respecting every child and teaching students in accordance with their aptitude", but this sentence is always just a slogan. We advocate children to be independent, but our educational strategies and methods have never been able to build such a platform for children. Although in recent years, children's autonomous play has changed a lot. However, there are still many problems in its development. Teachers' dominant position in children's autonomous games is too stubborn to show children's personality characteristics. All these problems have proved to us that the development of children's personality and giving them autonomy only stay on slogans.
Second, change teachers' educational concept and promote children's individualized development.
(A) establish a correct view of children
Every preschool educator should clarify and enrich his own view of children. I think children are social people, and they have basic human rights and independent personality. Children are developing people. They have unique development potential and individual differences. Children have curious nature and thirst for knowledge, but they need proper guidance; Children have unique spiritual life and cultural activities, and children's culture can inspire adults.
(B) establish a correct concept of education
Early childhood is an important stage of personality development in a person's life, and early childhood education is a basic education. We should not only lay a good foundation for children's development, but also pay attention to their sustainable development in the process of tapping their potential. In the process of guiding children, we should pay attention to the differences of children's individual development, follow the laws of children's physical and mental development, recognize individual differences and fully explore children's potential.
Thirdly, the specific strategies of developing children's personality in kindergartens.
To develop children's personality and cultivate good personality quality in kindergarten, we can start from three aspects-teaching activities, life activities and game activities.
teaching activities
Because of the differences of children's personality, children's ability in teaching activities is different, so our teaching activities can't be the classroom form under the traditional consciousness. According to the characteristics of children's personality, we should formulate activity goals and teaching methods suitable for them, relax the time and content of activities, and create conditions for the development of children's personality.
In recent years, "generative activity" has been advocated, which comes from children's daily life and interacts with the environment according to their own interests, experiences and needs. Can promote the development of children's personality. Its advantage lies in that it can arouse the enthusiasm of children's activities, make children learn more vividly and effectively, help develop their subjectivity and cultivate their creativity. At the same time, it is also a great challenge to teachers' potential, because generative activities are uncertain, unpredictable and dynamic, which breaks our original teaching habits. Moreover, generative activities put forward some new requirements for teachers, including teachers' goal consciousness, observation and understanding of children, awareness of dynamic process, teacher-student interaction and so on.
First of all, teachers should adjust their role status with an open attitude, become a listener, communicate with each child with a caring and accepting attitude, listen to their thoughts and feelings at any time, find out their interests, make value judgments, and thus generate valuable educational courses; Secondly, teachers should become observers, supporters and participants, and promote generative interaction with critical eyes and mentality.
(2) Life activities
Life activities in kindergartens are closely related to children's individualized development. Many kindergartens like to make the activities of the day too procedural, and even the time of life activities is clear and detailed. If an individual child violates the "agreement", the teacher will immediately remind the child to return to the group activities. This is bound to ignore the individual needs of children, which is not conducive to the protection of teachers' teaching and the healthy growth of children. Then, how should teachers highlight the individualized development of children in their life activities?
First of all, we should respect the individual needs of each child and reduce the links in collective life. Secondly, teachers can give different guidance according to the individual differences of children's living ability, so as to promote the development of each child at different levels. Finally, teachers should seize the educational opportunities in life activities in time and give children more opportunities to operate, experience and interact, so that every link in life activities can be organically connected with children's development goals and promote children's harmonious development.
(3) Game activities
Mr. Chen Heqin said, "Games are children's psychological characteristics, games are children's work and games are children's lives." In a sense, children's abilities are acquired through games. In the atmosphere of popular gamification courses in recent years, many teachers will go into a misunderstanding and suffer from the "game omnipotent theory". During the game time, teachers always try their best to find educational opportunities and strive to learn something in every game activity. They are eager to control their children's game process and try to promote their development, which in turn makes them lose the will to play freely and the opportunity for personalized development. Personalized games should let children "choose freely", "develop independently" and "communicate spontaneously" in the game, and truly realize their dominant position in the game.
1. Create a game environment conducive to children's personalized development.
Environment is one of the most direct factors that affect children's play behavior. Creating an environment is to attract children to participate in games actively, voluntarily, happily and freely. Give the initiative of the game to children and let them participate in the creation of the game environment. Teachers can first organize children to discuss the creation of game environment, and then set up game areas such as "recycle bin" and "treasure chest" for children to provide some open materials, encourage children to find and make materials according to their own needs, and fully demonstrate their autonomy and creativity.
2. Give children enough time to play independently.
No matter what kind of games children play, they need enough time to communicate, interact, explore and try. Sufficient play time is the basic guarantee to satisfy children's free choice and happy play, and it is the primary premise for children to carry out game activities.
3. Provide scientific game materials.
The game materials we provide for children should be rich, hierarchical, interesting and operable.
First, in the study, we found that teachers provide different levels of game materials for children according to their development needs and individual differences, which can not only improve the effect of game development, but also meet the development needs of each child, ensure children to play their own roles and improve their abilities in the game.
Second, every kind of materials provided by teachers should have different uses in children's hands, so that children's creativity can be fully exerted.
Third, the game material should be constantly changing. Don't provide all the materials at first. Let children have some time to find, discover and obtain new game materials and keep their interest in the game.
Fourth, the game materials provided by teachers to children can be semi-finished products or waste materials, encouraging and guiding children to make toys, giving them the opportunity to play freely and create what they want.
Five, creative use of game materials in a variety of ways, teachers should be good at guiding children to explore different ways of game materials as much as possible.
In short, education should strive to promote children's autonomy, pay attention to cultivating children's good personality, respect each child's personality and strength, pay attention to children's personality differences, let them actively explore knowledge, develop good habits, and let children live in a happy environment every day, full of wisdom and vitality, and become a creative new generation.
References:
Qiu Xueqing. Preschool children's games. Jiangsu Education Press, 2005, April.
[2] Liu Xinying. The role of optional games in children's development. Early childhood education, 1999, (06).
[3] Zhou Zongkui. Children's socialization. Hubei Children Publishing House, 1998+00.