Teachers usually say, "It's useless for children to have bad routines!" "The implication is that routine is the premise of all educational activities. Therefore, before the activity, teachers often have to do a lot of routine training for children, so that children can "rest" and "sit well" repeatedly with the teacher's password. The teacher almost always prepares the children for class quietly before starting her educational activities. In educational activities, in order to criticize, blame and correct a child's illegal behavior, teachers often have to interrupt the ongoing content and "wake up" other children from the "immersion" state of the learning content to an irrelevant time and space, just like a person is lifted high, and then a sudden external force pulls them down from a height. That sense of loss is self-evident. In educational activities, tutors often act as defenders of discipline and convention. They keep staring at their children to see what is not serious and interfering, but forget that they are observing and recording their learning and growth ... However, is routine really the premise of educational activities?

We can also see such a scene: when children are completely immersed in the activities they are interested in, they usually don't violate the rules. They will devote all their energy to the current activities, and naturally have no extra energy to violate the discipline. Once, the teacher held a "Little Baker" activity to let the children wash their hands, mix flour and make cakes on a clean table, saying that this was part of the lunch prepared by everyone for themselves. The children were full of energy and showed investment that was difficult to see at ordinary times. On another occasion, the teacher divided the children into three groups and provided rice cookers, vegetables, minced meat, rice and glutinous rice paste respectively. Children cook, cook soup, rub jiaozi and cook jiaozi under the guidance of teachers. The children are busy, but no one makes trouble. It can be seen that when children devote themselves wholeheartedly to the activities they are really interested in, they show great learning autonomy, from inner experience to the satisfaction of needs. At this time, the teacher's emphasis on routine and discipline becomes redundant. The problem of discipline has always been that people's needs are not fully met. Therefore, the real premise of educational activities is children's real interest and intrinsic learning motivation, not routines.

On the other hand, under what circumstances does convention become the premise of educational activities? Obviously, it is when children have no real interest in activities. At this time, educational activities have become an externally imposed task. Children can't be moved from the heart and devote themselves wholeheartedly. In addition, they do not have the self-control ability of adults, so violations of routine and discipline often occur. At this time, teachers also raised the "banner" of discipline, maintained the routine, and served for the smooth completion of the scheduled teaching tasks. In fact, teachers are usually busy with two things: one is racking their brains to arrange and sort out the teaching contents approved by teachers, the other is to take safeguard measures to achieve this goal, maintain routine and discipline control one by one, and avoid possible safety accidents at the same time. Therefore, routines naturally become a prerequisite.

Second, regular education: can it be done only by teachers' requirements? Formal education is not a prerequisite for kindergarten education activities. This does not mean that kindergartens do not need regular education for children. Conventional education is needed, but how should teachers educate their children? The usual practice is that teachers deliberately remind and urge children to obey the rules, and issue bans such as "Don't throw toys around" and "Don't make noise" to restrict children's actions. However, when children violate the rules, teachers usually take reasonable or even uniform measures to force them to "submit". In doing so, the teacher actually regards the rules as external requirements for children and thinks that children can passively accept this. Therefore, we can see that after the teacher repeatedly teaches and emphasizes the routine requirements, children can say many of them and seem to "understand" many of them, but it is difficult to show the corresponding behavior. When they "speak" these truths, they are actually talking about something that has nothing to do with themselves. Therefore, regular education can't rely on the forced indoctrination and repeated reinforcement of rules from "outside" to "inside", and children can't passively accept rules. Instead, we should create conditions for children to "endogenous" rules and guide them to actively construct rules. To this end, teachers must:

1 Cultivate children's ability to do things independently. Where more emphasis is placed on routine and discipline, children's autonomy will be worse, and children with strong autonomy will have a strong sense of rules. Children concentrate on doing things in activities, which is a direct manifestation of children's autonomy and the best way to cultivate a sense of rules. Concentrated work can enhance children's concentration and self-management experience, which constitutes the original connotation of the rules. Therefore, teachers should observe and cultivate children's inner interests, listen to their opinions, support children to carry out interesting activities in time and space environment and psychological atmosphere, and give children more opportunities to do things independently.

2 Guide children to establish a "contract" for class life and experience the demand for rules. The "contract" of class life is the agreement of interpersonal relationship, the terms agreed by all children, and the reservation of reward and punishment measures for performance. Learning to establish and fulfill the "contract" is the basis of honesty and trustworthiness, so that children feel that rules are their own needs, not things that have nothing to do with them. The demand of children's experience for rules is essentially the reciprocity of experience rules, that is, rules are both altruistic and selfish. Such as "sharing", not only give your own things to others, but also get others' pay. If you don't share your own things with others, you can't share others' things. The reciprocity of empirical rules can also enable children to establish a positive attitude towards the rules.

3 From prevention, restriction and prohibition to encouragement and expectation. When teachers are used to using negative language such as "don't" and "don't allow" to emphasize rules, they are preventing and restricting children, and they are "blocking" rather than "sparse". Over time, they often put the rules in an annoying situation, which leads to children's lack of sense of purpose and confusion. Children feel that teachers don't trust him because children have a strong need to be encouraged, affirmed and trusted. Therefore, teachers should encourage young children and send them positive expectations. Teachers can say things like, "You will …, right" or "If you can …, then we will all be happy for you." Teachers often educate children in this way, and the rules for children will be gradually established.