Analysis: 13 years old and 3 months old children are in the stage of intuitive action thinking.
At this time, children's language ability is still very low, so thinking is always inseparable from the perception of things and their own actions. In other words, their thinking is carried out in action. Without what they touch, there is no thinking without action, so it is called intuitive action thinking. For example, when a child paints, he can't think about what to draw first, but pick up a pen and draw, what does he say?
As stated in the case, "when playing with plastic inserts, let him think about it before inserting it, but he just picks up the plastic inserts and starts inserting whatever he wants."
Xiaoming's parents are very concerned about their children's development and pay attention to their behavior. These are all very good and worthy of recognition! But let's be clear: thinking depends on words, which is inseparable from the function of language. At this time, the key to developing children's thinking ability is the cultivation of children's language level, which can promote children's thinking development.
Usually, parents should teach their children more and talk to them more. Adults should use formal language to enrich their vocabulary and provide more common words, such as animals, furniture and transportation. And tell more stories. Games are an activity that children like. In the game, parents can explain some comparative and general concepts to their children in the form of questions and answers, such as big, small, more, less, up and down, etc., and also let their children find the same things in the game, thus cultivating their ability to distinguish different things. In daily life, when a child encounters difficulties, don't help him solve them immediately, but leave time and opportunities for him to find a way to solve them himself. For example, what if he can't get something? Where did the ball roll? Cultivate children's ability to solve problems with their own brains. Provide some toys for children, such as building blocks, puzzles, assembled toys, etc. Allow him to play with toys by himself, let him know the relationship between some things and accumulate rich play experience, which are all important foundations to improve the thinking level of nicknames.
Case 2
When I came to kindergarten in the morning, Bingbing cried with her grandmother and refused to enter the room. With the joint efforts of teachers and grandmothers, Bingbing entered the room, but Bingbing couldn't stop crying. At this time, the children were eating, and the teacher called Bingbing to the sleeping room, holding Bingbing's hand and looking at his eyes. "Bing Bing, let's talk alone." Bingbing's mood has eased at this time. Although she is still sobbing, she has tried to control her emotions. "Ice ice, so many children in kindergarten like you very much. They are all waiting for you to come to dinner, and the teacher likes ice ice very much. " Seeing that Bing Bing's mood has eased, the teacher said, "Then let's tick and have a good meal later." . Bing Bing readily hooked up with the teacher, then washed her hands and began to eat quietly. When Bing Bing finished eating, "Bing Bing, shall we come to kindergarten happily tomorrow?" Bingbing just looked at the teacher. The teacher said in a gentle tone, "Grandma will be sad and her eyes will hurt if you cry like this ..." Before the teacher finished, Bingbing covered her eyes with one hand and waved "Stop it, stop it" with the other.
Analysis 2
1. Emotion plays a very important role in the psychological activities of preschool children, which is a remarkable feature that distinguishes preschool children from older children. The behavior of preschool children is full of emotion. In daily life, emotion plays a very obvious role in the motivation of preschool children's psychological activities and behaviors. Emotion directly guides the behavior of preschool children. Happy emotions often make them willing to learn, while unhappiness will lead to various negative behaviors. The emotional response of preschool children is mainly related to whether their basic needs are met, but there are also a lot of things related to social needs.
2. In view of Bingbing's crying when she entered the park in the morning, her emotional response should be completely related to social needs. On the one hand, it may be that the child is very attached to his family, so it is a great pain for him to leave his grandmother every morning. Maybe she is also very sad and doesn't want to say goodbye to her grandmother in this way of crying, but after all, he is a child and his emotional adjustment ability has not reached a certain level. From the second half of the case, it can be seen that Bing Bing's crying is not entirely a joke. On the other hand, it may be that children lack security. Judging from the development of ice ice language, she has been able to express herself clearly. The phenomenon of crying should be reduced, and the self-control and concealment of inner unpleasant emotions are gradually forming.
Parents are advised to give their children time to adjust their emotions when they enter the park. Try to encourage children with words before entering the park in the morning. For example, "Bing Bing, grandma wants you to behave well today, and mom and dad will see you on the video;" We don't cry today. Grandma sent you to kindergarten and didn't love you. I will miss you. "When talking to a child, try to look at her with loving eyes and let her know that although she is sent to kindergarten, her love will not change.
The direct causes of kindergarten accidents are complex and diverse, and the indirect causes are nothing more than three aspects: imperfect system, lax management, poor sense of responsibility of teaching staff and children's lack of self-protection awareness and skills. Among the 34 cases, there are 15 cases with more than two indirect causes, that is, one fruit has multiple causes, accounting for 44.438+0% of the total number of accidents.
