Thinking and Practice of Children's Emotional Education
With the development of society, parents pay more and more attention to the current kindergarten education. However, due to the one-sidedness of people's understanding, many parents generally have the wrong view that they value wisdom over morality and rely on weak skills. Therefore, many irresponsible kindergartens, in order to pursue interest and cater to parents' tastes, do mental arithmetic, early reading and bilingualism at will in the process of education, which violates the law of children's development and causes the serious phenomenon of early education in kindergarten education. The most fundamental goal and task of preschool education is to cultivate people with good physical and mental health and emotional quality. Therefore, we must pay enough attention to this phenomenon, actively change our concepts and pay attention to cultivating children's good behavior habits and healthy psychology. Only in this way can our preschool education be a responsible education.
The "Guidelines for Kindergarten Education (Trial)" points out in the educational content and requirements: "The content of kindergarten education is comprehensive and enlightening, and the content of various fields permeates each other, which promotes the development of children's emotions, attitudes, abilities, knowledge and skills from different angles." It can be seen that emotional education is the first. At the turn of the century, the basic education curriculum reform project initiated by the Ministry of Education also puts students' emotional goals at the first place in comprehensive evaluation. It is not difficult to see that emotional training plays a leading role in the all-round development of students. Looking at the present situation of kindergarten education, we can find that in the process of education, it runs counter to the modern concept of children and education, and the phenomenon of valuing wisdom over morality and relying on skills to be weak is still widespread. If these practices persist for a long time, it will inevitably affect children's physical and mental health and even affect their lifelong development. Therefore, we must pay enough attention to it.
First, the current problems in children's emotional education
1. Parents do not know enough about the importance of emotional education.
In recent years, although great progress has been made in preschool education, there are still quite a few people in society who have wrong understanding and understanding of preschool education. Especially in many small and medium-sized cities, parents still pay too much attention to the development of children's cognitive ability, and send their children to various remedial classes early to instill knowledge in them, thinking that children can know thousands of words before going to school, which can be counted as addition and subtraction. Fluency in English is a sign of cleverness. If you communicate with these parents, it is not difficult to find that parents have a set of high-sounding reasons that they think are quite reasonable. For example, parents are afraid that their children will lose at the starting line, and they will not be able to attend a good middle school or a good university or find a good job; I am afraid that others will learn, and my children will fall behind if they don't learn; Fear of fierce social competition, children have no place to grow up, and so on. It is human nature to expect children to become dragons, which we can all understand, but we really can't agree with the practice of being proud of how many words children know, how many words they know about addition and subtraction, and how many English words they know. Early childhood education should be appropriate and conform to the characteristics of children's physical and mental development. Can we really shape the talents we want by imposing knowledge beyond children's acceptance and depriving them of a happy childhood?
2. The phenomenon of pre-school education is serious.
It is undeniable that the theoretical research on children's emotional education in China has achieved fruitful results. However, there are still many pressures and problems in the concrete development of kindergarten emotional education. Most importantly, in order to cater to parents' tastes or market hype, kindergartens carry out mental arithmetic, early literacy and bilingualism that violate the laws of children's development at will. Nowadays, walking in the street, you can often see kindergarten signs with the words "bilingual", "art" and "experiment", which seem to witness the high-level running of kindergartens and the advanced quality consciousness. However, if we can kneel down and ask the children there, "Are you happy?" The result often makes us heartache. The advanced education in these kindergartens may teach children to sing, dance and draw, and may help them learn a lot of knowledge and skills, but it can't give them good habits, beautiful eyes, loving hearts and happy mentality. A survey shows that children who have received "advanced education" have mastered the knowledge of primary school before entering primary school, which makes them uninterested in repeated learning in primary school. They don't listen to the teacher at all in class, and they are often absent-minded and make small moves. Once these bad learning attitudes and habits are formed, they will definitely have a negative impact on their future study and development. Therefore, preschool education should first focus on children's all-round and harmonious development, develop good behavior habits and develop children's social adaptability. At present, these kindergartens ignore children's emotional, social and long-term development, which is definitely not worth the candle.
