1. Visualization of cognitive activities

Children know objective things through the perception of appearances, that is, through concrete images, and concrete appearances affect children's cognitive process. This is mainly reflected in children's memory, children's thinking and children's imagination. For example, when organizing children's sports activities, teachers should take out teaching tools and guide children to run forward according to different line-up positions, so that physical education class can be effectively carried out and children can be organized to run races. Without the guidance of teaching tools, the team will not run in a straight line, but in a curve. In this case, organizing this activity can easily lead to confusion. In order to make the activity go smoothly, the teacher divided the children into several groups and took out new teaching AIDS at the front of each group. For example, put something like ducklings, chickens or rabbits in front of the children, and let each group of children run forward according to the signs of what they are facing, and then come back and return to his team. Then, with the cooperation of such teaching tools, this physical education class can be carried out smoothly. Therefore, children organize activities according to the requirements of teachers by perceiving specific images.

Let's talk about children's understanding of adult language first. Sometimes, children will make some mistakes in understanding adult language. For example, there is a bus stop called Tiger Temple. On one occasion, parents took their children by car and got off at this stop. The children cried and couldn't get off. Why? This is because when the tiger temple is mentioned, the corresponding image of the tiger will appear in the child's mind immediately. It can be analyzed that it is likely that parents have some acts of intimidating their children in the process of educating them. When the child heard the name of Tiger Temple Station reported by the conductor, the child only noticed the word tiger, so the image of the tiger appeared in the child's mind. He immediately remembered what his mother had said to him, so he was too scared to get off the bus. This example vividly shows that children's misunderstanding in understanding our adult language is due to their own knowledge and experience, understanding some words he has heard at present and producing corresponding images. But parents don't understand. Why? Give another example. Let's take physical education class as an example. The teacher organized physical education class. There was a young teacher with little professional training. When organizing a large class of children to go to physical education class, the children have to queue up at first. At this time, he arranged the children in several rows, but the children didn't know how to divide into several teams according to the teacher's requirements. Then, when the teacher said that children should be organized to stand up in line to count off, some children hesitated and ran to hug a tree, that is, a big tree. As you can imagine, this kind of counting is not the same concept as holding a tree. In our adult concept, reporting is reporting figures. But in children's minds, what is his corresponding image? Is holding a big tree. This also shows that children understand adults' language according to their own experience and understand this thing through corresponding appearances. Because of this situation, some ridiculous jokes are often made. One more thing, adults should use childish language when talking to children. If you use adult language, you will make some jokes, because the language concept is too strong for children to understand. It is precisely because the teacher appeared such a language that there was a little confusion at the beginning of this class. This gives us a hint: as teachers, we should understand the most basic psychological characteristics of children: children must have corresponding images to help them remember and understand things. Only in this way can the teaching effect be better.

2. Children's unintentional psychological activities and behaviors.

This unintentional nature of children's psychological activities and behaviors can be manifested through children's attention, memory, imagination and behavior. When we organize children's activities, such as attending various classes, organizing various game activities, or talking to him, if there are some external extra stimuli, this extra stimulus is very attractive to children, and it can arouse their interest. At this time, the child will be distracted and focus on what he is interested in, rather than what he is doing at present. At this time, children's psychological activities reflected in attention show an unintentional nature. For example, when we talk to children, or when adults talk to each other, we don't notice the children around us. Children will tell their parents in detail when they get home after hearing what we say. Why do children do this? Did you really remember it on purpose? No, it was some conversations between teachers that caught the children's attention. So he listened unconsciously and remembered unconsciously. In the process of remembering, some information is likely to be related to him, so he told his parents when he got home. This leads to the unintentional memory of the child. For example, let children draw, especially children in small classes and middle classes, and you let them draw. What did you ask him to draw? Some children don't know what to draw, or some children say to draw a car, so in the process of drawing, the image of the car may not appear. In other words, children can draw whatever they want. This shows that children also inadvertently show it in the process of imagination.

