Tisch
Case study of children: children who can't sit still
There is a boy named Yu Shuai in our class. It is difficult for him to concentrate in collective teaching activities. He is a restless child. Sometimes he will "harass" the children around him and interrupt the teachers' ongoing activities. For the task assigned by the teacher, he often fails to complete it well; He wanted to take part in his partner's activities, but he was rejected by his partner because of his improper way. If the children around him really can't fire him, they will complain. The teacher is also very worried about this child who often gets into trouble. He often criticized him in public and ordered the whole class to ignore him in a rage. However, the effect of this kind of education is not good. Over time, in the eyes of other children, Yu Shuai has become a naughty bad boy, who only knows how to make the teacher angry.
Scene 1:
Collective teaching activities will be held soon. The children will return to their seats one after another, and the teacher will begin to talk about the main contents of today's teaching activities. Yu Shuai sat in his seat and didn't listen carefully. He tugged at Wenwen's braid beside him with his hand. Chloe frowned and moved his little chair aside. Yu Shuai wanted to move Wenwen's chair closer, so the two children began to cater to and make some noise. I glanced at them, a little unhappy but didn't say anything, when Wenwen suddenly called, "Teacher, look at Yu Shuai." The teacher finally said loudly to Shuai, "Yu Shuai, sit down for me, or I'll let you out if you don't listen!" " "Yu Shuai was deadlocked with WenWen, stunned by the teacher's reprimand. He sat up timidly and stared at the teacher with guilt. Wen Wen went on to say, "He just pulled my chair ..." "Okay, okay, stop it. Listen carefully in the future. From today, no one is allowed to mess with Wen Wen. I'll find someone who annoys him, do you hear me? " After the teacher snapped these words, he looked at the children in the class carefully. For the teacher's order, the children said in unison: "I heard it." Yu Shuai twisted his fingers hard and looked sad, but with the change of the teacher's topic, he returned to his original appearance, looking around, not knowing what he was thinking.
Analysis:
First, the negative consequences of teacher education methods
First of all, the old problems have not been solved, and new problems have come again. Teachers want to force Yu Shuai to "turn over a new leaf" in an isolated way to avoid violating discipline. However, in fact, this kind of education did not solve the original problems, but had a negative impact on Shuai. Yu Shuai's good intentions were misunderstood and rejected by his peers, which led to destructive behavior.
Secondly, it is not easy for teachers to change the bad consequences caused by this isolated educational model immediately after they realize that their educational model is not suitable. The reason is:
First, the younger the children are, the stronger the teachers are, and the moral cognition of the large class children is still in the heteronomy stage. As an authority in the eyes of children, the teacher's words, especially the imperative language, are the criteria for judging things. Teachers often criticized Yu Shuai in public, and even mobilized other children to "ignore Yu Shuai", which was quickly accepted by the children and resolutely implemented.
Secondly, Yu Shuai's bad impression among his peers is partly caused by his own naughty and frequent criticism. Even Yu Shuai's well-intentioned motives and behaviors will be misunderstood and rejected by other children because of his isolated education methods. Faced with the unreasonable rejection of peers, Yu Shuai was obviously depressed to some extent. Without proper guidance, he will take negative actions to fight back. The result of this situation is a vicious circle, that is, the more Yu Shuai's negative behaviors, the more certain other children are that he is a destructive bad boy, the more they reject him, and at the same time strengthen the negative attitude they get from the teacher towards handsome.
Finally, the isolated education method forced Yu Shuai to fall into the dilemma of communicating with his peers (as shown in the third act). The teacher didn't take advantage of the positive factors in the collective strength. On the contrary, she let other children isolate Yu Shuai, instead of helping him, she ignored him. The teacher's practice actually lies in erecting a barrier between Shuai and other children. Peer communication of preschool children is of great significance to the development of children's social cognition, communication ability, personality and moral quality. If Yu Shuai is always isolated by his peers, he will lose more opportunities to communicate with his peers, which will be detrimental to his future development. In addition, good interpersonal communication is the regulator of daily life, which will make people feel comfortable when engaging in various activities. If the hostility between Yu Shuai and his companions does not change, it will also interfere with his normal exploration activities and reduce his curiosity about the external environment.
Second, the solution
1. Teachers should first understand the characteristics of Yu Shuai.
From Yu Shuai's daily performance, we can see that he is a naughty and active boy, easily distracted, curious about new things, weak in self-control and impatient. In addition, he wants to associate with his peers but doesn't know how to be accepted by them. Judging from the background outside Yu Shuai Kindergarten, he was transferred from other kindergartens. It is understood that the purpose of Yu Shuai parents transferring to kindergartens for their children is that his original kindergarten education environment is not very good, the children are too loose and learn less. Now Yu Shuai's kindergarten is subject to more and stricter constraints than before; All this must be adapted to Yu Shuai.