3. The effect of emotional education in kindergartens is uneven.
For a responsible kindergarten, emotional education for children is always an educational concept, but the effect of education is uneven and unsatisfactory. The reason must be that children are young and have limited cognition, which is not easy to understand and accept, but more should be the gap between teachers themselves. Emphasizing emotional education will inevitably improve the requirements for teachers' quality, because teachers' quality is a direct factor affecting children's emotional development. Children's emotions are not only fragile, but also easily influenced by the surrounding environment. As a kindergarten teacher, you must have a positive and healthy mood and know how to implement emotional education. However, the present situation of teachers is not satisfactory.
There was once a study that made such a special investigation on some kindergarten teachers, and asked the teachers to give examples for analysis. Give an example: a parent of a small class in a kindergarten told the class teacher that the child didn't have enough to eat (lunch) in the kindergarten. The teacher was unhappy after hearing the reaction, and deliberately gave the child food that he could not finish after eating, so that the child could finish it. Please analyze the teacher's behavior. The survey results agree that the teacher's behavior is wrong, and there are several viewpoints when explaining his mistakes: ① making children indigestion and affecting their health; (2) Affect emotions and make children have rebellious psychology towards teachers or kindergartens; (three) the social impact is bad, affecting the reputation of kindergartens; ④ Affect teachers' self-image and development prospects. The order of the number of people who put forward the above adverse consequences is: 1324. From the height of emphasizing early emotional education, the order of this analysis is inappropriate, which reflects the gap between teachers in strengthening emotional education at present. First of all, teachers lack the awareness of emotional education. Because teachers don't pay enough attention to emotional education, when analyzing teachers' wrong behavior with examples, they pay more attention to the direct impact on physiology and ignore the emotional harm caused by wrong behavior to children. Secondly, there is a lack of methods to implement emotional education. I don't understand the characteristics of early emotional education, so I ignore the role of daily life activities in emotional education. Finally, it also reflects the poor emotional quality of teachers themselves. The lack of food for the children in the example is an obvious change. If the former is unintentional, then the latter is intentional, which is not allowed by professional ethics. This is not reflected in the investigation and analysis. In actual observation, we can also find a similar situation in the examples around us. For example, parents report that children don't often drink water in kindergarten, so there will be a phenomenon that some teachers fill their children with a large glass of water to "let you drink enough". As a result, the child was wronged. The above problems are not only reflected in the investigation, but also in the actual work, which is definitely not conducive to the implementation of emotional education in kindergartens. Even if it is barely implemented, the effect can be imagined.
Second, change ideas and attach importance to children's emotional education.
Emotional education is mainly about educating people. Early childhood is the foundation of healthy emotions and the golden period of emotional education. It is of great significance to develop children's emotions and cultivate their social behavior to improve their socialization level. After fully realizing the significance of emotional education, the most fundamental solution is to form a joint effort of education through the joint efforts of families and kindergartens to jointly promote the emotional development of children.
(1) Teachers' love and sincerity are the foundation of children's emotional education.
Gorky said: "Whoever doesn't love children, children don't love him. Only those who love children can educate them. " Loving students is the foundation of teachers. Without sincere love, there will be no real education. The Guiding Outline of Kindergarten Education (Trial) also points out: "Teachers' attitudes and management methods should help to form a safe and warm psychological environment. "Therefore, it can be said that no matter how high the education level is and how deep the educational theory is, it is impossible for kindergarten teachers to leave the word' love' and try teaching alone. Children in small classes, in particular, are more dependent on adults because of their young age and limited cognition. When they leave their parents and familiar family environment and come to kindergarten, they will feel insecure, which is manifested as fear, crying and other rejection. At this time, the teacher becomes their only dependence, and it is the minimum psychological need of every child to be cared for by the teacher. Although they may not do more analysis, they can feel the care of their teachers. Teachers' words and deeds will directly affect their emotional experience of kindergartens. Therefore, loving children is the basis of emotional education for children. Teachers should first warm children's hearts, impress their young hearts, guide their emotions to develop in a healthy direction, and then ask them to learn to care about others.
