We organize children to visit water plants and power stations, so that children can observe intuitive physical objects and operational activities and understand how water and electricity are delivered to thousands of households through the labor of workers; Organize visits to nearby farmers' field labor, flour mills, processing rooms, etc. Let the children know that food is hard to come by and save every grain; Let children visit their parents' work in one day, understand their parents' working methods, experience the hardships of their work, and know how to respect and cherish their labor achievements. After each visit, organize children to discuss with the theme "Are you working hard? How should we cherish the achievements of fathers, mothers, uncles of workers and peasants? How to be frugal? What would life be like without water, electricity, food and money? " This series of discussion activities let children know that people's lives are inseparable from water and electricity, food, money and so on. Although our life is good, the children in poverty-stricken areas in China are not rich, and they need everyone's care and help. Therefore, we should not only cherish our present life, but also be thrifty and strive to make all children live a good life.
Two, in the educational activities of diligence and thrift knowledge edification.
In language activities, through stories-Grandma Deng mending clothes, Chairman Mao's sandals and an egg; Look at the picture-the little girl in the poor ravine, I want to study, grandpa's schoolbag; Children's ballads-it's wrong to waste food, sewing kits are family heirlooms, white rice and so on. In common sense activities, let children know about water, patches, kerosene lamps and rice; Small experiment-where does rice come from, where does electricity come from and where does water come from; In music activities, we performed song and dance performances ―― screw caps, frugality is our family heirloom, big steamed bread, running water and so on. In this series of teaching activities, children understand the origin of material resources such as water, electricity and grain, understand the truth of thrift, further establish the consciousness of thrift, and stimulate their moral feelings of thrift.
Third, cultivate the habit of thrift in game activities.
Teach your children to be thrifty, and you can cultivate their empathy through activities in the activity area. For example, teachers consciously let children play parents and children who buy and eat everything. Through role-playing, let children understand the relationship between commodity buying and selling, and know that money can't be squandered. In the game, the teacher also participates in role-playing. In the language development area, teachers tell their children about their childhood frugal experiences and edify them with their own emotions. Another example is to collect and sort out photos, pictures and materials of how children in poor areas live, study and work in the heart-to-heart area, and guide them to watch. Through watching, listening, speaking and thinking, we can stimulate children's desire to help and care for others and their noble moral feelings, encourage them to turn these feelings into actions, start from themselves, and save money that should not be spent and things that should not be wasted from now on to support the people in disaster areas and children in poor mountainous areas.
Children's understanding of "frugality" is not established through rational speculation, but accumulated through experience. It is difficult for them to consciously guide their behavior with the correct views instilled by their teachers. Only after repeated passive exercises and conditioned reflex can children become conscious actions. The activity of daily life is the reappearance of action to test whether children are educated or not. Teachers should consciously put forward some specific requirements for children in all aspects of daily life, so that children's frugal behavior can be practiced regularly and persistently, and this good behavior can be internalized into habits.
Fourth, implement frugal education in family education.
Family education refers to the conscious education and influence of parents or other elders on their children in the family. The good habits developed by children in the garden are easily interrupted by external factors such as society and family because of their poor self-control and great plasticity. Therefore, we attach great importance to the combination of family education. Children's wasteful behavior is restrained in the garden, but it can't be persisted at home. In the process of frugal education, we put forward some specific requirements for children at home. For example, compare who eats more rice, more vegetables and less snacks; Cherish your belongings and don't ask your parents to buy inappropriate toys and supplies; Tighten the salon head after using water; Turn off the lights and sleep without turning on the lights. List these items and send them to parents for statistical evaluation every week. In addition, let children and parents set up a small savings box together, so that children can save the money spent on snacks every month and calculate it at the end of the month; Secondly, mobilize parents and children to make some toys and electrical appliances with waste materials. In the practice of educational activities, we realize that only with close cooperation at home and unified requirements can children gradually develop the habit of thrift.
Through educational practice, the children in the whole class not only gain knowledge, learn a lot of truth, know how to respect and cherish the fruits of others' labor, know how to care for and help others, but also have a clear sense of thrift and can be thrifty with practical actions. At present, 95% of the children in the class basically don't eat snacks, and they all increase their food intake. In routine physical examination, children's height, weight and hemoglobin all showed an obvious upward trend; 90% children have a good habit of saving water and electricity. In the last school year's outing, 98% children brought all kinds of drinks and snacks, while in this year's outing, more than 85% children brought boiled water, bread and biscuits. At the end of the experiment, we launched a "gift saving" activity. Twenty-three children in the class used the money they saved to buy books and toys for the class, 14 children sent toys and utensils made of waste to the activity area, 19 children bought gifts for relatives, teachers and children, and 9 children sent money saved in their savings boxes and some books and clothes to hope.
In short, through the research on the thrifty education activities of large-class children, we believe that thrifty education is necessary and feasible for kindergartens, and it is an indispensable part of moral education, which should be persisted for a long time.