We know that children's unconscious psychological activity is the most important feature of this period. When organizing children's activities, we should pay attention to controlling some external stimuli that are not conducive to children's psychological activities, so that children's activities can be organized smoothly. When we organize his classes, or organize his various activities, the environment should be quiet, the teaching AIDS that should not appear should not appear, and the stimuli that should not appear should not appear. In this way, we can ensure that this activity can be carried out smoothly. This can also form a good habit for children to study hard. The child's unintentional self-control ability is very poor, which has a lot to do with his physiological factors. Because during this period, the development of children's nervous system is still in the developmental stage and immature. His excitement is greater than his inhibition. Moreover, the frontal lobe of the child's cerebral cortex is not yet mature, and his ability to control his behavior is relatively poor. Therefore, due to the influence of these physiological and psychological factors, children's psychological activities are unconscious, which is the second feature of our children's overall psychological characteristics.

3. Begin to form the initial personality tendency.

The third feature is that a child has some personality and characteristics from birth to three years old. For example, his hobbies are not fixed and stable at this time. From the age of 3 to 7, children have formed the initial personality tendency. Therefore, the third characteristic of this age stage is to form the initial personality tendency. At this time, compared with before the age of three, children have gradually formed a stable tendency in hobbies, behavior habits, talents, attitudes towards others and themselves. However, this personality tendency that appears at this time is easy to change. If a child forms bad behavior habits or bad personality characteristics, it will have a negative impact on his life if we don't correct them. This period is a basic period of personality formation in his life, or the embryonic period. Therefore, we should pay attention to the behavior training and education in this period. In kindergarten, we attach great importance to the cultivation of children's behavior habits, because cultivating children's behavior habits is to attach importance to the cultivation of children's good personality, so in kindergarten and preschool education, we all have some routine behaviors to cultivate children. For example, when dealing with children and teachers, we should pay attention to cultivating children's good behavior habits. For example, we talk about washing hands before eating, saying please when doing things with children, saying thank you when people are finished, not throwing things around, being polite to people and so on. These behavior habits need to be cultivated in early childhood. And after three years of kindergarten education and teaching activities, children's ability will be developed. No matter in art or intelligence, it will show some characteristics. So for this period, we should pay attention to the education of children's personality, ability and interest, which is the first big problem we talk about. The general characteristics of children's psychological development in early childhood can be described from three aspects, that is, children's cognitive activities are concrete in image, children's psychological activities and behaviors are unintentional, and children begin to form their initial personality. Then, below, let's talk about the specific characteristics and psychological characteristics of children in primary school, middle school and university.

Second, the psychological age characteristics of early childhood (small class)

1. Behavior has strong feelings.

First of all, talk about the psychological characteristics of small class children. Small class refers to the psychology of children aged 3-4. So what are the main characteristics of children's psychology at this stage? The first is that behavior has strong emotions. The behavior of small class children is often influenced by emotions, that is, they are not dominated by reason, but by emotions. Strong emotions are the characteristics of children in early childhood. The younger you are, the more prominent you are, which is generally manifested in the performance characteristics of people and things. For example, when it comes to people, children have just come to kindergarten and left their parents, and they still have a strong attachment to their parents. At this time, because of the sudden arrival in a strange environment, the child will have an anxiety and even fear, and he will cry. If our teachers show enthusiasm and concern for children at this time and guide them to carry out various activities, children will eliminate their fears and cry less. If during this period, our teacher is impatient with the child's crying behavior and sometimes speaks rudely, then the child will be very sensitive to external stimuli and will soon think that the teacher doesn't like him. As mentioned earlier, children's understanding of things is concrete and vivid. When he sees that the teacher is impatient with him, he will think that the teacher doesn't like him. At this time, the child's strong emotions will affect his actions, so he doesn't like to come to kindergarten. So when his parents sent him to kindergarten, he cried and didn't come. If our teachers show concern and kindness when treating and receiving children into the park, and have physical contact with children when guiding them, such as patting his head, helping his body, or hugging him, children will feel warm and reduce their fears. In this way, after a few days of contact with the teacher, he will gradually eliminate his anxiety and he will gradually be willing to come to kindergarten. So we say that when children first come to the garden, they have a kind of fear and anxiety. If our kindergarten teachers show warm care for their children, it can reduce their anxiety, make them feel safe, and make them adapt to kindergarten life smoothly as soon as possible in a short time. This is why when a child first enters the park, emotions will affect his behavior for a long time. This requires our teachers to pay attention to guiding children. Be sure to pay attention to your child's attitude and behavior, and don't be impatient.