2. Help Yu Shuai to establish a sense of order suitable for the new environment.
(1) On the one hand, teachers should pay more attention to Yu Shuai's actions, and at the same time, they should stop Yu Shuai's incorrect behavior in time, and clearly tell him where he is wrong and what to do. Teachers are not suitable to say some sarcastic words or argot at this time, because children sometimes don't know the implied meaning of teachers' words, so they should say it in vernacular Chinese, especially for Yu Shuai, who is not familiar with the new environment, he has no clear understanding of some specific requirements of the new class, and compared with his previous class environment, the requirements of the class are stricter now, so it is more necessary for him to adapt. On the other hand, teachers can set an example for Yu Shuai among their peers and encourage him to learn from the good children in the class, which is actually to concretize the abstract requirements.
(2) For Shuai, he often violates discipline because of curiosity. On the one hand, we might as well tell him to listen carefully in class and not to do anything else; On the other hand, he promised Yu Shuai that he could play with this toy with other children after class, but only if he listened carefully. What I want to mention here is that toys are for children to play with, but as pure decorations, they lose their meaning to children.
(3) Teachers should be patient. Because of the characteristics of Yu Shuai, he needs a process of adapting to the new environment. The teacher should take pains to remind Yu Shuai repeatedly that he shouldn't talk nonsense because of impatience.
(4) For the adverse consequences of isolated education, that is, the bad image of Yu Shuai among peers, on the one hand, teachers should have the courage to find the right opportunity to admit their mistakes in front of the whole class of children and explain to them that they are too angry to say so. This is not right. We should not ignore Yu Shuai, but try to help him. On the one hand, this practice can reduce some negative influences of Yu Shuai among peers, and at the same time, let children learn to care about others.
(5) Teachers should be good at actively using the collective strength, encouraging children to help Yu Shuai make progress, and let everyone supervise Yu Shuai together, so as to applaud Shuai when he makes progress, point out his mistakes when he makes mistakes, and help him correct them. Let Yu Shuai feel the warmth of the collective and the friendship of his companions, and gradually be assimilated by the new collective.
extreme
Case background:
Yuanyuan is a freshman in a small class in kindergarten. Because my mother is busy at work and can't take care of her, Yuanyuan basically follows her grandmother during the day, and she is too fond of and attached to her grandmother, which leads to her unique personality.
Case description:
Hey, Xiao Yuanyuan is not asleep again. What should I do? This problem has been bothering me. When I come to kindergarten every day, Yuanyuan doesn't cry or make trouble, but she frowns when she takes a nap. When the teacher asked him why, he burst into tears, crying like thunder, shaking the earth and dancing. The teacher was at a loss and had to take him for a walk outside the classroom. He always smiles reassuringly at once. I always reminded him many times, trying to put him to sleep and avoid fatigue in the afternoon, but all failed, which really hurt his brain. And parents have also reflected, but the attitude of parents is (probably the child's idea): if he doesn't want to sleep, don't force him to sleep, as long as it doesn't affect other children. The next day, I thought I might try it according to my parents' wishes. So today, I went to my little friend Yuan Yuan and said to her, "Baby, you can stay up late today, but on one condition, you can't influence others, okay?" He told me excitedly, "Yes, it's very kind of you, teacher." He gave me a bright smile and I smiled back at him. In the next few days, the round child will take the initiative to say to me, "Teacher, I won't affect other children." Case study:
As the saying goes, "Spring is sleepy, autumn is short and summer is short." The so-called "nap" is a short sleep, mostly a nap. There is no doubt that a nap is good for children's health. However, obviously, taking a nap is "without electricity" for the babies in our class. I tried to force my child to sleep regardless of his thoughts, but the idea was quickly dismissed because I didn't want to cause an unhealthy child because of my negligence. After observation and analysis, I found that there are two main reasons for the round nap obstacle. One is physiological reasons. The second is psychological reasons. When children enter the kindergarten from home, their attached parents and relatives, familiar family environment and self-centered living habits suddenly disappear, replaced by strange teachers, strange children, strange kindergartens and strange collective life. This great change has caused them to have a fear of being abandoned and psychological imbalance, so they feel anxious, uneasy and unhappy, resulting in separation anxiety.
Case measures:
In order to let children overcome the obstacles of taking a nap, in addition to combining family and eliminating physical diseases, I mainly take the following measures for children's psychology.
First, carry out happy game education activities to help children get familiar with teachers, children, class groups and kindergartens.
(1) "I got on the train" activity. The purpose of the activity is to stimulate children's goodwill towards kindergarten and reduce their strangeness to the new environment. The specific way is: the teacher warmly receives the parents of young children and welcomes them to take the small train in the class. When a child chooses an empty car he likes and inserts a ticket (the ticket is selected by the child with a small animal card), it means that the child has got on the bus. The driver (teacher plays) can take him to play, give him an interesting toy and send him to his favorite activity area. When leaving the park, the teacher told the child that he was welcome to come back tomorrow and take the train.
(2) "My Little World" activity. The purpose of the activity is to make children feel that they are small masters of the kindergarten and reduce their anxiety. The specific way is: the teacher kindly tells the children that every child has his own cup, towel and seat in kindergarten as at home. Then, the teacher gave the children a set of cards with the same pattern as the tickets, and pasted them on the water glass lattice, towel rack and table selected by the children. After pasting, they put their daily necessities there. Finally, the teacher and the child appreciate his little world together, reminding the child to remember his own marks and not to take the wrong things or put them in the wrong place.
