I saw him circling around the cot, touching the foot of the bed for a while, touching the bed stall for a while, and drilling under the bed for a while. I asked the children in my class what his name was, and the children told me that his name was Lin Cheng (a pseudonym). I said, "Lin Cheng, will you come to the teacher?" He didn't respond at all, and he still looked at the cot intently. I went to sit next to him, hugged him kindly, looked him in the eye and asked, "Are you Lin Cheng?" He didn't look into my eyes. He glanced at the cot and pushed me away. I asked another question and he threw it at me: "Are you Lin Cheng?" Go back to the crib. I observed him on purpose. For ten minutes, he only touched the crib, but didn't look at me, didn't look at the children next to him, and no one talked to him. I can't help wondering if Lin Cheng has autism tendency.
Afterwards, I asked the class teacher about Lin Cheng. The teacher told me that he is not sociable, loves to play alone, does not take the initiative to talk, and can read a lot of books. 65,438+0 newspapers can be read almost. I asked the teacher if he had contacted his parents. The teacher said that Lin Cheng felt something was wrong in the first week of entering the park and contacted his parents, but the parents seemed to be avoiding something, and we didn't know much about it. I asked the teacher if he had given Lin Cheng an individual education. The teacher said that he had tried and the effect was not obvious.
Because of Lin Cheng's special performance, I suggest that the class teacher set up a psychological file for Lin Cheng, make a planned observation and record, and make an analysis on this basis. At the same time, try to get the cooperation of parents and reflect the actual situation of Lin Cheng in the park to parents. After many efforts, parents reflected the situation to the teacher. It turns out that Lin Cheng's parents are highly educated and are the backbone of the business in the unit. In his early life, Lin Cheng seldom took care of him. He just used books to stimulate him. Lin Cheng knew many words when he was very young, which made his parents very happy. But at the same time, they also found that Lin can't take care of himself, can't communicate with his children normally, has a cold parent-child relationship, often answers irrelevant questions and pops up strange words. Parents don't know where they are and feel sad.
Soon, at the suggestion of the teacher, Lin Cheng's parents took Lin Cheng to see a famous psychologist in the provincial hospital, and initially diagnosed him as an autistic child. After more than a year of professional treatment by psychologists, especially the joint efforts from kindergartens and families, good results have been achieved, and the window of Lin Cheng's autistic world has opened. Now Lin Cheng has been able to communicate with people initially, and his language expression is also good.
By chance, I paid attention to Lin Cheng, who only played in the crib, and learned more about him, especially with the cooperation of all parties, and achieved satisfactory results, which made Lin Cheng out of the autistic world. However, we can see that the class teacher, including Lin Cheng's parents, did not pay attention to Lin Cheng's situation and took active measures. In fact, not only the teachers in this class, but also many preschool teachers in the front line of education do not pay too much attention to the mental health of young children. We can't correctly grasp children's psychological phenomena, label children as psychological barriers when they enter the park, but we don't take active measures for children with individual development obstacles, which makes children miss many opportunities for education and treatment. Moreover, preschool teachers' mental health education ability is generally low, so they cannot correctly observe, analyze and guide the evaluation of children's psychological problems. Analysis of the reasons is mainly due to the lack of psychological knowledge accepted by preschool teachers. In the process of training, teachers are only trained in six basic skills: playing, singing, jumping, reading, drawing and writing, which ignores the cultivation of preschool teachers' mental health education ability.
The new Outline points out that kindergartens must give priority to protecting children's lives and promoting their health. It is necessary to establish a correct educational concept and attach great importance to children's mental health while attaching importance to their physical health. Teachers should pay attention to the special needs of children, including various development potentials and different obstacles, and work closely with families to jointly promote the healthy growth of children. Psychologist Rankin also pointed out that a good teacher has six requirements, one of which is to be able to identify students with serious problems and know where and how to help them. The new "Outline" puts forward new requirements for preschool teachers, and requires our preschool teachers in the new century to attach great importance to children's mental health education and have higher mental health education ability.
Children's mental health education should be completed as an important task of implementing the new Outline, and it should be organically infiltrated into the whole teaching process. According to the characteristics of children's physical and mental development, some basic and simple psychological common sense and psychological self-regulation skills are taught to children through intuitive and vivid educational means to enhance their self-psychological health care ability. According to the needs of young children, psychological training activities are carried out in a targeted manner, such as mirror image skills and situational experience. Actively create conditions, establish and improve children's psychological files, establish psychological consultation rooms, and open family education mailboxes.
The cultivation of preschool teachers' mental health education ability should be regarded as an important task of preschool teacher training. Through training and self-study, preschool teachers can master certain knowledge of mental health and psychological counseling, have a high level of observation, analysis, guidance and evaluation, establish a scientific health concept, pay attention to the needs of every child, be sensitive to the motivation of children's needs, and accurately observe and evaluate the development level and existing problems of children. Teachers should have healthy psychology, and their own health factors should affect children's mental health.