To really do this, teachers should first go into children's minds from the aspects of cognition, emotion and behavior, analyze their language actions, and satisfy their spiritual needs, so that they can get spiritual satisfaction, as Suhomlinski said: "Love is to understand the subtle spiritual needs of others with your heart." For example, when children first enter the park, teachers greet and hug each child with a smile and take the initiative to greet them. When the child on duty asks for leave due to illness, he takes the initiative to call or come to the door to understand the condition ... These seemingly trivial life things are the most direct psychological needs of the child. However, love is by no means equal to doting, accommodating and conniving. In the process of education, teachers should be "loving" and "moderate", and must not be emotional, irrational, or relaxed, but be consistent and consistent. Only in this way can we cultivate children's ability to adjust their emotions and let their emotions develop in a stable direction.
(2) Cultivating children's view of right and wrong is the premise of emotional education.
For kindergarten children, especially children in small classes, they have just taken the first step from family life to social life, from familiar, free and relaxed family life to unfamiliar kindergarten environment, to adapt to strange companions and teachers and bound collective life, which is even more difficult for wayward and self-centered children around 3 years old. Therefore, to educate children emotionally, we must first let them distinguish right from wrong, cultivate their sense of kindness, and know what to do. Everything is wrong. Why? At the same time, let children know the benefits of doing so, that is, give timely positive comments on their positive performance, even if it is extremely weak, and criticize and correct their bad behavior in time. It is hoped that through such positive and negative reinforcement, children will gradually form a standard of right and wrong, enhance their confidence and courage to overcome shortcomings, promote their moral understanding into action, gradually learn to care for others, help others and sympathize with others, and finally produce healthy emotions and form their sound personality and excellent quality.
(3) Use all kinds of living resources to randomly infiltrate emotional education into children.
The Guiding Outline of Kindergarten Education (Trial) emphasizes: "Preschool education should be closely integrated with children's life and should permeate all activities and every aspect of daily life." It can be seen that life is not only the content of education, but also the way of education. As the leader of children's learning, teachers should learn to observe children's needs, choose active resources in life according to children's needs, create educational activities from life, and guide children's positive and healthy emotional development.
In daily life, according to the age characteristics of children, on the one hand, under the guidance of emotional goals, we can hold some daily activities aimed at emotional education and carry out planned training. For example, holding a "Little Bailing" singing performance activity in which children voluntarily sign up and actively participate to cultivate children's initiative and self-affirmation consciousness; Regularly open "small question mark" email activities to explore together and cultivate children's awareness of exploration. On the other hand, we can combine accidental events to strengthen the random cultivation of emotions. For example, most children in small classes have poor self-care ability when they first enter the park, but some children with strong ability take the initiative to help children with weak ability to dress, button and tie their shoes; During the game, some children actively give toys or headdresses to others; Some children occasionally say some polite things. Grasping these examples for timely praise and encouragement is the best real-time training. For those children who rob others and insult others at any time, they always use hints to guide and educate them, so that children can develop a good habit of distinguishing right from wrong, and at the same time purify their hearts in a subtle way. In addition, festivals are also a part of children's lives. We can use Labor Day, Children's Day, Mother's Day, Teacher's Day and other festivals to let children express their love and gratitude through painting, songs, games and other activities. Children can also be encouraged to help their parents and elders do some housework within their power, such as putting away toys, chopsticks, sweeping the floor and washing dishes. So as to cultivate children to care about the feelings of others in any way.
(D) Use a variety of interesting forms to stimulate children's emotional resonance.
Preschool children have the characteristics of concretization in cognition. Their cognitive activities depend directly on actions, and they can only understand specific things, but can't make complicated analysis and synthesis, and can only make direct reasoning, but can't make logical reasoning. Therefore, teachers should make full use of various interesting forms to give emotional education to children vividly.
