How many possibilities are there for preschool teachers to read an educational book? Quietly enter, let the author take you to swim in various educational concepts simply, and look for the cool breeze and bright moon in education. Kyle's book "Being a Warm Educator" did it.
Teacher Kyle is an ordinary educator. He has a deep knowledge of language, is good at grasping things around him sensitively, and is handy in describing various topics from the perspective of education. Over time, he insisted on writing, which constituted more than 270,000 words of educational works.
Most of the articles in the book are short and pithy, and there are no redundant words, which gives people a strong reading pleasure. The book is rich in topics, which makes us deeply feel the free search process of an ordinary teacher as a teacher, as a student and as a person. In view of the triviality and complexity of reality, Mr. Kyle always takes care of educational reality with the wisdom of educators, showing an educator's attitude towards work and life.
As educators, we should seek a state of working attitude.
The book puts forward many suggestions on the working attitude of educators, such as: the basic requirements of teachers are to create a relaxed and harmonious environment, adjust the inner state of mind that constitutes tolerance, and adhere to the communicative mentality of generosity and care; "Small doubts and small progress, big doubts and great progress" can greatly cultivate students' skepticism, critical thinking and innovative spirit. These all need teachers to constantly seek!
For educators' working attitude, Mr. Kyle thinks that there is a realm, and draws lessons from Mr. Wang Guowei's classic description of the realm, that is, the first realm, "The west wind withered the green trees last night. Being alone in a tall building, looking at the horizon. " Game 2 "I won't regret that my belt is getting wider and I am haggard for Iraq." In the third scene, "the crowd searched for him for thousands of Baidu, and suddenly looked back, the man was in the dim light."
Education with realm has its own style, and education with realm has vitality. There are big and small realms, and there is no distinction between good and bad. Teaching knowledge, teaching methods and teaching mentality can be the three realms of education. For growing people, knowledge, methods and mentality are very important. The realm is from low to high, the low level is knowledge acquisition, and the high level is mentality cultivation. As long as it can be effectively integrated, it can promote the harmonious development of life.
As an educator, we should seek a quality attitude towards life.
A quality attitude towards life is diverse, and reading is a good channel. Reading can make people happy and improve themselves. Reading makes life more interesting, makes people feel more peaceful and makes their career more intelligent. Educators are the inheritors and leaders of culture. Reading is not only the demand of self-improvement, but also the requirement of occupation.
As long as a teacher is willing to keep company with books and insists on the attitude of "I love my teacher, and I love the truth more", he can find the breeze and bright moon in his heart, shape a quality life posture, let every touch melt in his heart, let every feeling sprout in his heart and record his thoughts. As an ordinary educator, Mr. Kyle has set a good example for us in working attitude and life attitude. Let's look for the cool breeze and bright moon in education with a warm heart and become warm educators!
Preschool teachers' thinking on reading II. Go to the bookstore and look through the dazzling array of preschool education books on the shelves. Although there are many excellent books, it is difficult to feel excited. I don't know where to go. Suddenly I saw this book and thought it was a very theoretical book, or an example of a child's mother growing up with her child. But after I opened it, I was deeply attracted by the illustrations and concise dialogues and recommendations.
Seeing the contrast between the pros and cons of illustrations, I deeply feel that our family and kindergarten teachers will have corresponding inappropriate language more or less. Maybe those languages are normal to us on weekdays, but in contrast, I can really feel the power of appreciating or accepting and empathetic languages. Even as an adult, I prefer to hear such language. Of course, what the book says is not only language, but also an attitude.
After reading this book, I have too much joy and too much confusion. Read a little every day, and you will be full of expectation and look forward to the next day. I think I have found a suitable way to communicate with children or deal with problems. I want to use these cherished methods to spend the most perfect time in the garden with my children happily, equally and effectively as soon as possible. But there will always be some problems in the process of implementation.
The seemingly simple dialogue in the book is not an easy task in the process of implementation. First of all, things happen in different situations, and the language in the book can't be imitated stiffly. At first, I thought these simple languages were easy to "speak", but in the process of communication, I found it really difficult. It is mentioned in the book that many ways of speaking in our lives have changed qualitatively and it is difficult to change. Teachers or family members need to practice. Second, we should change our attitude.
