Keywords:: sharing, emotional experience, empathy, training, behavior, quality
Children are the future and hope of the motherland and the successors of 2 1 century. They shoulder a more important mission than their parents and grandparents. The new century requires the new generation not only to have fully developed physical strength and intelligence, but also to have strong social adaptability and excellent quality. Therefore, early childhood education puts forward the goal of cultivating "complete children", aiming at promoting the all-round development of children's physiology, psychology, intelligence and personality. Nowadays, superior social conditions and special family status have caused children to be selfish, withdrawn, exclusive, self-centered, unsociable, and have a poor sense of cooperation. Please look at the description of the following two groups of phenomena:
Phenomenon description 1: When the small class listened to Let's Play Together, the teacher asked, "How do you play with toys?" The child replied, "Take turns to play." The teacher asked, "How do you take turns playing?" Most children replied, "I finished eating and he played." As soon as toys appeared, more than 95% of the children scrambled to play first, unable to control themselves at all, showing a sense of dominance.
Phenomenon description 2: One afternoon when I was eating apples, I found that when the children went to the apple tray to get apples, they all looked carefully and reached for the big apples. Only a few children who didn't like apples took the small ones.
After these two things, I wonder, don't children know how to give in to each other and have no sense of sharing? Around this question, I asked the children in this class a question: "If there are two apples, one is big and the other is small, which one do you take?" Surprisingly, 90% of the children said, "I give the big ones to others and keep the small ones for myself." Children can talk, but when they express it with actions, it is completely opposite, which fully shows that there is a phenomenon of inconsistency between words and deeds in children's moral development. Judging from the above phenomenon, although children have a sense of sharing and humility, they only stay in words, not actions. To turn it into conscious behavior, teachers need to use various methods to cultivate it repeatedly. Let's talk about some practices in the implementation of children's sharing activities education in our park.
First of all, get a preliminary understanding of what sharing is.
"Sharing" is a higher-level quality expression of children's solidarity, mutual assistance and caring for others. The so-called sharing refers to the process of sharing your favorite items, beautiful emotional experiences and labor achievements with others. It is a powerful means for children to get close to groups and overcome self-centeredness. In order for children to truly understand the meaning of "sharing", we must first educate children to care about and care for others' ideology and morality. To this end, we have designed a series of educational activities, starting with educating children to love the people closest to them. For example, on March 8th, I made a gift for my mother, and did something for my mother. I usually cared about helping my younger children, asked the teacher why XXX didn't come, and educated the children through stories such as "group results", "Pig eight quit eating watermelon", situational performances "guests are coming" and songs "Divide fruits". At the same time, a large-scale parent-child activity "I share with my parents" was held in the small class. Invite parents to kindergarten, play games with children, let children peel oranges and quail eggs for parents to eat, and let children know emotionally what sharing is and how to share it with others. Only by playing games and sharing happiness with everyone can they be truly happy.
Second, raise awareness and enrich children's emotional experience.
A preliminary understanding of what sharing is is only a small foreshadowing to form a sense of sharing, and then encourage children to experience the joy of sharing and produce the feeling of sharing. According to children's age characteristics, we guide children to share materials, and then to share spirit, from sharing small things in children's daily lives to sharing the joy of changes in kindergartens, hometowns and countries. Children's emotions are combined with knowledge, and their emotions are influenced by knowledge and experience. In order to enrich children's knowledge, we told the story of "Kong Rong makes pears", let children analyze why everyone praises Kong Rong, let children know that sharing and modesty are excellent qualities, and encourage them to learn from Kong Rong with their own practical actions. At the same time, we carried out "My Toys for Everyone to Play" and "My Books for Everyone to Read" in our class.
See "and other theme sharing activities. And every Friday will be designated as the sharing activity day. With the help of parents, children bring their favorite toys and books from home and put them in the toy corner of the class. At the same time, the teacher also used his spare time to guide the children to introduce the origin of toys, show them how to play with toys, and let them invite several children who like this kind of toys to play with him. Children play with their favorite toys in a pleasant environment and experience happiness from "sharing".
When children have the need to hold a "birthday party", we cooperate with parents to make the "birthday party" a "sharing party". At the meeting, cakes, drinks, sweets and so on become items shared by children. Teachers also use the process of "birthday party" to consciously create opportunities for children to share and let everyone sing birthday songs together. After the speech, please ask the "Shouxing" to briefly talk about the stories worth sharing in the process of growing up, and then ask the "Shouxing" to share the birthday cake for everyone. This is the moment that children look forward to together. At this moment, everyone can share food, experience the happy mood of the birthday girl and share the fun.
Through material experience, we will further turn to spiritual sharing and promote the improvement of children's psychological quality. We also designed the activities of "Little Tour Guide" and "Little Announcer". Every day, we let the children take turns to "broadcast" what they are interested in and what they know, and tell other children about the changes in their hometown, so that the children in the class can share their happiness. For example, Feifei's mother is a tour guide. Under the influence of her mother, Feifei will introduce the tourist attractions of the ancient town one by one. When it comes to Zhang Zheng Natural Art Museum, she will integrate the art of root carving with nature, so that everyone can share the beauty brought by nature and art. At the same time, we also actively contact parents to get their cooperation, and ask children to tell their families about their wonderful experiences in kindergarten collective life, so that adults can share their children's happiness in kindergarten. At the same time, parents are required to give their children's oral feedback to the teachers in this class.
