Because of their unique age characteristics, some children often show restless, dancing, emotional instability, impulsive and other involuntary hyperactive behaviors, as well as hyperactive behaviors that imitate others and hope to attract others' attention. Correcting children's hyperactivity behavior in time and properly is very important for their development. Case 1: Yang Yang, a child in a kindergarten, is very naughty. When Mr. Chen takes the children to activities, Yang Yang often breaks the rules. Teacher Chen asked Yang Yang whether he liked Teacher Chen to take the children to play games or attend classes. Yang Yang said that he especially likes Mr. Chen, and attending Mr. Chen's class or playing games with him is his "favorite". Therefore, Mr. Chen understands that Yang Yang, an extroverted and impulsive child, will be too excited in the activity and can't control his behavior and emotions well, and he didn't intentionally "foul". Teacher Chen quietly said to Yang Yang: "The teacher knows that you like Teacher Chen very much, and the teacher likes you very much." The teacher knows that when you are happy, you will forget that we are in class. Let's reach an agreement. If you can't control yourself, Teacher Chen will put up a finger, so behave yourself, okay? " Yang Yang agreed. Later, Mr. Chen found that under the constant reminder of the teacher, Yang Yang's "disruptive" phenomenon in activities gradually decreased, and he no longer needed the teacher's fingers in the future, and the teacher's eyes could gradually remind him that his self-control ability had been greatly improved as he approached graduation. Abstract: Due to their unique age characteristics, some children often show restless, dancing, emotional instability, impulsiveness and other involuntary hyperactivity behaviors, as well as hyperactivity behaviors that imitate others and hope to attract their attention. Correcting children's hyperactivity behavior in time and properly is very important for their development. This paper analyzes the causes of children's hyperactivity behavior: strong curiosity, behavior obviously dominated by emotions, self-centeredness, and various ways to express needs. Through the observation and analysis of the actual cases in this park, combined with the author's educational attempts in practice, this paper puts forward educational countermeasures for children with hyperactivity. [Keywords:] Case Analysis of Children's Hyperactivity Behavior Countermeasures Young children are immature, independent and rapidly developing individuals, whose cognition, emotion and personality have obvious age characteristics, which are often accompanied by some "hyperactive" behaviors, such as inattention, hyperactivity, emotional impulse, deliberately throwing toys, tearing books, attacking peers with objects or bodies, etc. These behavioral problems in childhood may be temporary phenomena in the development process, but they may also be delayed for a long time, affecting the healthy development of children's physical and mental health and causing difficulties in learning and adapting. This paper analyzes and discusses the manifestations, causes and solutions of children's hyperactivity behavior with specific cases. It is used to guide kindergarten teachers to re-examine the traditional definition of "good boy" with the standards of adults, and treat these hyperactive behaviors of children with a developmental vision and innovative thinking. First, the performance of children's hyperactivity behavior (1) Involuntary hyperactivity behavior Due to their unique age characteristics, some children are often emotionally unstable and impulsive, and their control over their desires is very weak. There are often some hyperactive behaviors beyond your control, such as blinking, fidgeting, dancing when you are excited, getting carried away, losing your temper and crying when you are slightly frustrated, and acting recklessly and impulsively. This is a strong expression of children's self-awareness and psychological function. Because they are active, they can't concentrate in class and homework, which will seriously affect the learning effect. (2) Imitating others' hyperactivity behavior A large part of children's hyperactivity behavior is obtained by observing others' words and behaviors in a certain environment. The behaviors of people who are closely related to children's lives, cartoon characters that some children like or the behaviors of cartoon characters or the casual words and deeds of others in specific situations will become the objects of children's imitation. For example, when Zhou Zhou in my class watched cartoons, he saw the children in the film drawing, and he took out books from his schoolbag to imitate graffiti. During a sports activity, Zhuang Zhuang cried and said to the teacher, "Xinxin hit me with a gun and kicked me." The teacher criticized Xinxin, and Xinxin said, "Lele will fight first, and I will fight with her." It can be seen that Xinxin is imitating Lele. (3) hyperactive children who want to be noticed by others want to be noticed and recognized by their peers, teachers and parents. Most children will use good positive behaviors. For example, by helping others and caring for their peers, they can be recognized by their peers and affirmed and praised by teachers; There are also a few children who will make some negative behaviors. Such as destroying things, swearing when interacting with peers, making trouble in educational activities, etc. Attract the attention of peers or teachers. When teachers educate them about this kind of behavior, they often disagree, and sometimes they even feel glad that they have attracted the attention of teachers or parents and achieved results. This is the performance when children's social consciousness and self-consciousness are suppressed or not well guided. Second, the analysis of the causes of children's hyperactivity behavior Some of children's hyperactivity behaviors are unique to children, and some are acquired. This hyperactive behavior will more or less hinder the normal development of children's body and mind. Cognitive theory holds that children's intentional attribution to others or things regulates their hyperactivity, while intentional attribution restricts their hyperactivity. Through analysis, the author points out that preschool children are lively and active, and their unique age characteristics are the main reasons for children's hyperactivity. (1) Have a strong curiosity. Children are