There is only one life, and you can't go back at any moment, so can a child's perfect childhood. If you want children to have a wonderful childhood, you must have enough patience to treat them, listen to their every word, and find their happy or sad moments. We are teachers and students, or mother and daughter. There are many trivial things in life, and sometimes we are inevitably impatient. But your little negligence may leave a little "pain" for your child. If you are unhappy, you can talk to the children. They can feel your sadness, but please don't push them away as an excuse. This book has a great influence on me, although my understanding of this book is not very thorough. But the article about "learning to appreciate children" made me a little "proud" and I deeply felt the power of appreciation.
Hehe is the youngest child in our class, and he is also a boy. Compared with other children, his potential development in all aspects is relatively slow. In addition, he has never been to the nursery before (the nursery is transferred next semester, so he rarely enters the park because he is often ill). He doesn't adapt to the life in the children's garden, and he doesn't take part in various activities in the class. He asks the teacher to feed him every time he eats. Even if the teacher feeds him, he doesn't eat much, and sometimes he vomits after eating a few bites.
He has a stubborn temper. As long as he doesn't want to eat, no matter how the teacher feeds him, he won't take a bite of rice. Because he had heart surgery just after he was born, the teacher has been taking close care of him. After the beginning of this semester, his potential development in all aspects has improved slightly, but he still needs teachers to support him. Once the teacher praised him at dinner, and he was very happy.
The next day, when I was eating, I found that he was willing to eat. Although he still needs the teacher to feed him, he is much faster. For the next few days, I will praise him "quietly" every day when I feed him. One day, I saw him eating with a spoon I went to him at once and praised him. "We eat better and better. We all eat with spoons ourselves, right? " He smiled and nodded a few times, and I gave him a thumb. I found that he not only took the initiative to eat, but also made great progress in other aspects. Seeing the teacher calling the teacher hello with a smile, the teachers in the garden praised the "little guy" in our class for growing up. I am very happy to see every progress, and I feel the power of praise. But praise is not just "you are great!" "Very good" and "Great!" And other general words that evaluate children's words and deeds. Children don't use such words. They probably think you are perfunctory.
When I first entered the park, I didn't know how to communicate with children and how to praise them because of lack of practical experience. When I see children building beautiful houses in corner games, I always say to them, "What a wonderful xx!" " At first, the children were very happy. But after two or three times, the children didn't respond to my praise, and sometimes they just looked at me with no expression, which made me feel embarrassed.
I began to reflect on the children's reaction. Are they indifferent to the teacher's praise or are they "numb" to the teacher's praise? In the process of contact with children, I found that children are still very concerned about teachers' praise and praise, but inappropriate "praise" by teachers will make children suspicious. For example, building blocks, I just praised the children for doing well, but did not point out what is good. Children will doubt such praise. "Is the teacher praising me?" Am I a good rider? Praise without specific direction will make them "very tired"
Therefore, I will practice how to praise children in a directional way. I will quietly observe their performance in the usual activities, and then think about how to praise her, so that I can effectively praise the children in the next activities. Praise is perfect, loved by children and desired by the heart, but I have struggled and hesitated: is praise restricted again? What kind of degree do you want? Once, the grandmother of one of our children came to me and said; "Teacher, can you send a small sticker to our home this afternoon? Our family Qiqi has been studying for several days. " Qiqi is a very clever girl, and she performs well in all aspects. Teachers and children love her very much. She often gets praise or stickers from teachers, but after one thing, I began to think about whether to praise her often.
When I came one morning, the children were playing on the slide. Qiqi ran on the slide, bumped into children and fell on the slide. I looked, and there was no bruise. Looking at Qiqi's frightened eyes, I just said, "Slow down."
Before lunch, the children washed their hands and the ground was wet. I reminded them to walk slowly back to the classroom and she ran back. I just asked her to come back and leave, and she "cried". I have thought about this situation. Are the teachers in the children's park always positive? She can't understand the inappropriate places pointed out by the teachers. Is frustration education necessary?
So when I praised my child, I "deliberately" ignored her. Whenever I see her eyes eager to be praised by the teacher, my heart is also very entangled. She did really well. Should I continue to ignore her? In repeated struggles, I found myself wrong. Just as adults like to be praised by others, we are eager to be praised for the beauty of our newly bought skirts and newly cut hair, so are children, especially teachers. Every child should be praised. They expect teachers to see every progress and every good thing, and teachers' praise is their "feedback".
I didn't do well enough in Qiqi's situation. Because Kiki is a clever girl, I usually pretend not to see anything that she doesn't do well enough. It was the teacher's behavior that made Qiqi cry. Therefore, we should give timely feedback on the inappropriate behavior of children, and we should not "indulge" her because she is a good girl, which is unfair to other children and to her. The teacher's praise or pointing out the inappropriate place of the child is only aimed at the child's current behavior, not at the child itself.