In addition, we also use empathy training to let children feel the feelings of others. Empathy means being able to put yourself in others' shoes and understand and appreciate their feelings. As a psychological quality, it plays an important role in forming good interpersonal relationship and moral quality, maintaining mental health and even success. Einstein, a great scientist, said: "The meaning of life lies in putting yourself in others' shoes, enjoying others' happiness and worrying about others' troubles. "Empathy training gives children the opportunity to feel their emotional situation from the standpoint of others, so that children gradually realize that the feeling of not being shared is sad and painful. Sharing with others can make others happy, and their behavior is touched by experience, so they react to sharing and understand that sharing brings unity, happiness and friendliness to everyone. Through emotional experience, empathy training
Children have conscious and stable behavior and feel that sharing success with others is a happy thing. It is precisely because children have emotional experience that when they are faced with sharing things again, they can restrain their exclusive desire and share voluntarily.
Third, share exercises through role games.
In the role game, children play according to their own experience and consciousness, and ask themselves to complete the game as a role. Role play can cultivate children's sharing and humble behavior. We organized children to play together in small classes, provided them with a toy car and several biscuits of different sizes in the game, and suggested to the children that when the "guests" came to the "doll house", "mom", "dad" and. In the process of children's games, teachers also inspire them to learn to share, give toy cars to guests to play with, and keep cookies for themselves, so that children can share their behaviors while expressing their language. When I was playing library games in the big class, I prepared a few books. Seeing that some children got books and some children didn't, I asked the children who got books: "What if other children don't have books to read?" Let children consciously produce shared language and behavior through thinking. A child said, "Show him this book!" " And handed the book to the children who didn't have it. Others said, "Let's watch it together!" Later, I seized this educational opportunity and asked them, "Are you happy studying with XX?" ? And further strengthen: "There are good things to share with children. You see, because you gave the book to the children, you are so happy to read together. You are really something. " After similar scenes happen in the future, I pay attention to strengthening them in time, so that children can consciously generate the motivation and behavior of sharing in future communication. At the same time, I also pay special attention to the tone and intonation of evaluation. When strengthening, I pay attention to the behavior itself rather than myself, so that children can have positive sharing behavior.
Fourth, random education in daily life.
In daily life, children are in a natural state, and the reflected language and behavior are quite real. In daily life, random education on children's performance can get good results. For example, when grade three Jia Jia and Wen Wen won the prize in the shoelace tying competition, the teacher asked the whole class to applaud them and learn from them. Later, the children in the class won prizes in sports meetings, painting and story competitions, and the whole class
Children will celebrate together and share the happiness of success. When the children of the army came to pick them up, they proudly told their mother, "Today, our class won the first place in the sports meeting, which is great!" Show a strong sense of collective honor. For another example, in art class, when children need glue or scissors, I deliberately give scissors and glue less, which inevitably involves the question of who uses them first and then uses them. At first, all the children scrambled to use it, but the result was a mess. So I suggest that we discuss together, who will use it first and then use it, arrange it in order, and take turns to use it next time we need to share something. Through random education, let children gradually develop the good habit of sharing with others in repeated education and training, understand that they can't always be the first, and then gradually think of others when things happen.
5. Experience the happiness of labor by sharing the fruits.
It is not easy for children to control their emotions in real life. Especially when it conflicts with personal interests, it is easy to be impulsive, thus making behaviors that are inconsistent with language. In order to strengthen children's correct behavior, change passive to active, so as to share with others at any time. We also carried out some specific activities, such as: Lantern Festival, we made and cooked Yuanxiao with children. When the fragrant Lantern Festival appeared in front of the children, all the children stared at it, but no one ate it. Instead, let teachers and nurses taste it first and give it to children in other classes. After school, parents come to pick them up. The first thing children do is to report "We ate our own Yuan Xiao today", which seems to be the most remarkable thing. In spring, we take our children to the fields to observe how farmers sow, cultivate, water and weed. In autumn, we will take our children to kind of garlic for their care and observation. A month and a half later, the garlic sprouts grew taller, and the children cut them again, washed them and asked the cook to help them make scrambled eggs with garlic sprouts. Since then, the children have been picking edamame, broad bean and digging sweet potato with the nurses to share the happiness of harvest. By carrying out these activities, children can not only feel the joy of labor, but also have the desire to work, learn simple labor skills, and also feel the hard work of workers. This leads to respect and love for the working people and understanding the feelings of parents and elders.
Sharing activities are the breakthrough to open the weakness of the only child's personality. It is accepted by children in a lively way, so that children have a positive attitude and emotional experience towards people and things. Practice has proved that the effect of education on children is obvious. Through education, children really learn to share and use themselves.
Their own language and practical actions show that although the above methods play their unique roles in the process of cultivating children's sharing behavior, in practice, they are always combined, influencing each other and working together. Only by guiding children through appropriate methods, subjectively making them have the intrinsic motivation and desire to share, making their sharing behavior more stable and conscious, objectively establishing reasonable sharing rules, and making their sharing behavior more standardized and orderly, can children finally consciously produce sharing behavior and lay a good foundation for the formation of their lifelong moral quality.