Kindergarten children have the characteristics of pan-spirituality, and they bring everything around them into life. So we use this feature to observe and understand children's hobbies. When we found that children like Teletubbies, we invited Teletubbies to live with them in class. Children also regard Teletubbies as their companions: they can talk, laugh and get angry. Learning with Teletubbies not only increased my interest, but also learned a lot of skills.
Teletubbies, as a child, will naturally affect the child's mood and let the child actively respond. Like Dixie Down. After learning that Dixie slipped because she got water on the floor while washing her hands, the children quickly said to Dixie, "Don't cry, Dixie, I won't get water on the floor." At this time, the teacher promptly guided the children and Teletubbies to learn to wash, throw and wipe their hands, and the children's interest was high. In addition, we also use scenes such as Lala's illness, Tintin's toothache, small wavelength chubby, small water droplets angry, small bowl smiling and so on to stimulate children's interest in activities from the perspective of caring. At the same time, I also understand why I should wash my hands, wipe my hands, rinse my mouth and not be picky about food.
When the child has a problem, please antenna.
The baby appeared in front of the child in time, which aroused the enthusiasm of the child to do things. For example, at first, when children don't rinse their mouths after eating, the teacher will consciously ask Teletubby: Teletubby, what does the child do after eating? How to gargle? The baby on the horizon will really show the children a small cup. While exaggerating the movements, he will tell some children's songs that are easy to understand and remember, and let the children demonstrate the correct gargle method, let the children take active actions under the interesting demonstration of Teletubbies, and let the children learn to wash their hands, eat and wipe their hands through such interesting demonstrations.
When children grow up to two or three years old, there is a strong desire to "do it yourself". The thinking activity of kindergarten children is intuitive action thinking. So I always want to do it myself, which is in line with the characteristics of children. I always guide kindergarten children to feel and experience for themselves, so as to increase their enthusiasm for activities. For example, after the children learn the basic skills, they have the idea of learning to do it, and I will encourage them to do it in time. After listening to the teacher's words, the children took the initiative to pick up their own small cups and learned to receive water, drink water, bulge their mouths and spit like antenna babies. Hands-on operation makes children's activities more active.
The most basic activity of children is playing games. Therefore, in the activities, we all integrate the children's learning goals and contents into the game situation and guide the children to take the initiative.
Children's cognitive activities are unintentional. They focus on novel, bright, active, changing, concrete and vivid objects that can arouse their interests and needs. So I use the form of creating game situations to attract children's attention: for example, when painting and pasting art activities, I first create a game situation for children: What if Chinese cabbage soon has no new clothes? Children will take the initiative to find ways to put on new clothes for doll dishes; When drawing lines, tell the child that the pen baby is going to drive; Outdoor activities also include rabbits, cabbages, and small amusement parks, so that children's enthusiasm and initiative will be particularly high in such game situations.
Kindergarten children's intentional attention time is short, so the duration of an activity is short. Teachers should observe and understand children's performance in the game in time, participate in children's games in the form of roles to give children random guidance, enrich the content and plot of children's games, and stimulate children's enthusiasm and initiative in the game. For example, when a child loses interest in driving games for a while, the teacher can say to the child in a hurry: I have a lot of Chinese cabbage that I can't transport back, please help me. Children will actively participate in this plot of transporting cabbage, and will also take the initiative to transport cabbage to every household.
Teachers' participation makes children gain more successful experience and fun in the game. Teachers' intervention and guidance can promote the initiative of children's activities as long as they grasp the opportunity and discretion.
Children develop in interaction with the environment, and wall decoration is an important part of the environment, so we set up an environment that can interact with children according to their interests and needs.
Teletubbies live with children for a period of time, and then use Teletubbies to perform on TV to guide children to imitate. The content of life on TV can let children learn good examples intuitively. For example, we first put a small bowl on the top of the dining table and encourage the children to say: The small bowl wants to be friends with the children in our class. Whoever can eat all the food and vegetables is his good friend. When the children saw the lovely little bowl, they all scrambled to eat all the food. When children do well and make progress, put corresponding small prizes next to their photos, such as small water drops, small cups and small red flowers, to encourage children to do well more actively.
In short, only by understanding the age characteristics of children can we provide guidance methods suitable for kindergarten children according to their interests and needs, so that their enthusiasm and initiative can be brought into play.