Have you written the paper on the social field? Let's refer to the model essay together, hoping to help everyone!
1. Why does the Guide regard the social field as one of the contents of children's learning and development?
From the moment of birth, people are in a certain social environment and social relations, and will eventually grow from a "biological" person to a "social" person. Early childhood is an important period for the formation of human personality and social development. The attitude, personality and behavior towards people, things and oneself formed in this period not only directly affect a person's childhood happiness, physical and mental health, knowledge, ability and wisdom, but also affect his life-long study, work and life. During this period, children learn how to get along with others, how to treat themselves and others, gradually understand the surrounding social environment, gradually internalize social behavior norms, gradually form a sense of identity and belonging to their group and culture, and constantly develop their ability to adapt to social life. ...
Therefore, the development of children's socialization is an important part of children's psychological development, and learning in the social field is an indispensable part of children's socialization. Its core value lies in guiding children to learn to live together gradually, establishing harmonious social relations (including interpersonal relations) and forming good social personality.
Second, why should "interpersonal communication" and "social adaptation" be regarded as two sub-fields of children's learning and development in the social field?
Children's socialization is carried out in interpersonal communication and active adaptation to social life. When children enter kindergarten from home, they experience not only the transformation of living space, but also the changes in lifestyle, role identity, interpersonal relationship, code of conduct and many other aspects. Only in the process of interpersonal communication can children form a positive communication attitude, basic communication skills and a correct understanding and attitude towards others and themselves. At the same time, only in the process of adapting to social life can we understand the social behavior norms and consciously abide by them, and can we realize our close relationship with the group and form a sense of belonging. Therefore, "interpersonal communication" and "social adaptation" constitute two indispensable and important contents in the social field.
In the process of communication, children share other people's information, understand other people's thoughts and feelings, resolve conflicts between peers, share their own experiences with others, and let others understand their own views and feel their subjectivity. In the process of adaptation, children constantly learn or modify various behaviors and lifestyles, and gradually accept the lifestyle, behavioral norms and values of their social groups. Therefore, the Guide classifies the four goals of "willing to communicate", "friendly coexistence", "self-esteem, self-confidence, autonomy" and "being kind to others" into the sub-field of "interpersonal communication", and takes "like and adapt to group life", "obey the basic code of conduct" and "have a preliminary sense of belonging" as the basic connotation of the sub-field of "social adaptation".
For young children, every change in the social environment is a challenge, and it also provides more opportunities for learning and development. For example, in the reading area of the kindergarten middle class, a child sits in a chair and reads quietly. Another child said to the child who was studying, "I took this book to the kindergarten, and I want to read it now." The child reading the book said, "I got this book first, so I should read it first." ..... The two children argued with each other, and finally the book was torn. Obviously, the children who take books follow the inertial thinking in the family environment and don't realize that their books are only taken to kindergarten to share with everyone. Only by recognizing and understanding this change, actively changing roles, adjusting behaviors and adapting to new social groups can children establish a harmonious relationship.
With the growth of children's age, under the education and guidance of adults, children will gradually accumulate experience in communicating and getting along with their partners, and will gradually adapt to and feel the fun brought by collective life. For example, in the reading activities in kindergartens, small-class children read alone in parallel, middle-class children gradually transition to reading together, while large-class children develop to use collective reading opportunities to express themselves, even constantly experience the fun of cooperative reading, and constantly try to innovate opportunities and methods of cooperative reading. These changes are closely related to the improvement of children's own communication skills and adaptability.
Third, how to better implement the specific requirements of the Guide in the social field.
1. Deeply understand and grasp the connotation of the objectives in the guide.
At the beginning of the publication of the Guide, some people in the society questioned the relevant items: "Can a 4-year-old child understand the hardships of his parents?" "Can kindergarten children have a sense of belonging?" ..... In fact, it is not difficult to find that the purpose of the social field guide is to help teachers or parents grasp the focus and essence of education, clarify the key contents of children's learning and development in the social field, and let children accumulate emotional experience belonging to this age stage on the perceptual level, rather than rising to the rational level to grasp the abstract concepts in the entry.
For example, the goal 3 of the "social adaptation" part is to "have a preliminary sense of belonging". There are four sub-goals for each age group. The third goal is: "to be able to tell the street and community (township, village) where your home is located." "I know I'm from China." "Know your own nation and know that China is a big multi-ethnic family. All ethnic groups should respect each other, unite and be friendly. " It can be seen that, according to children's age characteristics and learning rules, after further decomposing the target requirements, it shows that it is required to gradually expand the learning content and improve the learning requirements from children's own living environment, from individual to collective, from family to kindergarten, from their own place of residence to the country. Children's sense of belonging often comes from their direct feelings and experiences of group life. In the family, the earliest social group that children come into contact with, the meticulous care of parents will make children feel a sense of belonging to the family. If kindergartens can bring warmth, care, respect, support and encouragement to children like families, they will naturally have a sense of belonging to this group.
In an activity to send teachers to the countryside, the teaching teacher asked the children in the big class in the town, "Who can tell the teacher where you are from?" The children in the class pointed to the ground and replied brilliantly, "here!" " It is not difficult to see that children know where they are in kindergarten and where they belong, but because teachers and parents usually lack a sense of educational goals, children cannot deeply understand and clearly state their position. Therefore, in the process of educating children, teachers and parents should correctly understand and grasp the key points and essence of education, and be good at combining various situations in families, kindergartens and places with the content of each activity, so that children can understand the common sense of society and feel and experience the happiness of being a member of a group in dribs and drabs of learning and feeling.
