The Secret Reading Experience of Childhood 1 The Secret of Childhood by Montessori, a famous educator. The preface of this book briefly introduces Montessori's life and his view on children's education. She founded "Children's Home", engaged in children's psychological and educational research, and wrote educational works, which promoted the development of children's education. The book is divided into three parts, which introduces the development of children's physiology and psychology at various stages; Children's education; Wisdom of love; Conflicts between adults and children and so on. Many of them make me worth pondering, thinking and remembering.
There is a passage in "The Secret of Childhood" that says: "People still know little about the psychological trauma of children, but most of his scars are unconsciously branded by adults." Almost all these injuries are caused by our ignorance of children's psychology. We thought it was good for children, but in fact it backfired. There are too many examples of doing bad things with good intentions. Montessori gave many examples in the chapter "Children's Sense of Order". When watching it, many parents may say, yes, my children are like this. Due to the wrong interpretation, adults often interpret these behaviors of children as unreasonable and force children to compromise.
Although some requirements require us not to understand the child's thoughts, as long as it is harmless, why not follow the child's meaning? When things happen as expected, children will feel more secure, and we adults prefer to do things in a conventional way. When the child's small demands are met, adults will be surprised to see that the child can completely obey, otherwise the child will fight for it. If what happens outside for a long time is beyond his control, it may produce a sense of uselessness, which is extremely unfavorable to the cultivation of children's willpower.
Adults can't understand children's love for things that interest them. They are used to everything and think they know this. So they feel bored and tired. They no longer love their work and start to act passively. Children's concentration, exploration, discovery and creation naturally disappear. Montessori believes that adults need a new person to wake them up and inspire them again with the rich vitality they have long lost. Adults need someone to motivate them to live a better life in different ways. In the eyes of adults, children are keen on trivial and useless things, which makes them feel unreasonable They think that children's free exploration behavior is naive and the process is slow, and they try to do everything for them. But for children, these explorations are gratifying and interesting, and they get satisfaction from them.
Tell me an example around me. My little niece had a "strange" habit when she was just walking, that is, she liked to pick up small things on the ground, such as small pieces of paper, and it was the same in winter. Because she wears a lot of clothes in winter, it is difficult for her to bend over, but she still enjoys it. Some adults think that she loves cleanliness since she was a child, but most people think it is a joke and stop her from doing so. Today, I realized the mistakes of adults. My little niece didn't pick up the paper and throw it in the trash can to keep it clean, but fully enjoyed the interesting process. This action is to make full use of her thumb and forefinger, which is of great help to her motor skills training and further to her brain development. I understand that in many kindergartens, there is a training program to let children pick up small beans with their thumb and forefinger. Nowadays, adults are trying their best to develop their babies' intelligence, but ignorant adults have lost many opportunities to exercise their babies in life. These opportunities are simple and common, and parents completely ignore them.
Finally, since we know that adults can't let children do whatever they want, we should let children explore and discover for themselves. But is there a limit to this kind of letting go? Is it necessary to completely abandon your own ideas? Will the crooked saplings really look good when they grow up without any pruning? Can the experience of adults really not help children? I don't think so. There is a premise for adults to let go. First of all, make sure that the child's exploration process is safe. Secondly, we should have foresight, be able to accurately judge that the child's current exploration is helpful to the child's development, and put forward corrective help at an appropriate time.
The Secret of Childhood certainly inspired me more than that. I believe that through more in-depth reading, I will get more help, which will also be of great help to my future work and study.
The secret reading experience of childhood. These two books have made me gain the most:
Have we done a lot of things to encourage children to grow up? For example, the child is very old, and the child helps the child dress? Help the children carry their schoolbags?
We should follow the law of children's development, adapt to children's learning rhythm, maintain respect for children and learn patience.
Whether it is Montessori, Satya or active discipline, the core educational goal is to help children establish an independent and complete self-esteem system, because only self-esteem can achieve self-discipline.
Here, I'd like to share with you an idea of positive discipline: we should not help children do what they can.
The reason why we always encourage others is:
First, the dominant instinct: We always like to interfere with children's growth, always want to use adult thinking to solve children's problems, or use shortcuts to accomplish what you think is right.
Second, work instinct: Because we grew up in setbacks, we definitely get too few positive results, so we regard work as a burden, so we always instinctively hope that our children will not suffer, so as to help them solve this problem and solve that problem. Here, we also need to change our way of thinking and regard work as a place to cultivate and improve, so that we can feel happy at work, cultivate our own hearts and let children explore themselves more.
Four viewpoints in The Secret of Childhood;
First, follow the law of children's development: butterflies are sensitive to light; Children know their uncles and fathers.