1, use fairy tales to cultivate children's emotions. There are two remarkable characteristics in early childhood. First, I like personification, imagining cats, dogs and even small bottles and stools as "people"; Second, there is no distinction between truth and falsehood, and there is no distinction between truth and falsehood. These two characteristics often appear in fairy tales. In addition, fairy tales also have the characteristics of many spoken languages, small space, few roles, simple and clear themes, clear distinction between good and evil, and easy for children to accept and imitate, so preschool children always like to listen to fairy tales. When listening to a story, the scenes and characters in the story will be vivid. At this time, the child's mood is also the most vivid, and it is easy to sympathize with some unfortunate characters and small animals. Therefore, if we can pay attention to choose some stories suitable for children's age and psychological characteristics, tell them in easy-to-understand language, impress their hearts with the emotions of the characters in fairy tales, and let them know what is good, what is bad, what is hardworking, what is lazy, what is kind, what is evil, what should be learned and what should not be learned, we can often receive special educational effects. I remember that once I told the children in our class the story of the little match girl. At the regional activity the next morning, I saw our children on the banqin have been drawing all kinds of matches, so I asked her, "Why do you draw so many matches?" ? She said, "I'm going to smoke a lot of matches and give them to the little match girl so that she can never use them up!" " ! Looking at the firm expression on her tender little face, I was moved and said, "Good! The teacher also helps you draw. " In fact, many fairy tales like this play a great role in cultivating children's goodwill.
2. Cultivate children's emotions in the game. Mr. Chen Heqin, a famous preschool education expert in China, said: "Children are born active and live by games." Preschool children's strong interest in imitating adult activities and reflecting their familiar environment makes games their most basic form of activities and an important way to know the world. Therefore, games can also become an important means of emotional education in pre-school period. Through in-class and inter-class game activities, children's curiosity can be satisfied, their perception, thinking and creativity can be developed, and good personality qualities such as carefulness, patience, independence, persistence and cooperation with partners can also be cultivated. For example, we performed "Good Friends" in the form of a song performance, and let the children comb their hair and button each other while singing. Create a friendly situation for "lost duckling" and "sorry, it doesn't matter", so that children can unconsciously integrate into the role, thus causing emotional resonance.
3. Use positive and specific characters in movies and cartoons to influence young children. Imitation is children's nature, and children's world is a world of imitation. In the process of children's growth, imitation is the means for them to know the world at first, and it is also the basic form for them to master real life knowledge. It is in the process of imitating adult behavior that children develop from "biological people" to "social people". Because of their age and cognition, they especially like to imitate the heroic images in movies and cartoons. However, because children's moral concept has not yet been fully formed, the criteria for judging right and wrong are still vague, and imitation is often limited to the external image of the characters, lacking understanding and learning about the quality and spirit expressed by the characters. Therefore, in specific operations, teachers should first give children a correct code of conduct and set a correct example for children to imitate. Second, educators should often discuss and study the characters in movies and stories with children, correctly guide children to analyze the characters, and don't stay on superficial plots and intuitive images of characters, educate children to learn the courage and tenacity of heroes and hate the meanness and ferocity of enemies. For example, in class, we can often tell children stories of heroes such as Lei Feng, Huluwa and the Monkey King, watch related movies and TV series, show them their deeds, and stimulate children's desire to learn from them, so as to learn to care about others consciously and have a sense of justice.
(5) Homestead consistency is an important link to consolidate the achievements of children's emotional education.
Good and successful children's emotional education is the unity of knowledge, emotion, will and action. Knowledge is the foundation, behavior is the key, and habit is the destination. How to turn children's emotional knowledge into behavior and then become moral habits needs to be consolidated. Children spend most of their time with their families. Family environment and family attitude have a direct impact on the consolidation of children's moral understanding. Suhomlinski said: "If a child doesn't receive emotional education at home, he can't know the world and can't accept the teacher's words attentively. What he knows is the logical meaning of what he hears and talks about, but he can't understand the subtext of emotion and spirit. " It can be seen that family education plays a very important role in children's enlightenment education activities. Only when family education and kindergarten education cooperate with each other and complement each other can we achieve the best educational effect, otherwise we will get twice the result with half the effort. However, in the family where the only child lives now, the children are all "little emperors" and "little princesses", and their parents and elders have always been responsive to their demands. How to strengthen communication with parents and form an educational consensus?
1. When carrying out theme activities, parents are invited to carry out parent-child activities together, and our emotional education is also quietly infiltrating into the family, paving the way for family cooperation and coordinated training to consolidate children's emotions.