After seeing my child's little progress, I started a plan: a praise every day. A trivial compliment to adults may excite children for a day or a period of time, so we should not be stingy with our compliments. Children warm my heart with their sweet smiles every day. I will also discover their beauty with my eyes, praise them with my mouth and bring them a little sweetness every day.
It may be a little difficult for a new teacher to praise every child every day, but I want to work hard bit by bit. Maybe from now on, I can only pay attention to 10 children a day. There will be more and more slowly, and I will find every little change of my child more and more carefully. From the child's point of view, express your true feelings appropriately and pertinently, and the child can feel the teacher's heartfelt praise.
After reading this book, I found that many times we don't really understand children's lives.
In fact, I feel deeply after reading this book. Many times adults think that they educate their children according to the laws of the adult world, but we don't find that we consciously broke into their world, destroyed the laws of the children's world, and smugly thought that we were doing them good.
In fact, what we do as a foreign body to break into children's harmonious world is not to teach children what to do according to the daily laws and related laws of adult society, but to understand children's world carefully and read their hearts. When children can open their hearts and accept you with peace of mind, you can become friends with them and start to play the role and purpose of your world guide, and before that, everything is in vain.
The sensitive period of a child is a critical period, and the development of the critical period of a child is the key to a child's life. As a teacher, we should fully understand the critical period of children's development at all ages, and at the same time, we should always pay attention to correctly guiding children in daily life to maximize their faster and better growth. Children at different ages have corresponding critical periods of development. 0-2 years old: Newborns begin to treat the world sensitively from birth, which is a critical period for children of this age in terms of vision, hearing, mouth, hands, walking and language.
When a newborn opens his eyes, he will observe the sunny world from a visual perspective. At this time, it is necessary to bring a scientific visual environment to children. This is not only simply to exercise the potential of children's eyes, but more importantly, children's vision is related to the development of brain and governance during the visual sensitive period. Vision is an important channel for human brain to obtain external information, which can significantly affect brain development. During this period, children began to know the outside world with their mouths, so the phenomenon of eating fingers appeared constantly.
When we find the phenomenon of eating fingers in children's lives, we should face up to this problem, not absolutely ban it. At the stage when children can't express themselves in words, it takes a moment to explore this unknown world with their mouths. When we adopt scientific methods to satisfy the taste and touch of children's mouth and bring them hard food under safe conditions, and with the growth of children's age, children's hands and other organs will also have sensitive periods. At that time, the way children explore the world with their mouths will quietly take a back seat. On the contrary, many children are still eating their hands when they are old enough to go to the children's playground, largely because of their parents' blocking. 2-4 years old: At this stage, children reach the age of going to a children's garden, and grow from an independent individual to a public life.
Many times, in my small class, there is often a phenomenon of crawling around on the chair with toys and deducting sequins from clothes and shoes. At first, I will take measures to stop these behaviors and tell my children that these behaviors are incorrect, but I have not deeply reflected that these are the development of children of this age in the sensitive period of self-awareness, sense of space and attention to small things.
We should give my children full choices in everything they treat, and we should not condemn our actions. If we force our children to return their things to others, they won't feel safe at all. While correctly guiding children, we should give them enough autonomy. Regarding children's observation of small things, Piaget believes that children first develop their cognition and understanding of the external world through simple schema. Therefore, children's initial understanding of the world must start from the micro, and the external world is also micro in their eyes. The glittering phenomenon is performed almost every day in my Class 2. From the beginning to the moment I stopped, I deeply realized the importance of observing small things for children.
Creating some gadgets for children or leading them to an observation and education activity class on sequins is far more scientific, practical and problem-solving than often preventing children from playing with sequins in life. According to the development of children at all ages, it is essential and very important to know what critical periods children have reached at this stage and guide their development in the right way. Not only that, in children's daily life, there are often phenomena that exclude some children's personalities. It turns out that this is a sensitive period for children's interpersonal relationships. At this time, it is necessary to correctly recognize the importance of children's interpersonal relationships.
The difference between children with good interpersonal relationship and children with poor interpersonal relationship is not whether they like communication or not, but their psychological quality and social potential. Behavior is a very important factor. Friendly and careful communication behavior will be welcomed, while those children who grab toys and push children will become excluded children. At this time, it is very important to give children correct behavior guidance. But many times, these two kinds of children will be concerned by teachers. They often don't remember the neglected children, who are unpopular and excluded.