You can give an example. The author saw such a phenomenon in a kindergarten: the small class children in this kindergarten just entered the park, and many children were crying. Some children behaved well, didn't cry much, and went to play by themselves. Of course, he also wants the teacher's concern, but the teacher only pays attention to those crying children, and rarely pays attention to this child who doesn't cry very much and plays by himself. When the child saw the teacher holding the crying child, he took the initiative to pull the teacher's clothes. The crying child has made the teacher a little tired. At this time, I seem a little impatient, and talking to the children is a bit blunt: "You go and play, you go and play by yourself." As a result, the child immediately felt that the teacher didn't like him, and immediately thought of what other behaviors the teacher would do to him. After returning home, he said to his parents, "I won't go to kindergarten." The teacher doesn't like me, and the teacher hits me. " As a result, the teacher's behavior towards the child attracted the attention of parents, who immediately reported it to the hospital. Because this kindergarten happens to have surveillance video (from a certain point of view, surveillance video can let parents know about their children's education in kindergarten, but from another point of view, it is sometimes a sign of disrespect for teachers' work). After the video was transferred out, I saw that the teacher was not good to the children, but the teacher's attitude was slightly blunt. What does this mean? Explain that as we mentioned earlier, the child's psychology and behavior are unintentional, and it is the teacher's attitude towards the child that makes the child have unintentional memories. He unconsciously remembers that your teacher is like this, but it may remind him of what his parents said to him: You should be obedient and disobedient in kindergarten, and the teacher will beat you and lock you in a dark room. Our parents often say these words to their children. Because the teacher's attitude towards the child is a bit stiff, it immediately causes the child to have this association. During this period, children often remember imaginary things as real things, resulting in memory errors. Therefore, children remember this situation as a memory and reflect it to parents, which leads parents to make wrong judgments. What does this example show? Explain that you must be patient with children and be patient. If you are slightly improper, you will be passive in your work, which will affect your child's psychological development. When children are in small classes, their psychology and behavior are influenced by emotional control, not acceptance control. Therefore, when we organize children to play games, if children often compete for toys, they will probably ignore the teacher's words telling him not to hit people, and will not rob toys, especially boys will have an instinctive behavior, so they will raise their hands to hit people. Or something he doesn't want to do, he won't do it. For example, to organize a class, the teacher said, "children, start learning now!" " "If he doesn't want to learn, then he won't learn. This shows that these behaviors of children are controlled by emotions. He can do whatever he wants and don't do it if he doesn't like it. This is unintentional, influenced by emotions. This is what we call the characteristics of children. At this time, our teachers need to take some corresponding educational measures and methods to attract children's attention, attract children to the activities you are currently organizing, and let children carry out activities according to your requirements. For example, teachers can use stories and games to attract children's attention and organize their study. This is the first characteristic of the child we are going to talk about: his behavior is strongly emotional. Therefore, when organizing children to enter the park, our teachers should pay attention to organizing children's activities from the perspective of games, from the perspective of children's familiarity and from the perspective of things.