2. Pay attention to children's observation, feeling, experience and understanding in practice.
Social practice is an extremely important content and approach in sociology of childhood's learning. The completion of children's good education needs the cooperation of kindergartens, families and communities. The development of children's sociality focuses on feelings and experiences in practice. In the research of children's social field, we should pay attention to the comprehensive utilization of various educational resources, create good conditions for children's development, and let education return to the natural environment and real life; Let children gain direct experience, gradually understand some truths, abide by certain codes of conduct, and obtain social development.
Most children in our country are only children, and there is little environment for cooperation with peers in the family. They lack the experience of getting along with their peers and do not know the code of conduct for dealing with interpersonal relationships. If parents' educational methods are improper, children will often unconsciously show a self-centered tendency, which will have a negative impact on their social development. Therefore, when children enter kindergarten, teachers should pay special attention to guiding them to learn the main points and methods of interacting and getting along with their peers. Share the feelings and experiences of cooperation, develop a self-esteem, self-confidence and independent attitude, and gradually standardize your behavior. Some people think that teaching in the social field only needs to explain the truth clearly, and children will naturally understand it. This idea is actually unrealistic. ? For example, in the kindergarten's game activities, there was a little confusion in the doll's house: Xiao Wei put all the delicious things on the table on the ground, and the other three children were dissatisfied and stopped, so everyone scrambled to play. The teacher asked why, and the three children scrambled to say, "Teacher, Xiao Wei put all the dishes at home on the ground." Xiao Wei looked aggrieved: "They won't let me eat on the table, I am angry!" The teacher looked at it and asked, "Are you from the doll family? What are you doing? " The child on the side said, "We are guests of the doll's house. She is the mother and Xiao Wei is the father. We are celebrating our birthday. " The teacher asked Xiao Wei, "Is that right?" Xiaowei nodded. "Why not let him eat at the table?" The teacher asked. "This table can only seat three people, and here we are." The children explained. The teacher smiled and said, "The dining table is relatively small, and only three people can sit. Xiao Wei, we have guests at home. Who do you think is more suitable to eat first? " Xiao Wei thought for a moment and said, "Guest." "You are a sensible child! Look at the mess at home now, how embarrassed the guests are to see it. " Xiao Wei squatted down and began to clear the table on the ground. "Let's help you pick it up together." Three other children joined in. With everyone's participation, the tableware on the ground was quickly cleaned up. They started the game again. ...
It can be seen that when children play games, they are also experiencing and feeling the process of getting along and communicating with others. Teachers should be good at observing in children's games, take appropriate measures to intervene in games according to specific conditions, help children develop from unintentional state to intentional attention, guide children to learn to get along in communication, learn to adapt to the rules of the game, and better promote the development of children's ability to get along and communicate while adapting to the rules of the game.
3. Pay attention to the subtle influence of all aspects of daily life on children.
Learning in the social field has strong practicality, comprehensiveness, accompaniment and permeability. One-day life in kindergarten contains important learning content, which has important educational value and plays a unique educational role in sociology of childhood learning.
First of all, teachers should pay attention to their daily attitudes, words and deeds, because the enthusiasm and learning effect of children's activities are often affected by teachers' attitudes and participation. For example, children's self-esteem, self-confidence and independent attitude are closely related to teachers' concern and respect for children in daily life and providing them with opportunities to try. If children are often in a state of high-pressure life and study, it is difficult to have independent performance opportunities. The cultivation of children's self-esteem and self-confidence does not depend entirely on the teacher's simple preaching, but the key lies in the feelings and experiences brought about by continuous success. A teacher who is used to mocking and criticizing children is very unfavorable for children to develop a self-respecting and confident attitude towards life.
Secondly, every aspect of daily life is education. In all aspects of daily life, such as admission, diet, lunch break and activities, there are important contents that children should learn in the social field: don't take things that don't belong to them privately, can basically abide by the rules and cherish things ... For example, some children have poor self-control ability and often regard drinking water as a fun thing. The teacher should remind the children: "Don't squeeze water, line up one by one, and don't splash water on other children and the ground." Good routines can not only maintain the normal teaching order in the class, but also have important significance for children's own development. Children can adapt to the kindergarten environment better and faster, to the collective life, to establish a good peer relationship, and to observe the order of class activities.
Teachers should pay attention to cultivating children's good habits in all aspects of daily life, improve daily education, guide children to learn and abide by basic codes of conduct through dribs and drabs of education infiltration, and help children gradually form good living habits, moral concepts and codes of conduct through long-term behavior practice.
Finally, teachers should pay attention to the organic combination of various forms of education. Children's learning in the social field exists in various educational ways, and there are also many ways to achieve educational goals. As far as the regular educational activities, corner activities and game activities that teachers are familiar with are concerned, we should adopt different educational methods to carry out regular social knowledge education, experience activities, regular training and social practice activities in combination with the relevant learning contents in the social field.
For example, the regular educational activity "I grew up" can let children review their behavior in small classes and feel their changes through conversation; Through practical activities, organize children to attend small classes, help younger brothers and sisters to do what they can, or invite younger brothers and sisters to visit small classes to enhance their sense of responsibility; Help children to further show and feel their changes in corner activities through painting; Guide children to observe and understand different occupations in society in social practice activities, and imagine what the future world will look like with teachers, friends and parents, and what their ideals are. ...
In short, learning and understanding the learning and development goals of children in the social field of the Guide can help us to further correct our educational thinking and grasp the correct direction of children's learning in the social field. In the practice of kindergarten work, it can better promote the development of children's sociality, help children acquire simple communication knowledge and skills, gradually guide children to learn to live together, establish a harmonious relationship between me and my group, form a good personality, and lay a good foundation for their future growth, especially to become a qualified social person.
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