The full text of the educational suggestions on the cultivation of children's interpersonal skills at the age of 3-6 is as follows: The Guide to Learning and Development for Children at the Age of 3-6 puts forward some suggestions on the cultivation of children's interpersonal skills, with the emphasis on adults actively creating a good environment and creating opportunities in the environment to develop children's interpersonal skills. In early childhood, interaction with family members, peers and teachers is the main way for children to acquire interpersonal skills. Children acquire interpersonal skills that play an important role in people's lives through observation, study, imitation and personal practice.
Teachers play a vital role in cultivating children's interpersonal skills, because teachers can directly interact with children and help them acquire corresponding skills in peer communication; Teachers can show good interpersonal behavior in direct communication with children, so that children can observe and learn necessary communication skills; Teachers can also discuss with parents, and sometimes even guide parents to cultivate their children's social skills. So, what strategies can teachers adopt in cultivating children's interpersonal skills?
One of the educational suggestions for cultivating children's interpersonal skills at the age of 3 ~ 6 is that giving children space and time to communicate with their peers is an important way for children to acquire social communication skills. Children and their peers have similar age and psychological development level, and they are more willing and easier to accept the influence of peers, so peer communication plays a unique role in children's social development. Kindergarten is an important place for children's interpersonal communication. In collective, group and individual activities, children interact actively or passively. It is in this kind of interaction that, on the one hand, children can develop their social behavior through autonomous learning, try and practice their social skills and strategies, and make adjustments according to each other's reactions; On the other hand, children have the opportunity to observe and learn. They can observe their peers' reactions in communication, consultation and discussion, and choose those effective behaviors as their imitation objects.
Some scholars have observed the communication behavior of 4-6-year-old children in kindergartens, and found that full communication between peers can often bring spiritual pleasure and relaxation to children, thus making children show greater enthusiasm and patience in learning activities. However, at present, there are not many opportunities and time for children to communicate freely and fully in kindergartens. Almost all aspects of daily activities are strictly regulated, and even the conversion links between activities are carefully designed. Whether it is a high-structure collective teaching activity or a low-structure regional activity, children almost have to complete some set goals within the specified time, which causes many teachers to stick to one hour in various activities and ignore the time for children to communicate fully and freely. In view of this, teachers should take children's peer interaction as an important educational goal when designing one-day activities, leaving enough time and space for children to develop their social communication ability in peer interaction. Specifically, teachers can start from the following two aspects.
First, strengthen game activities, especially free games.
Different scholars have made statistics on the links of peer communication in kindergartens, and almost reached the same conclusion, that is, the behavior of children's communication with peers mostly occurs in games. In the game, children should coordinate and discuss with each other, formulate the rules of the game, and then cooperate together, abide by the rules jointly formulated, and strive to complete the game. In the game, children will also face various problems, even interpersonal conflicts, which provide a platform for children to communicate with each other. Although today's kindergartens attach great importance to games, most of the game activities are mainly based on educational functions, and preset goals related to theme activities. The teacher's dominance in the game is very obvious, and the goal, content and form of the game are all designed by the teacher in advance. This kind of game ignores children's autonomy, which leads children to ask the teacher for help first when they encounter problems in the game, rather than discussing with their peers. Moreover, most games in kindergartens are short, and children often don't have enough time to communicate, negotiate and adjust with each other. Children should be the main body of the game. Teachers should let children get full interpersonal interaction in the game and relatively dilute the educational goal of the game, because the game should have no external purpose in essence and be driven by children's internal motivation.
Second, delay intervention and give children the opportunity to solve interpersonal problems independently.
In peer interaction, children will encounter all kinds of problems. For example, one's own opinions are not adopted, and peers do not abide by the rules of the game. Every day, teachers will observe some problems in communication between children and their peers, and they will also encounter cases in which children sue their peers. In order to prevent conflicts between children's peers from intensifying or aggressive behaviors, many teachers are often eager to intervene and try to solve interpersonal conflicts in the bud. In fact, most of the contradictions between children can be solved by themselves, and teacher's intervention sometimes plays a negative role, because children will be intimidated by the teacher's authority and listen to the teacher's words instead of seeking to deal with problems in their own way, thus losing the opportunity to learn communication skills. Then, in the face of interpersonal contradictions in children's peer communication, how should teachers correctly handle them? Kostelnik, a child psychologist, put forward the theory of conflict coordination model for kindergarten teachers.