full of strong interest in the world around them, have a strong curiosity about new things, like to ask all kinds of questions to adults, and like to play with all kinds of toys, things or articles that they don't understand, which is very enlightening for the development of children's sense of reason and curiosity. For example, when I get a new toy, I like to play with it. I have been trying to change the way I play with it and even take it apart to see what it is. Their curiosity is extremely strong, which is an effect that it is difficult for them to sit for a long time or wait for a long time to take turns to play, which will produce a series of excited behaviors. (2) Behavior is obviously dominated by emotions. Children's behavior is greatly influenced by emotions. Their emotions are often unstable and impulsive, and they often cry or fight over a trivial matter. Because the frontal lobe, the executive control center of the brain, is used to monitor advanced thinking activities, guide problem solving and regulate the emotional system. The frontal lobe develops and matures slowly, and the NMR study shows that the frontal lobe in late adolescence is still in the process of maturity until early adulthood, so the emotional regulation ability of the frontal lobe in children is not complete. This is why children are more easily controlled by emotions and prone to ADHD than adults. (3) Children's "egocentrism" Piaget said: "Egocentrism" is the basic feature of children's thinking, which makes children unconsciously infatuated with and convinced of their words and deeds, opinions and thinking when they know and adapt to the outside world, and think that they are the only center in the world. It is very difficult for children in the "self-centered" stage to look at problems and do things from their own perspective and ask them to share and pay. In addition, children have lived in a superior and spoiled family environment since childhood, lacking normal communication with their peers, and many parents are too fond of and pampered their only children, which further aggravates their inherent "self-centered" psychology, leading to their tendency to be "self-centered", unable to care about others, unable to deal with peer relations and social conflicts, which will lead to their hyperactivity. (4) Children express their needs in many ways. By analyzing the psychological characteristics and experience level of preschool children, it can be seen that some children's hyperactivity may be due to their lack of language skills or body language to express their needs; Although children of the same age have basic common needs, each child has different expressions, especially when some children's needs are not met, they often show unusual hyperactivity. Third, the case analysis of ADHD in children. Psychologists' research proves that hyperactive children put forward no fewer strategies than non-hyperactive children when they get things or seek ways to participate in peer activities, but their strategies are more unconscious and less conscious. (1) Before discussing the case examples, the author brought a small kindergarten class. His most obvious feature is extremely active. He never pays attention in class, and his attention will be diverted in two or three minutes at most. He is easily influenced by things around him. Footsteps outside the window can distract his attention, and he has strong curiosity and poor self-control, and is often accompanied by some habitual little moves, such as biting his nails, sucking his fingers and picking his nose. And most things are done by halves. And he never had the concept of discipline. During the home visit, I learned that his parents are freight drivers and shop assistants respectively. They are usually very busy at work and lack education and care for their sons. (II) Case Observation Record In the actual process of early childhood education, I carefully observed Songsong's behavior at school: (1) When he asked questions in class, he never raised his hand, often bit his fingers, and looked at the teacher for a while and the floor for a while, and his expression was uncertain. Moreover, I am often attracted by other things outside. I like to put one leg on the chair of the children next to me. Sometimes I knock on the head of this one and touch the back of that one. (2) When doing morning exercises, his hands and feet kept moving, but he didn't do it according to the requirements of morning exercises. He dances freely, does whatever he wants, and is easily attracted by other things. The plane in the sky will attract his attention for a long time, and the teacher reminds him that he has no reaction at all. (3) I eat faster, but I like to do some little tricks, such as grabbing other people's children's rice with a spoon, hooking other people's children's hair, habitually looking around, and rice grains are scattered on the table and on the ground. (4) When playing games like other children, he tends to be inattentive and always likes to disturb other children. When playing with toys, he always likes to put toys in front of the window alone (this is not allowed), and other children sit quietly against the wall to play. Every time he receives toys, he never takes the initiative to hand them in. The teacher called him many times, but he refused to hand them in. Then he didn't want to play, so he just let it go and ran away. (5) When sleeping and taking a nap. He once took off his socks and twisted them by hand. The teacher repeatedly stressed that there was no way to correct them. I always toss and turn in bed when I sleep, kicking and moving around, no matter what the teacher says. (3) Educational methods (1) Parents' guidance program Children's hyperactivity is not intentional mischief, but it is difficult to control their own behavior. So be patient with children. We should help correct shortcomings repeatedly and praise advantages in time. No matter how busy you are, you can't ignore the correct education and guidance for your children. You should usually care about their life, study and mental health. It is necessary to create a warm and peaceful family atmosphere so that children can feel safe psychologically. Contact the teacher in time to learn more about the child's situation in the park and listen to the teacher's opinions. (2) Guidance scheme for teachers Teachers should not ignore the behavior of ADHD children, but should understand the characteristics of ADHD children's difficulty in concentration. Teachers' education