What puzzles do children easily encounter in education? In the process of educating children, it is not necessarily overnight. It is inevitable that you will encounter some educational confusion. So it is very important to solve puzzles when educating children. The following are some puzzles that children are likely to encounter in education.

What puzzles do children encounter in education? 1 1, extreme rebellious psychology, criticism from adults often causes their disgust and fierce reaction.

2. Oppose your parents, ignore your parents, and don't like to do what others say.

He will get bored if his parents tell him the same thing over and over again.

There are too many destructive behaviors, such as tearing books and throwing things when you are angry.

It is difficult for parents to communicate with their children.

How to educate rebellious children

1, understand the child's feelings. I no longer put myself on the opposite side of the child, but learn to stand in the child's position and feel his feelings with my heart.

2. Find out the psychological reasons for resistance. Understanding doesn't mean not making rules, but when making rules for children, I won't "enforce" those rules that he has been resisting, but find out the reasons why children resist and try to solve them.

3. Find an emotional outlet. Education experts believe that many times, children deliberately do things that adults are not allowed to do in order to vent bad emotions or anxiety. In view of this, if I lose my temper again, I won't scold him or punish him.

What puzzles does education easily make children encounter? In the process of educating children, there will be problems more or less. As we all know, children always have a rebellious period, which is a period that every child has to go through. So in this period, parents' education is very important. Parents can only ensure their children's obedience by normal communication, so parents should solve the confusion in the right way.

What puzzles do children encounter in education? 2 Confusion 1: Is the theory of early education introduced from abroad suitable for children in China?

Ms. Zhao's child is now 1 7 months old. She once took her son to several training institutions that provide early education for children aged 0 to 3. Zhao Nvshi found that the training concepts of these early education institutions are basically imported from abroad, whether it is "Montessori" or "Multiple Intelligences". What puzzles Zhao Nvshi is that these theories directly entered the domestic market without going abroad for investigation. Are the educational models and assessment indicators suitable for children in other countries also applicable to children in China?

In this regard, Professor Wu Fenggang, an early education expert and executive director of China Family Education Association, believes that children's early education has many commonalities, and children before the age of three have many characteristics together, and there is little difference between Chinese and western children. However, with the growth of children's age, the differences between children and cultural background, nationality and religion are getting bigger and bigger, and the ways of education will be very different. He agrees with the method of introducing early education in western developed countries, but he should also pay attention to the differences in educational environment. For example, there are more children living with grandparents in domestic families, and foreign countries pay attention to small families.

"Any kind of education model and assessment goal is only suitable for a certain group of people." Jiang Yong, a doctor of preschool education at Beijing Normal University, said, "At present, most of the early education in China is copying foreign education models, which is just a' take-away' way." In response to parents' confusion, Dr. Jiang pointed out that both "Montessori" and "Multiple Intelligences" provided an imitation model for early education in China. "The educational model suitable for foreign children is also suitable for China children in a sense, which is certain, because children at this stage are like a blank sheet of paper."

Zheng Tianyang, teaching director of ABLE educational institutions, said that no matter what educational ideas have their background, pedagogy is a young science with many emerging theories. The theory of early education is also a system that needs constant improvement and development. Any educational concept has its merits, but it cannot be accepted completely, because every child is a special individual. Every early education institution will develop its own educational concept. Before sending their children to training institutions, parents should know that the most important thing in preschool education is the cultivation of personality.

Puzzle 2: Why are the parent-child courses offered by various institutions similar?

Ms. Zheng's child is now two and a half years old. She told reporters: "The most popular course in the early education market now is the parent-child class. Generally, mothers and children have classes together, two classes a week. The teaching methods adopted are also more conventional, such as listening to music, jumping, walking in a straight line, rolling carpets, recognizing colors and sizes, and other small games. " Ms. Zheng said that the contents of various parent-child classes are repetitive and there is no close connection between classes. There are no specific quantitative norms after learning, and it is uncertain whether there are learning effects and side effects.

Professor Wu Fenggang introduced that parenting education originally came from some well-known kindergartens, and then gradually there were parent-child parks and parent-child clinics. Because the textbooks from small areas and different families are similar, these parent-child textbooks and courses have a lot in common, but they will be different for different children. For different children, parenting education should not mechanically copy textbooks, but should respect children's personality development.

However, "the parent-child curriculum cannot be particularly personalized." Jiang Yong, a doctor of preschool education at Beijing Normal University, pointed out that children aged 0 to 3 are not stereotyped in their interests and preferences. Children study only to achieve their parents' psychological goals. From this perspective, "the personalized needs of parent-child courses are only the needs of parents. For institutions that implement early education, it is not feasible to complete children's education in this way. "

Zheng Tianyang believes that the effect of early education will not be seen in the short term. Skills training takes interest as the starting point, rather than simply mastering some skills, giving parents a sense of satisfaction. The goal of parent-child class is to cultivate children's interest, and the goal of education for children is to stimulate children's interest, not to produce pressure. Forced training and uninterested teaching are harmful to children.

As for how to evaluate the effect of early education, Professor Wu said that the current evaluation system does have problems, and the evaluation of early education should be all-round, not single. For example, children with less literacy may develop well on the other hand. It should be an evaluation of development, and the short-term effect and progress after accepting the parent-child course for one month cannot be said to be a phased change. For parents who pay too much attention to the effect, Professor Wu suggested that they should not pay too much attention to the results of early education, just relax and let nature take its course. Even if teachers strengthen the training of children in a certain aspect, it may have short-term effects, but it may also be ignored.