(3) "Know the teacher" activity. The goal of the activity is to eliminate children's strangeness and vigilance towards teachers and make children like and get close to teachers. The specific way is: let the children watch the puppet show performed by three teachers, and then play the game of "guess who I am", guess whose mask I am wearing and who I am. After guessing correctly, the teacher shook hands with the children, touched their heads or patted them on the shoulder.
(4) Happy Birthday. The goal of the activity is to promote children to know each other and cultivate their feelings of playing together and living in harmony. The specific way is to invite children to enjoy the decorated happy birthday wall, introduce flowers and pictures representing X month, and then play "birthday" games. When the teacher shows flowers representing a certain month, the child born in that month will play the birthday girl and blow out the candles. Other children will sing "Happy Birthday to you" for him. Finally, the birthday boy thanked each child, and the children said in turn, "Happy birthday to XX.
Second, create a harmonious and pleasant nap environment for children and overcome their anxiety before going to bed.
(A) to solve the difficulties of children's preparation before going to bed. Children around two and a half years old have limited self-service ability. I will help them to urinate before going to bed and solve the difficulty of undressing and bedding.
(2) Use happy children in emotional contagion. Play beautiful and peaceful music, infect children with music soothing and melody, and subtly stabilize children's emotions.
(3) meet the needs of young children. Children are eager to be cuddled by adults and even like to lean on adults when they grow up. When the children take a nap, I often play the role of parents, patting the crying children to sleep, so that they can deeply feel that the teacher likes me, and the teacher is as good as the mother, so as to trust, like and get close to the teacher, resulting in happiness and emotion, and the crying will stop immediately.
(4) Use empathy to eliminate children's anxiety about taking a nap. Children's feelings are pure and sincere. They like cute dogs, kittens and rabbits and are willing to imitate them. According to the characteristics of children, I put pictures of their favorite animals on their beds, telling them that this is the home of XX animals and let them play the role of XX animals and sleep at home. Children find it interesting, so they learn to be cute animals and fall asleep.
Case reflection:
Through nearly a week's efforts, the child finally overcame the obstacle of taking a nap, and the crying phenomenon disappeared. The nap room has become a warm cradle for children to grow up healthily. Different children have different living habits. I thought I should try my best to listen to the children's voices, so I got their bright smiles and trust. Although children have a long physiological sleep every day, we also advocate taking a nap, which is very beneficial to their development and growth. However, children's health should be judged from a personal physiological point of view, and cannot be generalized. As long as the child is healthy, it should be natural that he is not interested in taking a nap or not. Forced siesta will cause children's psychological problems, which is not good for their growth.
Tisso
Today's lunch is delicious shredded noodles with mushrooms. Because the noodles are very hot, I told my children to keep their hands steady, pay attention to safety and be careful not to burn them. After a while, I suddenly heard the children shout, "Aunt, Haohao's face is spilled!" " A pair of eyes looked at Hao Hao uniformly, only to see Hao Hao, who knocked over the noodle soup, sitting there motionless as if he were scared silly, shouting in his mouth; I'm sorry, I didn't mean to. "Let the noodle soup flow from the table to the body. I quickly shouted: "Hao Hao, stand up quickly!" " "I was afraid that the child was burning, but he still didn't respond. I quickly ran to pull him away, but fortunately it wasn't burning. I took this opportunity to ask the children in my class, "Hao Hao spilled his face, what do you do?" "How can I not get burned?" Let the children realize that after things happen, they must first find their own way. Whether the noodle soup is hot or not, they should immediately stand up and leave, or spread their legs to avoid the soup splashing on their clothes and bodies. A minimum sense of self-protection is essential. Then I stabilized Haohao's mood, told him how to clean up, until he cleaned up, and I gave him another bowl of noodles.
This case also reflects some minor problems. First, it is not enough to just beat and scold and just reason. Come to think of it, the same thing will definitely happen at home, but these are all "arranged" by parents. Parents may generally reprimand their children or deal with their mistakes in a "reasonable" way, and rarely let them avoid such mistakes or dangers themselves. In the case, Hao Hao watched the noodle soup being knocked over, without even the minimum awareness of self-protection. The noodle soup is very hot and dangerous, but as long as he stands up, the danger can be avoided. It is obvious that parents usually arrange too much. The second is to make children responsible for the wrong behavior. When a child does something wrong, the focus of adult discipline should be to make the child realize what will happen if he does it. More importantly, he must take responsibility for the consequences of this incident, not just saying "I'm sorry". Haohao knocked over the noodle soup while eating and playing. On no account can we clean instead of him. Let the children be responsible for cleaning up the spilled things. Next time, he will know that he can't mess around when eating, or he will have to clean up for a long time.
The case tells us that we must not do too much for our children! And let him have a sense of responsibility from an early age and let him do what he can. Only when children have experienced what happened can they really grow up. Therefore, in order for children to truly master and know how to solve problems, teachers and parents should give them more guidance and give them more opportunities to practice and exercise. When you meet something, encourage him to try it himself, but don't completely replace him! In this way, children can become free-flying eagles in the future!