[Keywords:] Children's behavior; Behavioral observation and analytical observation are purposeful, planned and lasting perceptual activities, a way for people to know and study the world, and an important means of scientific research. Kindergarten teachers' observation of children's behavior is an effective way for teachers to measure and evaluate children, find problems, give reasonable educational suggestions, adjust teaching strategies, optimize educational environment, optimize courses and realize home-based co-education. It is also an effective way for teachers to understand the current learning development and evaluate children's sexual interest. It is also an effective means to discover the general laws of children's psychological development in five fields (health, language, society, science and art). It is an important way to discover children's individual differences, and explanation is the universal law of children's behavior and the way to know whether children's needs are met.
Montessori, a famous Italian preschool educator, said: "Only through observation and analysis can we truly understand children's internal needs and individual differences, and decide how to coordinate the environment and adopt an appropriate attitude to meet the needs of children's growth." Being able to observe, understand and respect children and give reasonable educational suggestions and strategies is the most obvious difference between preschool teachers and ordinary caregivers. Therefore, preschool teachers' observation of children's behavior belongs to typical professional observation, which is different from ordinary observation. At the moment when thematic inquiry activities, children's observation ability and inquiry ability are paid unprecedented attention, kindergarten teachers, as supporters and collaborators of children's learning, not only need to have good observation ability to guide children's observation, but also must have the ability to observe and analyze children. "Because understanding children is the premise and foundation of educating children." Therefore, it has become the consensus of many preschool teachers to attach importance to and enhance their ability to observe and analyze children's behaviors. For kindergarten teachers, improving the ability to observe and analyze children's behavior is also an effective means and way to improve their professional growth.
Preparation before observation As an observer of children's behavior, to observe children's behavior, we must first make clear the purpose of observation: that is, what to observe and the intention of observation, so that we can see the observation goal in the process of children's activities and record it effectively. There are two purposes of observation. One is that you need to observe because you don't know something about your child. The other is that you need to observe something about your child and predict other situations. No matter how you observe, you must have a certain purpose, you must know what you need to know, you must avoid aimless observation, you must determine the project indicators of observation, and design an observation table. Every observation can't be comprehensive, and there should be the focus of observation. Secondly, it is necessary to determine the object of observation, make clear the number range of observed children, whether it is a child or a group of children, whether it is random observation or designated observation, and designated observation. The third is to choose the observation object. Select the time and place for observation. Behavior observation is collected through behavior facts, but it is impossible to collect and analyze all behaviors of all the observed objects, and observers can't always pay attention to the observed objects. Therefore, sampling observation is very necessary, and the commonly used sampling methods are time sampling and event sampling. Time sampling is a certain time interval and a sampling standard for observing and observing objects. Event sampling means that observers record and analyze events when they occur naturally. Fourth, the methods of observation and recording should be clear. It is necessary to observe the child's age and development level according to the plan, whether it is necessary to keep the original information observation record, and choose the recording method of observation duration. Commonly used recording methods include diary method, anecdote recording method and on-site recording method. Diary method is a long-term follow-up observation of each child, and selectively records some aspects of children's growth and development. Its goal is to record the new behavior events of the observed objects, usually children, in chronological order, and to continuously obtain the continuous changes of the development of the observed objects. However, diary records are observations of individual children, lacking typicality, and often mixed with the observer's personal subjective feelings. Anecdotal recording method is that observers record interesting, valuable and meaningful behaviors, reactions and events that show children's personality behavior at any time in narrative language for future analysis and research, which can take care of both individual children and all children. On-the-spot recording means that the observer records every behavior and situation of the observed object in a certain period of time in a faithful time sequence, and then analyzes the collected original data. On-site recording method can provide detailed behavior information and behavior scenes during observation. Because the on-site records are detailed, they can be kept permanently, but it takes observers a lot of time and energy to record them. Fifth, it is necessary to make clear the observation sequence and choose the appropriate observation angle according to the observation purpose, so as to obtain the most valuable observation information and analyze and solve problems. Train the personnel involved in the observation. Because sometimes an observation project may require several teachers to observe and cooperate at the same time, it is necessary to make clear what the observed scene should do, the reason why members go to which scene, what scene or behavior they want to see most, or the focus, time period and inspection of observation. Sixth, as an observer, you should get the consent of the parents of the observed children and sign an agreement with them if necessary. Teachers should protect children's privacy and obtain the consent of parents and kindergarten managers when observing materials publicly. Observing children should care about their feelings, respect them, and don't let them compare with each other. Pay attention to protecting their privacy and personal secrets, and don't spread information that hurts their self-esteem and personal privacy at will. Seventh, determine the observation tools. After defining the observation task, teachers should choose the appropriate observation tools. Mobile phones, post-it notes, timing tools and recording forms are the most commonly used tools. The choice of tools must meet the observation needs in different periods.