2. Make full use of parents' schools, parents' conferences, home visits, parents' open days, "contact your hometown" and so on. Publicize the importance of family to children's emotional formation, introduce some basic family education knowledge selectively, let most parents actively cooperate with teachers, discuss educational methods with each other, give play to their respective advantages in kindergarten education and family education, and make emotional education really effective.
3. Carry out parent teaching assistant activities. Through the direct communication between teachers and parents, our emotional education concept is infiltrated into parents, which not only gives parents the opportunity to fully practice their educational concepts, but also stimulates children's beautiful feelings of loving workers and respecting the fruits of labor while understanding the knowledge of related industries and the hard work of parents. The most fundamental goal and task of preschool education is to cultivate people with good physical and mental health and emotional quality. Because this is not only an important guarantee for promoting children's all-round and healthy development, but also an important guarantee for realizing social civilization. As long as we have the heart, connect our relationship with children and parents with love, communicate and coordinate more, and pay attention to cultivating children's good behavior habits and healthy psychology under the guidance of common educational goals, we will certainly receive good results. Only in this way can our preschool education be a responsible education.
We don't live in a vacuum, and the children's world is not completely pure land. Therefore, to some extent, psychological pressure is inevitable. However, we can try to reduce the psychological pressure faced by children and detect whether children have psychological pressure in advance; Once children are already under pressure, we can try our best to help them get rid of psychological pressure. For the healthy development of children's psychology, we must standardize educational behavior and create a good psychological environment for children, which is not only conducive to stimulating children's enthusiasm and creativity in participating in activities, but also conducive to the formation of children's good character. On the contrary, it may leave a shadow in the child's heart and let the child develop in an incorrect direction. I think teachers should strive to create a good psychological environment for children in the following aspects in their daily activities, so that children can grow up healthily and happily.
First, treat every child with sincere care, understanding and respect to make them feel safe. To educate children, we must first understand them. Listen to children's voices patiently, try to understand children's thoughts and feelings, and support and encourage children to explore and express boldly. The relationship between teachers and children is first of all a relationship of love. Only through love can teachers treat every child with sincere care, observe, analyze and understand the inner world of children patiently and carefully, accept and meet the reasonable needs of children, and pass on their love to children, which will be closely related to children's emotions. Children will gradually develop a sense of intimacy, security and trust in teachers, and then love and trust teachers and become soul mates with them. Teacher love should be rational love. Due to the specific differences in innate quality and family environment, every child has different intelligence and personality. To understand the root causes, treat and care equally, and be strict. Regardless of children's personality, appearance, ability and background, we should care for every child equally and fairly, spread love to every child, and let them grow up healthily under the rain of love. For example, starting with caring for life, we should send love messages to all children, give special care to children whose sense of security is threatened, and treat children's provocative and disobedient behaviors with a calm and tolerant attitude. Only by establishing a harmonious, friendly, respectful and full of social emotions between teachers and children can children willingly accept the teacher's requirements and guidance, naturally express their psychological dynamics and all their intelligence with an open mind, and expand into a good peer relationship.
Second, create a safe and warm psychological environment with standardized educational behavior. The Guiding Outline of Kindergarten Education points out: "Teachers' attitudes and management methods should help to form a safe and warm psychological environment; Words and deeds should be a good example for children to learn. "We must constantly improve our personality and mental health and never bring personal bad emotions into kindergarten. At the same time, we should also standardize our educational behavior, pay attention to our words and deeds, and even deeply reflect on what we have always thought is correct, so as to avoid unintentionally hurting the immature hearts of young children.
Third, develop children's sense of self-esteem with positive evaluation. Teachers play an important role in children's minds. They all want the teacher to pay attention to and praise themselves and ask the teacher to care about and pay attention to him. We should look forward to our children with appreciation and praise and encourage them without hesitation. Pay attention to avoid using a single standard to evaluate different children, and use it carefully in front of children? Let's compare. Teachers should always pay attention to children's performance in activities and praise them in time when they find bright spots. Be good at discovering what children are interested in, grasp the opportunity of education, and guide children to be happy and positive. In contact with children, teachers should look at children with positive and encouraging language, smile, nod, affirmative gestures and physical contact, so that children can be fully valued and accepted and bathed in a warm and harmonious atmosphere.