She believes that when teachers observe conflicts between children, they should be patient and not rush to interfere. If children spend a long time discussing how to solve conflicts, or start to formulate rules to solve problems, then teachers only need to observe without intervention, and teachers should leave enough time for children to find ways to solve problems. Only when the teacher observes the intensification of conflicts between children or the beginning of aggressive behavior is it time to intervene. However, teachers don't intervene to give children answers. Teachers should first calm the children's excitement, then understand each child's thoughts, and finally put forward some alternative methods to solve the problem, so that children can reach an agreement on which method to choose. This kind of intervention is effective and can provide space for children to develop their peer communication ability.
The second educational suggestion to cultivate children's interpersonal skills at the age of 3 ~ 6 is to help children master the principles and necessary interpersonal skills. Children's social development can not be separated from adults' words and deeds, among which role models are particularly important. As an authority in children's growth environment, teachers' words and deeds play an exemplary role in children's growth. Teachers' interpersonal behavior is the object of children's imitation, which is better than teachers in a sense? Preach? It has a greater impact on young children. Teachers should set an example to help children learn and master certain interpersonal principles and necessary interpersonal skills.
First, help children learn and master certain interpersonal principles. According to the development level of children's cognition, language and emotion, acceptance, mutual benefit and voluntariness should be the first principles that children should learn and follow in interpersonal communication. Acceptance is an important principle of interpersonal communication. Interpersonal communication begins with acceptance, affirmation, support and love between individuals. Teachers should educate children and act when others are friendly to them. Answer? What about this? Answer? After strengthening, it will stimulate communication to enter a virtuous circle, which is conducive to the establishment of further communication relations between children. At the same time, teachers should also encourage every child to try his best to see the advantages of his peers and practice them. Another important principle in interpersonal communication is the principle of mutual benefit. Researchers have long found that the most significant criterion for preschool children to choose their peers to play together is similarity, that is, to choose those peers whose cognitive skills, social personality and motor development are similar to their own. The second criterion is complementarity, that is, choose a companion who is similar to his own development level and whose advantages are complementary to his own. These two commonly used peer selection criteria show that the main purpose of children's interpersonal communication is mutual benefit. In kindergarten, we often hear the teacher say to a child: All the children in the class are your good friends. ? In fact, this practice of imposing friends on children is not accepted by children, because another important principle of interpersonal communication is the voluntary principle. In fact, children are selective about who they are willing to associate with. Careful observation of children, it is not difficult to find that children like to play with several children for a period of time, forming a close peer relationship. The teacher emphasizes that children should have good intentions to like each other, but actually liking someone is an emotional experience and it is difficult to be forced. Teachers should allow children to have people they like and dislike, and at the same time help children learn how to get along with people they don't like so much. Teachers should set an example when educating children to abide by these principles of interpersonal communication and practice these creeds of interpersonal communication.
Second, help children learn and master the necessary interpersonal skills. In order to teach children interpersonal skills, teachers should first master the necessary interpersonal skills and show them to children at an appropriate time for them to imitate. Here are some interpersonal skills suitable for kindergarten teachers: (1) Acceptance, appreciation and praise. The 3A skills in interpersonal communication-acceptance, appreciation and praise-are actually the lubricant of interpersonal relationship. (2) Action and posture. People's every move can reflect a specific attitude and express a specific meaning, which not only adults can feel, but also children can instinctively feel. For example, when a person is listening, he leans slightly to the other party, indicating that this person is very interested in what the other party says; On the contrary, leaning back or moving sideways makes the speaker feel neglected. If the teacher leans over when the child is talking, then the child will feel that the teacher is impatient. (3) can talk. A successful conversation depends not only on the content of the conversation, but also on the way, tone and action of the speaker. No matter with children or adults around you, teachers should show their friendliness when talking, not condescending, but also avoid long speeches, otherwise it will easily bring pressure and disrespect to listeners. (4) listen. Teachers often teach children to listen to others patiently. In fact, listening skills should not only be patient, but also make appropriate responses, such as natural expressions, frequent eye contact with each other, appropriate nodding to show approval, or smiling to show willingness to listen. In this way, others will be more confident to continue talking.