Second, in daily life and games, it is the truest to observe and understand children's performance in daily life or free play scenes objectively. In these two similar situations, children can naturally and easily do what they want to do. And according to their own ideas, let the teacher really observe and understand the children. Kindergarten teachers should observe children's behavior under the guidance of the Guide to Learning and Development for Children Aged 3-6, and take this guide as the basic framework for observing and understanding children. This requires preschool teachers to be familiar with the typical performance of the Guide in five areas, namely 1 1 sub-goal and 32 sub-goal areas. The typical performance under the goal is that the observer points out the dimensions of observation and understanding. To evaluate a certain aspect of children's learning and development, we should observe and understand it from different dimensions and evaluate it from various information. With the typical performance and analysis of children. Teachers should enter the observation scene, don't interfere with the children to stimulate them, keep them in a natural state and avoid inaccurate observation results. Attract the attention of the observed object, pay attention to creating a relatively relaxed and undisturbed environment for children, so that children can keep observing in a true and natural state.
Teachers must keep objectivity in observing and recording. The observation records made by teachers should be a true and objective reflection of children's activities. In actual records, we should avoid the following two improper performances: children cannot be observed in a complete and situational context, and often end up with several actions and a few sentences. Observation is another kind of observation without integrity. That is to say, the authenticity of the observation is not what the observer saw with his own eyes, but recorded according to the situation reflected by other children, which leads to inaccurate observation records and inappropriate conclusions. Objective recording and description, rather than explanatory judgment, first requires teachers to understand their own prejudices and strive to treat children's observation records objectively and truly. Teachers often practice and reflect on their own prejudices, which helps teachers to eliminate their inherent prejudices, describe words that cannot be explained and judged, and avoid words with subjective attitudes. Record meaningful performance in the record. Record meaningful performance in the record. Record the behaviors related to the purpose of observation, ask open questions, understand children's real thoughts, and promote and deepen the understanding of the significance of children's behaviors. Based on observed meaningful behavior. Create different scenes, and the teacher asks the children to explore new materials for further observation.
After observing children's behaviors, teachers should scientifically analyze and interpret the observed contents, find out the real reasons and needs behind children's behaviors according to the actual performance of children's behaviors, and based on the theories of children's development such as psychology, pedagogy and brain science, as well as the relevant concepts and policies of preschool education, and intervene and guide them in time to promote children's all-round development. On the basis of an objective description of children's behavior, teachers first analyze the characteristics and actual level of children themselves and their physical and mental development. It is necessary to list the typical characteristics of children in social communication, language expression, action development and performance, and make a detailed and in-depth analysis of the typical descriptions of children at different ages in the Guide to find out the gap in the development level of children. Combining the principles of infant psychology and pedagogy, it is necessary to find out the reasons behind the gap and give reasonable educational suggestions, so as to adjust teachers' teaching strategies, make up for the shortcomings of children's development and promote their all-round, harmonious and healthy development. Secondly, we should analyze the instructor, that is, the teacher. In the observation of children's behavior, if there is a teacher's intervention, it is necessary to analyze the teacher's intervention and guidance behavior. For example, whether teachers pay attention to children, the way of attention, whether the time of intervention is appropriate, whether they take care of individual differences and so on. Third, we should analyze the educational environment and other aspects. For example, whether the environmental settings are scientific and reasonable, whether the materials are suitable for young children and whether they are sufficient. Fourth, put forward educational strategies to support children's follow-up development. On the basis of scientific analysis and exploration of the reasons behind children's behavior, teachers put forward what ideas and strategies teachers should use to support children and promote their better development.