Second, adapt to the child's' processing rhythm': keep our patience, allow the child to do the same thing over and over again and try what she thinks is right (the example of mouthwash) to lead the disabled to walk.
Third, maintain enough respect: blowing your nose; Don't joke casually; Only by respecting children enough can we help them build a complete and independent self-esteem system.
Fourth, inferiority comes from severe criticism: especially in front of others; Sympathy for other children's mistakes and severe criticism of their own children's mistakes, such as breaking a cup, will generally say that it doesn't matter to their children, while treating their children will say that you are so careless. So we need to cultivate compassion and gratitude ourselves, treat others, family and children with compassion and gratitude. I often say to my children, "Thank you, let Dad embark on the road of learning, and learn and progress every day, and be full of energy every day."
Teachers need to change their attitude towards children. Of course, I also hope that teachers can step into the ranks of learning more. Besides your own professional knowledge, you can also learn more psychological knowledge and learn some ideas and methods of family education.
The Secret of Childhood 3 "The Secret of Childhood" is the work of the famous educator Montessori. The book is divided into three parts, which introduces the development of children's physiology and psychology at various stages; Children's education; Wisdom of love; Conflicts between adults and children and so on. Many parts make me think a lot.
The Secret of Childhood tells us that education can protect and nurture children in a way that is conducive to their natural development, thus having an impact on these natural characteristics. Therefore, the first thing education should do is to "discover children's true colors and help them develop normally".
There, in addition to the environment and material, there are some conditions that are extremely important, that is, "adult neutrality." In the first Children's Home founded by Montessori, those parents were illiterate, they were too busy making a living to give their children more energy, and their teachers were ordinary professional women without ambition and preconceptions, which led to a rational silence. Teachers must be quiet. He is a deeper calm, a blank, or a better, unobstructed state, which is the source of inner clarity. This kind of quietness is composed of the modesty of mind and the purity of reason, which is a necessary condition for understanding children.
So, I understand that the teachers of general traditional teaching method are essentially different from those of Montessori teaching method: in general traditional schools, teachers only know the behavior of children, understand that they should take care of children and understand what to do to educate children; Montessori's teacher should be a child who has not been recognized and needs to be fully understood.
Stand next to the child and observe the child. Let children gain physical independence in self-care, will independence in free choice, and ideological independence in endless independent labor. In other words, follow the children. Let "their lives unfold naturally, just as lotus flowers unfold their Baise petals to understand the nurturing of the sun."
The Secret Reading Experience of Childhood 4 "The Secret of Childhood" was published by the famous Italian Montessori on the occasion of the fifth Montessori Conference held in Oxford, England on July 1936. This book is Montessori's exploration and answer to the "children's mystery", which embodies Montessori's view on children's education. After studying recently, I systematically read The Secret of Childhood. After reading this book, I also benefited a lot, further improved my knowledge in children's education, systematically sorted out my messy ideas on children's education, and further revised and improved my original knowledge structure of wrong ideas and wrong knowledge construction. Next, I will sort out what I learned from reading The Secret of Childhood.
After reading the book "The Secret of Childhood", my induction mainly comes from four latitudes, namely, children's physical and psychological development; Children's educational principles and environment; Children's psychological differences. First: children's physical and mental development. From the viewpoint that things always change and develop, Montessori pointed out that childhood is the most important period in a person's life development. In the process of continuous growth, development and change, children's development includes both physical development and psychological development, which is the "materialization" process of children's individual physiology and psychology. Through the reading of this chapter and my daily practice in early childhood education, I firmly believe that the two most prominent characteristics of children's physical and psychological changes and development are the critical period of active development and multiple intelligence development. In traditional education, under the leading position of teachers, children are often in a passive development position. Even though some scholars emphasize that teachers are only in the dominant position, children are the main body, and they give full play to their initiative and intention to develop themselves, in practice, the "leading" role of teachers is actually transformed into teachers' control over all the processes of education, including textbooks, teaching methods and teaching means, and even when reading The Secret of Childhood, they directly copy their knowledge system to a place where they "develop themselves". I still agree with Montessori's point of view. I think children have an impulse and instinct to explore the outside world. This move has given children the vitality to develop with care. It is through active exploration that children adapt to the environment composed of various complex factors. Therefore, I think teachers at this stage should not artificially change or arrange the environment, but put children in any natural environment in which they live. Because every environment is made up of different factors, the environment made up of different factors will put forward necessary adaptation requirements for individuals in this environment, that is, each individual will develop corresponding adaptation potential according to the corresponding environment. Of course, at this time, the teacher should be a peripheral observer and tutor, mainly to help children adapt to their motives and difficulties, and to ensure that children rely on subjective initiative to form the potential that they must be able to control in this environment. This can maximize the development of children's various intelligences during the "critical period". Second: the principles and environment of early childhood education. Montessori believes that in order to promote children's psychological development, children's education should start from the birth of children, and children's education should follow the following two principles: First, repeated practice. Sensitive to external things is a critical period for children's development. In this way, if children can get activities that satisfy their inner needs (Montessori called it "work"), they can concentrate on practicing this behavior repeatedly until it reaches the age range, and even for some gifted children, this development will exceed several stages of development. The reason why we emphasize this point is to tell our preschool educators that children's curiosity will drive their interest in understanding the surrounding things. Therefore, educators should not limit the scope of children's perception, but bring as many things as possible to the environment, so that children will get more interesting things. Through repeated practice of interesting things, children will bring more possible space for their future development, even if the individual potential composed of sensitivity is developed in the future.