1, one of the indirect reasons: imperfect system and lax management.
Among the 34 accidents, as many as 79.4% are related to this reason, which shows that most of the safety accidents in kindergartens are related to poor management, and there are great loopholes in safety management.
Analysis: Some kindergartens have no reasonable rules and regulations, and there are no perfect security systems such as doormen and children's transportation, which leads to loopholes in management. Although some kindergartens have relatively complete rules and regulations, they are not strictly enforced, which has caused serious consequences.
Countermeasures:
The Regulations on Kindergarten Management stipulates that "kindergartens should establish a safety protection system" and "kindergartens should establish safety protection and inspection systems for houses, equipment, fire protection, transportation, etc. to prevent all kinds of accidents"; The Regulations on Kindergarten Work stipulates: "One of the duties of kindergarten directors is to lead the safety work and be responsible for establishing and organizing the implementation of various rules and regulations; One of the duties of kindergarten teachers and nurses is to strictly implement the kindergarten safety system. "
Those who do not implement the system, whether managers or ordinary faculty members, should supervise each other and reward and punish them according to regular assessment. Causing serious consequences, should be held accountable.
2. The second indirect reason: the faculty members neglect their duties and have poor sense of responsibility.
47% accidents are related to teachers' lack of sense of responsibility, which shows that teachers' dereliction of duty is everywhere, and the sense of responsibility for safety awareness needs to be strengthened urgently.
Analysis: Some accidents often occur in the process of teaching protection. Such as AWOL, corporal punishment or corporal punishment in disguised form, violation of the law of early childhood education, lack of reasonable arrangement and choice of educational content and methods, and inadequate safety measures for outdoor and off-campus activities, etc., lead to accidents.
Countermeasures:
Improving work responsibility is an important prerequisite for accident prevention. On the one hand, kindergartens should carry out training and learning in teachers' morality, infant physiology and infant psychology. , so as to enhance teachers' love for children and preschool education, so as to improve teachers' sense of responsibility and organize children's activities with people's attention, eyes and hearts; On the other hand, urge teachers to organize children's activities according to scientific and reasonable curriculum and time schedule, and combine them with inspection and assessment. If the accident is related to the poor sense of responsibility of the teaching staff, the kindergarten should investigate the responsibility of the relevant personnel.
2. The third indirect reason: children lack self-protection awareness and skills.
17.6% accidents are related to children's lack of self-protection awareness and skills, which shows that effective safety education and skills training for children is an important link that cannot be ignored.
Analysis: Newborn calves are not afraid of tigers. Due to lack of life experience, children have insufficient understanding of potential unsafe factors in the surrounding environment, poor judgment and lack of self-protection skills. Therefore, accidents such as getting lost, drowning, and slapstick injuries often occur.
Countermeasures:
Childhood is the foundation of physical and mental growth, and it is an ideal period to impart safety knowledge and skills to children. Many safety accidents can be avoided if we can establish a correct attitude and develop good habits in early childhood. At home together, often educate children to be alert to possible dangers and enhance safety awareness; Teachers should break the concept of "less activities and fewer accidents" and let children improve their self-protection ability through practical exercise. They can infiltrate the study of safety awareness and self-protection skills into teaching and daily activities, and create some situations (such as simulations and drills) for children to feel and experience in the corresponding situations, so as to learn to protect their simple skills. For example, use game equipment correctly, obey traffic rules and game rules, ask teachers and other adults for help when necessary, learn to read common safety signs, be wary of strangers' praise, and learn how to deal with fire accidents. ....
It is worth noting that it is easy to stimulate children's curiosity by using simple prohibition methods (such as telling children not to play with fire). ), but they want to try and cause an accident. Positive teaching methods should be adopted to let children know and learn how to use things correctly and understand the consequences of incorrect use.
The Measures for Handling Student Injury Accidents stipulates that if a child is injured and the kindergarten finds it but fails to take corresponding measures in time according to the actual situation, resulting in aggravated adverse consequences, the kindergarten shall bear corresponding responsibilities. Kindergarten teachers and staff should seriously study basic first aid knowledge and skills. If there is an accident, whether it is the kindergarten's fault or not, they should actively help and save the child's life to the greatest extent.
Six: Summary
The causes of kindergarten safety accidents are various and complicated, and its preventive countermeasures should also vary from thing to thing, from time to time and from person to person. This study is limited to the superficial classification and analysis of typical and influential cases collected, and lists the corresponding countermeasures. I hope this study can play a certain warning and reference role in kindergarten safety work.
Because the source of the collected cases is not perfect, it is still necessary to further broaden the channels of case collection and do further in-depth analysis and research, hoping that experts will give advice.