In real life, many teachers and parents often pay little attention to children's emotions. I have always believed that children's moods are changeable because they are young and ignorant, and they will naturally mature when they grow up. In fact, the expression and maturity of children's emotions also need to be studied and trained: as educators, it is an obligation for children to learn to have mature and happy emotions. 1. Understanding emotion is the experience of people's attitude towards objective things and the reflection of the relationship between objective things and people's needs. Children's emotional development has a far-reaching impact on their personal and social adaptation, which runs through their lives: emotions can be used as a way for children to communicate with others, adjust social distance and communicate with others. For example, a child can show others what he likes by smiling. Children who are cheerful and love to laugh are usually more likely to be loved by their parents and teachers and welcomed by their peers. On the contrary, a child who is easily angry and crying often keeps a distance from his peers and is easily isolated. Emotion affects children's cognitive development. When a child's mood is in a positive state, he is happy, eager for knowledge, flexible in thinking, bold, rich and creative in imagination. We often read small poems written by three or four-year-old children and see colorful and childlike children's paintings. When children are in a negative state, they are silent, slow, slow to respond and talk less. Emotion affects children's physical and mental health. A happy child often has a good appetite and a good constitution. Children in a bad mood are often sallow and emaciated and stunted. Bad emotions often directly induce psychological disorders. Emotion also affects the development of personality. Stable, lasting and happy positive emotional characteristics are easy for children to form stable, optimistic and lively personality characteristics. On the other hand, it is easy to form suspicious, withdrawn, irritable and other bad characters. Children's emotional stability is very poor, and they often fluctuate under the influence of the external environment. For example, when children read comic books calmly, the roar of planes comes from the sky outside the window, and they will immediately divert their attention and shout excitedly. Children's emotions also have obvious susceptibility. For example, if an adult makes a horrible expression, the child will immediately have a horrible emotional reaction. In fairy-tale musicals, when the wolf comes out, it is always accompanied by a low cello sound. As long as the low and gloomy cello sounds, children often close their eyes in fear. Children's emotions are impulsive. Children often get emotional and cry because of fighting for toys. However, when his parents comforted him with funny expressions and humorous words, his tears still hung on his face but he immediately smiled, which shows the transferability of the child's emotions. Second, rationally channel negative emotions. Like adults, children have their own troubles. They will be unhappy, angry and unreasonable. This is normal. As teachers and parents, we must first accept children's negative emotions, which is also a manifestation of children. In real life, parents often say, "Come on, you are so ignorant." In fact, this statement denies the truth that children's bad emotions need to be vented. This kind of education will not only make children really have no negative emotions, but also encourage children's depression and denial, which often turns into a certain neurotic tendency during their adolescence, and some children will develop some psychological problems. In fact, children will know to pay attention to safety as soon as they are afraid; Children know that something is wrong only when they know shame; Only when you have a sad experience can you understand the sadness of others. Therefore, parents and teachers should not always deny children's normal emotional expression, let alone excessively suppress their expression. We should accept and reasonably channel children's negative emotions. 1. The improvement of knowledge level and the guidance of children's emotions depend on their understanding, understanding and evaluation of the situation to a certain extent, and different children can have completely different emotional reactions to the same situation or stimulus. Once, Wang Xiang and Jia Jia in our class had an argument over a toy. Although they were scolded by me, their reactions were quite different: Wang Xiang just bowed his head unhappily, and Jia Jia immediately pointed to a child's face and said loudly, "It's all your fault that I was told by the teacher, blare …" Then he burst into tears. I think this happened to Jia Jia mainly because she didn't know her mistakes and didn't have the heart to blame the teacher. So, on the one hand, I try not to blame him when he does something wrong; On the other hand, I have helped him realize many times that the teacher's criticism is well-intentioned. When something goes wrong or you cry, you should stop as long as the teacher reminds you. Teachers like children who correct mistakes. Through many exchanges, he gradually improved his understanding. When I have bad feelings again, I will remind him that the intensity of his venting is weakening and the time is shortening. 3. Temporary isolation and daily education focusing on self-discovery can be seen. When children's needs are not met, they will lose their temper, while adults will blindly accommodate them in order not to let their children lose their temper or for fear that their hearts will be hurt. Obviously, this can't be done, because it will inadvertently strengthen the role of children's unreasonable troubles and make children's unreasonable demands higher and higher. When things get serious, there will be crying, stamping, rolling and other furious phenomena when things are not going well. Due to the defects of family education, children's bad emotional expressions at home will be manifested in kindergartens, especially small classes. In this regard, I adopted the "temporary isolation method" to calm the children's emotions better and faster. I remember when I was in a small class, Li Yutong's children in the class had poor adaptability. If they were not satisfied, they would shout in the classroom. This kind of child's behavior, on the one hand, reflects his emotional resistance, on the other hand, it also reflects that he wants to attract the teacher's attention by crying and send a signal to the teacher asking for attention, but it has greatly affected the child's collective life. In this case, I asked Li Yutong to leave the group temporarily and go outside the classroom, and reminded him that yelling in the classroom had affected others. Now the teacher allows you to make a phone call outside and then come into the classroom. I won't criticize you now that the teacher agrees to call you. This "temporary isolation" did not have obvious effect at first. Li Yutong was still crying outside the classroom, but after two or three times, he began to realize that his crying didn't work, especially when he observed himself screaming, teachers and children "didn't look at themselves", so he felt that this way of screaming was very boring. After many and repeated "exits", teachers and friends urged him to "shout". Of course, this "temporary isolation method" should be used with caution, only for some children, and each time should not be too long. Moreover, someone should cooperate to secretly monitor the children to avoid accidents, and the isolated environment should avoid other stimuli. 