2. Like to imitate

The second characteristic of small class children is that they like to imitate. Love of imitation is the biggest feature of small class children. Because in this period, children's independence is poor, so they show love to imitate, and love to imitate can be manifested in children's choice of toys. For example, kindergartens organize children to play and provide children with toys. You will often see that if a child sees a toy to play with, other children will also play with it. If you give him that toy to play with, he will take it if he doesn't want it. This shows that children are very good at imitating all kinds of behaviors. Therefore, when organizing children's activities, our teachers must prepare more and more identical toys, so as to ensure that children can participate in game activities as soon as possible and reduce conflicts. Therefore, we say that there are not so many kinds of toys for children in small classes, but the number must be large. Because children love to imitate, our teachers should pay attention to the influence of their words and deeds on children. Because the child worships the teacher very much and has a reverence psychology, so the teacher's every move, every word and deed will become an example for the child to learn, and he will imitate it. Because he likes you, he thinks everything you do is right, and he wants to imitate you, which we should pay attention to. Because children love to imitate and their cognitive characteristics are vivid, we should pay attention to talking to children when educating them, not to say irony, but to give priority to positive guidance. For example, in class, if some children don't sit well or sit upright, then the teacher can find a child: let's see how upright Xiao Yang sits. Look at his legs together, his waist straight and his eyes looking at the teacher. How nice you look! When he does that, everyone will imitate him. Because if you say sit up straight, sit up straight, what is right? What is straight? Children don't have this image. If he doesn't know, he won't do it. And if you set an image for him, because the child's understanding is concrete, he will follow this example and he will sit well. Therefore, when guiding children to learn, we should establish a positive image and organize children to carry out various activities. For another example, children are prone to stuttering during oral development. But this phenomenon is short-lived and will soon disappear. The child stutters. If our teacher doesn't pay attention to education, he always denies the child: Why stutter again? Why are you stuttering again? Then other children will think it's fun and imitate it. If he doesn't stutter, he will stutter. Therefore, we must pay attention to children who stutter. We adults should not talk about him directly, but should subtly hint at him and educate him. If it is said positively, it is a negative reinforcement for the stuttering child, which will attract the attention of other children, and he will imitate it, which will have a bad influence. Therefore, when educating children, we should pay attention to establishing a positive image and guiding children to learn effectively. When organizing children's activities, according to the characteristics of children's love of imitation, the number of toys should be more.