At this time, I will often start the whole class to play the game of remembering names. At a certain stage, I will focus on children whose names I can't remember, let them perform and answer questions to get their attention. Although children's interpersonal skills are cultivated imperceptibly, at least the problems between children are solved correctly by scientific methods. Older children, such as 4-5-year-old middle school children, will have some questions about marriage and gender, while older children of 5-6 years old will have some questions about the order, arrangement and combination of words, symbols and numbers, which requires us, as the tutors of most children, to carefully observe and correctly guide children out of the confusion in life. If we don't do this, we should pay attention to family education. Children's Garden is a second home for children and a fertile ground for their growth. However, it is not enough to rely solely on the unilateral education of children's kindergartens, and the close cooperation of parents is also an essential and important link.
Many times, children often don't know that they have done something wrong, but once they realize it, they will reflect on themselves, and they have the potential for self-reflection. As teachers, we should wait patiently for our children to correct their mistakes, which is a necessary process for every child to grow up. Teachers' patient teaching, parents' support and cooperation, and family education together lay a solid foundation for children to successfully pass through the sensitive period and promote their healthy and happy growth.
Childhood is the most perfect time for a person to grow up. Maybe he won't remember what happened in his childhood when he grows up, even if it is only one of them, but his childhood life and growth experience will affect his later cognition, emotion and way of thinking. In the high-load modern information age, having a happy childhood is what children long for, what parents and society should give, and what a qualified teacher should cooperate with.
After reading Teacher Yu's Preschool Curriculum and Happy Childhood, combined with the practice in recent months, I mainly have the following ideas:
First of all, about the children's garden performance area
A scholar said that children's childhood is the exercise of adult life. I don't agree with this sentence, but I think children need to feel, recognize and understand this unfamiliar society and its various codes of conduct through performance. Therefore, it is necessary for children's gardens to create opportunities and conditions for children to perform. My children's garden pays more attention to children's performances. In this process, I thought about such a question: how to really and effectively integrate performance into small class activities? Children in small classes are still young, and the development of language, movements and expressions is still in the primary stage. I think the performance of children at this stage is more emotional input.
Among them, performance can be divided into two categories: one is based on the material brought by the teacher. Teachers can make children feel it by preparing enough performance materials and good scripts, so as to integrate their true feelings into it. In this kind of performance, the choice of the protagonist should respect the children's independent choice and can be transformed and changed with the activities. Whether a script is good or not depends on the performance of the children. For example, there is a play in our class that has not been performed for about a month. A child asked me, "Teacher, why don't we perform XXX?" I haven't performed for a long time. "I asked," Do you still want to perform that? " The child nodded vigorously and said, "Hmm!" "So, I think that a classic script should make most children want to perform.
Second, about curriculum design.
It is mentioned in the book that "on the basis of observing and understanding children, designing courses that conform to the actual situation of classes and kindergartens should be the basic direction of curriculum development in the future." So the course is "alive" and adapted to local conditions. In addition, I think the key to curriculum design is to pay attention to children's feedback. The basic category of a good curriculum design should be the curriculum that children love and are willing to participate in. However, for curriculum design, teachers should think about effective feedback and ineffective feedback. As a new teacher, there are still many places to think about in this link.
Third, the knowledge about preschool teachers.
Teacher Yu believes that preschool teachers have a wide range of knowledge, but it is not simple. The curriculum of children's kindergarten covers many fields. Music, art, sports, Chinese, mathematics, nature, science and technology, society and health are all necessary knowledge for preschool teachers, but this does not mean that preschool teachers' knowledge is simple. For kindergarten teachers, it is necessary to study these materials in order to simplify profound knowledge and make complex language clear.
When I first entered the park, I often got stuck when communicating with my children. When I talk to children, I don't know how to express it, and what kind of expression can make them understand my thoughts. These seemingly "simple" languages actually need teachers to think and temper.
The main body of preschool curriculum is children, and paying attention to children is the top priority of preschool curriculum. Preschool curriculum should be integrated into children's lives in a gamification way, so that children can feel happy in it. However, it does not mean that children should be left alone. Any activity should have a corresponding routine that children need to follow. Only in this way can children participate in activities better. Moreover, all activities of children's paradise need the support and cooperation of parents and society. Only when the three cooperate and support each other can we give our children a happy childhood.