3. Cultivating a wide range of interests, transferring bad emotions, cultivating children's various interests, encouraging children to actively participate in various activities, and making extensive contacts with others, especially children of the same age, is another effective way for children to learn to actively vent their emotions. In particular, children should be taught not to be bound to places or activities that cause their dissatisfaction for a long time when they have bad emotions. They should learn to use transfer to eliminate bad emotions. When encountering setbacks or conflicts, don't fall into the emotions that cause conflicts or setbacks, but get rid of this situation as soon as possible and devote yourself to other games that interest you. I remember once, I took my children to play the game of "rolling mines". I invited Lele to join the first group of children. I can see that Lele likes this game very much. Unfortunately, Lele lost in the first round and cried. I smiled and said to him, "Lele, you love telling stories." When the game is over, the teacher will ask you to tell a story to the children, ok? " He nodded vigorously. After the game, I was happy to see Lele telling stories to the children vividly, because he was no longer angry about losing, and my interest transfer method won. This "interest transfer method" can not only let children's emotions get a good vent, but also make children's psychology develop healthily. 4. Fully understand children and allow them to vent to "me". When children encounter conflicts or setbacks, they often tell their teachers the reasons or their dissatisfaction in order to seek sympathy and comfort. Children's frequent "complaints" have caused some discussion in preschool education. In fact, this strategy of seeking support to cope with psychological pressure is understandable for young children. It not only reflects children's trust in teachers, but also is a common way for children to eliminate psychological stagnation. When children vent, if the teacher doesn't handle it well, or criticizes it, or doesn't care, then children will unconsciously use negative psychological defense mechanism to deal with all kinds of bad emotions and get rid of emotional troubles. Such as self-suppression, projection to others, etc. In the face of children's "complaints", we can try to do these things: listen carefully with respect and understanding for children. When children "complain", we should not treat them with "go, I'm busy" or simply "know". This is impolite and disrespectful to children and will make them feel more wronged. We should listen patiently and respect and understand him from the child's point of view. Find out the facts and let the children seek solutions to the problems. Find out the cause of the child's complaint and comfort him appropriately, but don't completely believe what the child says. We should encourage and inspire children to tell stories and think about whose fault it is and how to solve the problem. Only in this way can children really vent their emotions to us. ⒌ Setting up "conflict" situations and giving "compensation" education is also an effective educational method. By setting up conflict situations, children can feel and give compensatory education, and guide them to choose the right way to vent in line with social behavior norms. Teachers should not criticize or comment on children's emotional experience and feelings, but should teach children to express their feelings by setting up "conflict situations" and discussing and discussing reasonable solutions. After the conflict situation appears, let the children express their opinions, learn to find countermeasures to solve contradictions, make both sides happy, and let the children do it consciously and sincerely in a way acceptable to everyone through discussion. After many discussions on "situational conflicts", children can learn how to vent their emotions correctly. I once organized the whole class to discuss a topic. The self "conflict situation" of this topic is: "Xiao Ming needs a pair of roller skates very much, but his father forgot to give him a pair of roller skates. Xiao Ming is very angry." So what will he do next? " During the discussion, 90% of the children said: Xiao Ming will be disappointed, dissatisfied and angry; 80% of the children think that Xiao Ming should make a scene with his father and ignore him. It can be seen that the compensatory education for children's emotional venting needs to be repeated many times to be effective. The "compensation education law" is reasonable and acceptable to children. Arousing positive emotions and cultivating positive emotions with good personality are powerful barriers to resist adverse stimuli from the external environment or the body. Through the investigation and study of the children in this class, I realize that most children with lively and cheerful personality can grasp their emotions well, and even if they want to release their dissatisfaction, they will choose a more reasonable way to vent; However, depressed and withdrawn children are the opposite. Most children with lively personality have strong communication skills, wide contacts and full confidence in themselves. When something goes wrong, they will find ways to adjust their emotions, while depressed and withdrawn children are often indecisive and timid, and they can't control it when something goes wrong. Liu Jiaqi in our class is an introverted child. She usually loves to cry, even if her shoelaces are not tied properly and she can't find stationery, she can't stop crying. For her, besides giving her spiritual comfort, I also tried to arouse her positive emotions. I often say to her, "Liu Jiaqi, you look the best when you smile." I usually praise her as soon as she makes progress. Later, she got rid of the bad habit of crying all the time and was recognized by other children in the class. She laughed more and cried less.