3. Thinking or intuition.

The third feature is that in small classes, children will show the characteristics of intuitive action thinking when they know things, that is, when they think. In other words, children's thinking is intuitive and operable. In this period, the main characteristics of children's understanding and thinking about things are: he knows things through feelings, knows the world through actions and accumulates knowledge. Therefore, when organizing children's study or organizing children's activities, we must pay attention to this characteristic of children. If we don't pay attention to this feature, our work will be very passive. So what is the intuitive action of children's thinking? It is manifested in the understanding of things. In understanding things, children know things through perception. For example, as we mentioned earlier, children in small classes have strong emotions, which affect their actions and are not dominated by reason. We talked about this child. As soon as he saw the teacher's attitude towards him, he immediately felt that the teacher didn't like him and didn't like coming to kindergarten. So what does this mean? It shows that children's understanding of external objective things is not through their own thinking, analysis and synthesis, but through their senses and impressions of perceived things. So some conclusions are wrong. Then according to the characteristics of children's perception, we must pay attention to the teacher's words and deeds when educating children. Moreover, children know the world through perception, so their understanding of things is concrete. They don't do complicated analysis and synthesis, but only understand things from the surface. For example, I saw a child, and when the Spring Festival came, his parents said they wanted a red envelope, so he also wanted a red envelope. Then his aunt gave him a red envelope. He took out the money in the red envelope and gave it to his mother. He asked for a red envelope and said I wanted a red envelope. I have a red envelope. The parent said with a smile, why don't you want that thing in your bag, just a red envelope? He said I want a red envelope. A red envelope in a child's mind is a red paper bag. It is not as complicated as we adults think. He doesn't care about the amount of money in the red envelope, he only cares about the red envelope. This shows that children's understanding of things is simple, and they know and reflect things through perception, so it is relatively simple. Therefore, when talking to children, we must pay attention to things: when educating children, we must make them understand what we say, otherwise it is easy to have some misunderstandings. And because of the child, he knows the outside world through perception and action. Therefore, we must pay attention to some requirements for children, be specific, detailed and comprehensive, and we must not generalize some abstract requirements in general. For example, we organize children to draw, and when you say draw directly, the children don't know what it means. If you say it is as straight as a pencil, then the child will have a straight image. Some teachers in our kindergarten should prepare some teaching AIDS to ensure that children can draw straight lines well. What kind of teaching aid is this? For example, the teacher prepares a picture for the child, which depicts a fishing rod, a small fish, several fishing rods and several small fish below, and then organizes the child to draw a straight line. Ask children, how can kittens catch fish when they are fishing? Be sure to aim the fishing rod at the small fish. Then the children must connect the fishing rod with the fish below when drawing, so that the kitten can draw in a straight line and catch the fish. Teachers use this game to organize children to draw straight lines through teaching AIDS, so that children can understand what a straight line is. In other words, children understand through perception and action, as well as what the teacher teaches. By using this method, children not only master knowledge, but also promote the development of thinking. Because the child has accumulated many representations, he has seen many such perceptual representations and made full psychological preparation for his concrete thinking and abstract thinking. Therefore, in this period, teachers can help children understand the content by preparing a large number of teaching AIDS, which can not only help children master knowledge as soon as possible, but also promote the development of children's thinking. In addition, because children understand things from perception and action, they must pay attention to the appearance of images when giving lectures and talking to children. For example, we organize small class children to wash their hands. We said, just wash your hands. What do you mean by washing your hands? Hand washing is a very common requirement. When teachers organize children to wash their hands, they must tell them how to wash their hands and what is the link of each step. First help him roll up his sleeves, then turn on the tap, put your hand under the water to wash it wet, then turn off the tap, then put soap on it, then rub this hand left and right, up and down, then turn on the tap, turn it down, let the water flow gently and rinse your hand clean. Finally, throw the water in your hand into the sink and wipe it clean with a towel. Then after a series of education by the teacher, tell him how to do it, and the child will gradually master the action of washing hands. Although washing hands is very simple, such a small child has to cover everything. For example, if you dress your children in class and teach them origami, you should explain it step by step, let them imitate it while talking, let them remember it, and gradually form habits through practice, so as to master this skill. So at this time, children's thinking is intuitive action thinking, and they know things through perception and action. Teachers must pay attention to the use of teaching AIDS when organizing teaching. Moreover, because children know things intuitively and learn through perception and action, they should also be careful not to be sarcastic when educating their children, because sometimes teachers say sarcastic words, and children will understand them from the perspective of perception and his knowledge and experience, and what you say will often cause you to be passive at work. For example, organize a class for children, and one child has to go to the toilet. Children have the characteristics of imitation. One child wants to go to the toilet, and so do other children. Then at this time, if the teacher sarcastically says, "Go or go, go!" Although the teacher said angry words, all the children would run to the toilet at once. In other words, when we talk to children, we must be careful not to be sarcastic, but to guide him positively. If you are always cynical, it will make children misunderstand and make your work passive. Moreover, satire will also have an impact on children, who will imitate it. If he speaks negatively instead of positively, it will also have a bad influence on his future behavior.

The intuitive function of thinking is also reflected in children's thinking process, that is, thinking while doing, or thinking after doing first. For example, we say that children can build blocks or draw pictures when playing games, so when you ask him, what do you want to build? Or do you want to draw something? Children often can't tell. Wherever he draws, he will tell you what I want to draw, and wherever he takes it, he will tell you what I want to build, what house I want to build, or what door I want to build. He just thinks while doing, not before doing, so this kind of thinking while doing, or thinking after doing, is also reflected in the child's behavior. For example, we say that there are contradictions between children. Some children are prone to some bad behaviors when competing with others for toys, such as hitting, shoving and bumping people. When children do these things, some of our parents and teachers will say, why are you doing this? When I was a child, I didn't do it first on purpose, but I thought about it while doing it, or I realized it was wrong after I finished it. Knowing this characteristic of children's thinking, we can remind children in the future, pay attention to their own behavior first, and remind him first to avoid this bad behavior.