The third educational suggestion to cultivate children's interpersonal skills at the age of 3 ~ 6 is to help families form a harmonious parent-child communication atmosphere. Parent-child relationship is the first interpersonal relationship in a person's life, and its importance is self-evident. However, parent-child communication in many families is not satisfactory, and kindergarten teachers often meet parents for consultation. Teacher, why is my child disobedient at home? What should I do? In fact, helping families to establish a harmonious parent-child relationship is also an important task for kindergarten teachers.
First of all, teachers must recognize the role of family in cultivating children's interpersonal skills and establish a cooperative partnership with parents. Many studies show that the most important base of preschool children's social education is family, and kindergarten is only an important partner to promote children's social development. When families and kindergartens establish a relationship of mutual respect and cooperation, children's social education can achieve the best results. Some teachers often complain: Why do I spend so much time and energy on this child, but he still can't get along with other children? ? This kind of complaint actually reflects that the teacher has not considered the important role of family in children's interpersonal communication, because if there is no good interpersonal communication atmosphere in the family, it is difficult to achieve the ideal effect only by teacher's intervention. Effective communication between teachers and parents improves the atmosphere of family parent-child communication and plays a multiplier role in improving children's interpersonal skills.
Second, teachers should give more constructive suggestions in the process of communicating with parents. A survey by the kindergarten parents' committee shows that parents are not very satisfied with teachers' guiding role, and think that teachers have too many critical opinions and too few constructive opinions. For example, a parent is distressed by his child's strong dependence and asks the teacher what to do. Teachers listen carefully and express their opinions from time to time, telling parents that this practice is wrong and will deprive children of the opportunity to be independent. That's not appropriate, it will make children feel insecure. During the whole conversation, parents nodded their heads in agreement with the teacher's analysis, but after returning home, they still didn't know what the correct way was. The following excerpt is from Li Zhongying's discussion on parent-child communication skills. Teachers can learn from these ideas and convey them to parents according to the characteristics of different families, so as to help parents communicate with their parents better: (1) Less long speeches and lectures, more short sentences. (2) complain less (such as? It's your fault. Shouldn't you? ), use more? Me? Take responsibility for your actions (such as? Whenever you are angry, I feel like I don't want to talk? )。 (3) Less? Generalize by partiality? (for example? You haven't heard a word? ), say things more directly in a descriptive way (such as? After hearing you say that, I don't think you're doing well? )。
Third, teachers should keep learning and master relevant professional knowledge. Parents' trust in kindergarten teachers largely stems from teachers' professionalism. Constantly charging and learning to update more comprehensive professional knowledge will make teachers more confident and instructive when communicating with parents. For example, when talking about how to establish a good interpersonal atmosphere in the family, teachers can learn from the research results of social psychology on the role of parents and tell parents that parents want to be respected by others, and so do children; Parents want others to be kind and friendly to them, and so do children; Parents want to be appreciated for their good work, and so do their children; All the improvement of parent-child relationship must first come from some changes of parents.
Some people say that interpersonal communication is an art of wisdom, and it takes a lifetime to learn. Early childhood is the basic stage of developing interpersonal skills. Teachers should seize this critical period and pay attention to the development of children's interpersonal skills from all aspects. In the one-day activities in kindergartens, teachers should create more interactive environments for children, and pay attention to the study and application of children's interpersonal skills in the interaction between teachers and children. At the same time, teachers should help parents to form a good parent-child communication atmosphere, thus effectively promoting the development of children's interpersonal skills.
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