After entering kindergarten, special children may have some shortcomings compared with other children. They are autistic and unsociable, and may feel inferior inside, which is not conducive to their better integration into kindergarten life. In view of this, our kindergarten teachers must abandon prejudice, treat special children equally and pay more attention to their basic performance in one day's life. For example, when I see some children have some strange behaviors, such as leaving their seats at will and not talking to people, I try to play games with them first, so that they can feel the collective warmth of kindergarten. Although such an attempt can't be successful once, I often repeat it. When a special child reached out to me one day, Mr. Tao Xingzhi pointed out long ago that "children need proper nutrition both physically and psychologically." Only proper nutrition can produce a high degree of creativity, so education should be full of love. " Facts have proved that it is the basic duty of our kindergarten teachers to accept special children with heart and nourish their hearts with love.
Step 2 Take advantage of random educational opportunities
The so-called random education means that teachers pay close attention to children's every move in their daily activities and carry out education according to the changes of educational situation. Children's daily life is rich and colorful, so is special children. Although they live in their own world, they also have the possibility to participate in collective life, which requires our teachers to be good at seizing the opportunity of random education and let special children feel the warmth of the collective. If a child can truly feel from the bottom of her heart that her teacher is an affinity, kindness and sincere concern for herself, then she will also get positive emotions. For example, there is a girl in our class who doesn't take the initiative to talk to teachers or peers in kindergarten. The teachers in the class all say that this child is a little different from other children, and they don't care too much about her. In a "somersault" in a sports activity, children still don't want to join the game, just sit by. Then I touched her head and said to her, "What beautiful shoes you are wearing!" " At this time, there was a pause for two seconds, and she began to say excitedly, "This is the new leather shoes my mother bought for me." Then she said, "My mother bought me a princess dress. There are many beautiful clothes at home. Mom said I can eat chewing gum when I grow up ... "Because I caught the little girl's desire for praise, I opened her chatterbox at the right time and gradually guided her to participate in the collective life, which received certain results.
3. Communicate with parents of young children.
Parents are children's first teachers, and close contact and communication with parents of special children is also an important way to educate special children. We should establish friendly and cooperative relations with children's parents, form joint efforts in education and jointly promote the healthy growth of children. I often communicate with parents of children with special needs in class to find out their performance at home, and convey the development of special children in kindergartens to parents, so that parents can know fairly well. I also instruct parents of children to educate their children in a scientific way, and often hold parent-child activities in kindergartens, such as collecting beautiful leaves with parents and completing a painting together, so that parents of children can enter kindergartens to participate in activities, which can close the parent-child relationship. Let children feel the fun of participating in parent-child activities together and gradually integrate into group activities. This process can gradually melt the hearts of special children and let them take the initiative to enter the extended family.