In short, teachers should bring children an environment of repeated practice as much as possible. The second is free choice. Children will choose what they want to perceive according to their own interests and psychological needs. Therefore, as a preschool educator, we must remember that it is not good to restrict children's free choice. What needs to be done is to bring as many development environments as possible to children and satisfy their free choice. Third, the analysis of children's psychological disambiguation. In the process of children's development, if we encounter a hostile and incompatible environment, coupled with the blind guidance and suppression of adults, it will cause the children's psychological development to change. Montessori concluded that there are eight main manifestations of children's psychological divergence: mental wandering, psychological obstacles, attachment, possessiveness, power desire, inferiority, fear and lying. In children, these psychological differences do not exist in isolation, but are interrelated. Therefore, a child may have several psychological differences at the same time. As a functional obstacle, psychological disambiguation will make children's psychology in a state of disorder. Therefore, as a preschool educator, we must find these problems as soon as possible, and at the same time use various targeted means and measures in time to solve the existing psychological problems in time and quickly. Of course, for these psychological differences, educators are required to apply different solutions because of the different complex forms. Therefore, educators are required to fully accumulate experience and means to solve various problems in practice, so as to enrich their theoretical knowledge and practical potential. Fourth: Overcome the conflict between adults and children.
In the process of children's development, although adults have done everything they can for their children, and even adopted various means and methods for their growth, this does not mean that children will certainly develop well, just because adults only consider how children should develop and how to develop better from his perspective. In this way, adults let children develop with "their own bodies and other people's brains", instead of children using their own bodies and brains with the help of adults. Of course, parents don't expect self-sacrifice to have side effects on their children's development, just because their unconscious behavior will affect their children's normal development under the control of their own development laws.
I've been teaching physical education class for almost a year, but the temperament of children always puzzles me. I read the book "The Secret of Childhood" during my holiday. Although I don't know much about some professional knowledge, I still learned a lot in some articles!
"Adults should think twice before saying anything to their children, because the children are eagerly waiting to imitate him." When I read this sentence, I read it several times and pondered it for a long time. It's not that I didn't understand it, but that I was looking through what happened in my head when I was getting along with the children who matched this sentence. We always say that children can always see the appearance of adults, and small cadres in the class can also see the appearance of the class teacher. I still remember walking into the class that day, and it happened that the monitor was in charge of the class. I saw him yelling loudly and his face turned red. I feel like I didn't see my usual class management. It turned out to be so horrible! And the lovely monitor has become so childish.
Like this sentence, a child is like a blank sheet of paper. They rely on their inner sensitivity to see and listen to what attracts them and imitate them. But they can't tell what is good and what is not. Therefore, adults, parents and teachers who are with their children every day should pay great attention to everything they say and do in front of their children. Every sentence should be thought about whether it will mislead children. The so-called lead by example, I think this should be the truth. "They are very obedient, which makes me feel responsible for everything I say." This is what another teacher in the book lamented when she saw the children's performance.
What impressed me in the book was a story of a Japanese father taking a walk with a child of about one and a half years old. The child suddenly stopped to hug his father's leg, so the father stopped and let the child play around his leg. When the child stopped playing, he continued to walk slowly. After a while, the child stopped at the roadside and the father stopped to accompany the child. I believe that people who see this story should be very emotional. In today's society, adults really ignore the real needs of children. It is said that it is to take children out to play, but it limits the time of the project and play. I wanted to play with mud, but I refused, because we thought it was unsanitary, but actually I didn't want to wash dirty clothes. Thinking of this, I suddenly realized that adults can be really selfish sometimes. In order to let myself sleep late, I don't want my children to kiss me early in the morning; Let the children do more homework, so as not to disturb themselves; It's cruel to think about enrolling in all kinds of cram schools for children's so-called good.
The theories in this book are very novel, many of which have subverted my previous ideas and laid a little foundation for my next work. I believe there will be a breakthrough!