should focus on praise and encouragement, educate and help him carefully and patiently, and affirm his slight progress. Encouragement from time to time will make him full of confidence in himself, let him gradually feel the care of the teacher, let him slowly get in touch with the teachers and children, and let him gradually know that he should take care of the people around him instead of acting alone, let him wander around, and finally restrain his behavior under the supervision of the teacher. The most important thing in education is to create more opportunities for communication and cooperation with other children and encourage him to speak freely, so that his language expression ability will be improved. (IV) My education In the teaching practice, the author mainly guides and educates hyperactive children from the following aspects: 1. Exchange love for trust. Mr. Tao Xingzhi said, "Whoever doesn't love students can't educate them well." Love is the premise of education, and trust is the beginning of education. I pay close attention to loose words and deeds and often take the initiative to communicate with him. Later, I found out that he actually likes the teacher very much, and he will take the initiative to talk to me if I communicate with him more. Later, when I was in class or in activities, I found that when he was not on duty, I walked beside him or smiled at him, and he could stop moving immediately. 2. Find the bright spot with your heart. As a kindergarten teacher, we should be good at discovering the "bright spot" of ADHD children. Through education and observation, I found that Songsong is a very polite child. Every time he needs something, he always calls out affectionately: "Teacher, I think ..." And almost no other children in our class have the habit of calling him "teacher". Every time I send him fruit, he always answers "thank you!" Many children can't do this, so I take advantage of these educational opportunities to praise them loosely and educate other children to be polite. 3. Patiently expecting the transformation of ADHD children is characterized by poor self-control, lack of perseverance, inability to persist, and frequent vacillation. Therefore, the transformation of ADHD children can not be effective once or twice, but a gradual process. In this process, I took the following measures: (1) Strengthen communication with parents, and I will promptly feedback Songsong's performance to parents, communicate more, and educate him through family and kindergarten. ⑵ Educational goals should be realistic and moderate. For hyperactive children, we should not be too quiet and make too many rules and regulations, but from easy to difficult, from small to large, from less to more. (3) Strengthen the training of self-control. During the day's activities, take every opportunity to train your self-control. Songsong often litters books and toys. If he doesn't know where it is, I'll take him to get it and tidy it up. After a period of guidance, his throwing habits have also improved a lot. (4) Strengthen the training of attention. Inattention in class affects other students' normal activities from time to time, so I arrange his seat where the teacher can take care of him easily, cultivate his attention in various activities, especially operational activities (such as origami and shoelaces), and urge him to concentrate on completing the task. Gradually cultivate the habit of patience and concentration. After two months of family and kindergarten education and training, Songsong has made some progress in all aspects: he began to get used to collective life, improved his sitting posture in class, improved his movement coordination and improved his language expression ability. Of course, for ordinary children, these are almost insignificant, but they have made great progress for him. Because it takes a long time for ADHD children to change, just two months is not enough, but I think as long as they continue to cooperate loosely and adjust their educational goals in time according to the situation, he will certainly become a smart and sensible child. Four. Countermeasures for ADHD in Children Through the analysis of the above cases, I have come to a conclusion: In the process of correcting ADHD in children, we should strive to do the following: 1. Face up to and analyze children's psychological characteristics, understand their psychological state and acceptable educational methods, and take timely, moderate and appropriate educational measures to guide them while respecting their individuality. 2. Understand and understand the reasons for children's hyperactivity and guide children in a targeted manner. Never punish children blindly by reprimanding, satire and other incorrect ways. Teachers and parents should maintain a peaceful attitude, give priority to patient persuasion and guidance, and adopt positive educational methods to correct children's hyperactivity. 3. Teach children some ways to express their emotions, help them learn to control their emotions, and cultivate their self-regulation and self-control ability. For example, design special emotional education activities, create a series of conflict situations, let children actually deal with these situations, and conduct emotional control simulation and practical training for children. 4. Discover the advantages and dilute the disadvantages. Adopting appreciation education with more encouragement and less criticism can effectively avoid hyperactivity. For example, on weekdays, we should be good at observing, try to find out children's bright spots and advantages, fully affirm and praise their advantages or progress, and use the encouragement of advantages to dilute bad behavior habits; 5. Raise parents' awareness of the harm of ADHD, and strive for synchronous education between kindergarten and family. For example, teachers and parents should communicate with each other and keep pace in helping children correct ADHD. Parents should also play a supervisory role at home, and often give timely feedback to their children at home. Improving children's "hyperactivity" behavior is a long-term work, which requires patience and must not be eager to achieve success. The author believes that parents and teachers should emphasize the education full of love and warmth for children with hyperactivity. In particular, we should pay attention to cultivating their love in peacetime, so as to fundamentally eradicate the soil generated by children's "hyperactivity" behavior.