No matter in study or work, many people have had the experience of writing papers and are familiar with them. With the help of the thesis, our writing level can be effectively improved. I believe that writing papers is a headache for many people. The following is my sample essay on preschool education: the causes and countermeasures of kindergarten freshmen's anxiety about entering the park. Welcome to read, I hope you will like it.

Pre-school Education Thesis: Causes and Countermeasures of Kindergarten Freshmen's Anxiety:1;

Analysis on the causes and countermeasures of kindergarten freshmen's anxiety about entering the park

abstract:

The separation anxiety of children in kindergarten is the most common psychological problem of children in new small classes. In kindergarten, children need to get in touch with new environments and new people. More importantly, children begin to experience emotional changes and inner pain caused by their initial separation from their parents. Once this anxiety level is too high, it will seriously affect their physical and mental health development. This study expounds the causes and characteristics of children's separation anxiety when they are separated from their parents, analyzes the importance of studying children's separation anxiety and intervening to alleviate it, studies the problems existing in the commonly used mitigation strategies of parents and teachers, and tries to find out strategies that are more suitable for children's physical and mental development.

Key words:

Kindergarten; Cause of formation; Elimination countermeasure

September is the time for kindergarten freshmen to enter school every year. After being sent to kindergarten, the children who were originally in their parents' arms or greeted by their parents' smiles began to feel that something was wrong, began to cry, and held their parents' hands and refused to let them leave. When these children first entered kindergarten, their mood was extremely unstable, they were crying and noisy, and they were unwilling to communicate with others. Some children even suffered from restless sleep, loss of appetite and even hunger strike. This kind of children's inadaptability to the new environment leads to abnormal physiological and psychological reactions of children, which we call children's anxiety about entering the park.

First, the causes of children's anxiety about entering the park

From the analysis of the causes of children's anxiety about entering the park, it is mainly the sudden change of children's surrounding environment. Children grow up under the care and care of their parents and family. When they suddenly enter a completely unfamiliar environment, every child is equal and no one will receive special preferential treatment. Children's emotions will definitely fluctuate from the environment where they are treated uniquely in the family to the unfamiliar and preferential environment in the kindergarten. If kindergarten teachers always put on a serious expression when facing children, it will undoubtedly aggravate children's fear of kindergarten. Therefore, we should not only provide children with material and safety guarantees, but also respect their freedom and emotional needs, so that they can feel the warmth of home in the unfamiliar environment of kindergarten, thus alleviating their discomfort.

Second, the performance characteristics of children's anxiety about entering the park

When children are separated from their parents, they easily lose their temper or cry.

Children are young and psychologically and physically immature, so they are very dependent on their parents. If children are forced to be separated from their parents, they usually release their emotions. If a series of behaviors of children expressing strong feelings are not responded accordingly, they will gradually accept the objective fact that they must stay in kindergarten, and children will become anxious.

(2) Children are more likely to be nervous and anxious than usual, sweating and wetting their pants.

After children have anxiety about entering the park, they often sweat, wet the bed or wet their pants. Children's bed-wetting, pants-wetting, finger-sucking, fear of the dark, difficulty in falling asleep and other reactions are all external manifestations of children's anxiety about entering the park after separation from their parents, but these manifestations are only individual manifestations of individual children and cannot represent all.

Thirdly, it is important to study the anxiety of children entering the park and intervene to alleviate it.

Preschool stage is a special stage of children's growth and development. It is of great significance for kindergarten teachers to correctly guide and cultivate children's anxiety about entering the park. Early childhood, also known as preschool, refers to the period when people are 3-6 years old. The weight of the brain is increasing and the cerebral cortex is quite mature. With the development of the body, children's motor skills are also developing synchronously, which provides a physiological basis for their psychological development. In this critical period when children enter the kindergarten, we must correctly understand and actively intervene their anxiety about entering the kindergarten, so that every child who enters the kindergarten can adapt to the collective life of the kindergarten as soon as possible. This is an important topic that our preschool teachers must solve in the research of integrating theory with practice.

Fourth, measures to solve children's anxiety about entering the park.

(1) Problems in common measures to alleviate children's anxiety about entering the park and suggestions for improvement.

1. Parents. Some parents take compulsory isolation for children who don't want to enter the park. This practice will only aggravate children's dislike of kindergartens, and their anxiety will become more and more serious. Therefore, parents should help their children prepare psychologically before entering the kindergarten, tell more interesting stories in the kindergarten, and let the children have a good initial impression on the kindergarten in their hearts, and then let the children gradually accept the kindergarten in future contact. At the same time, it is undeniable that many parents, like young children, are unwilling to be separated from their children, fearing that their children will be bullied in kindergartens, so it is not advisable to simply take their children home when they show anxiety about entering the park. Every child should step into social life from family life, which is a necessary process in life. This practice of taking children home directly can't solve this problem from the root. For the phenomenon that parents bring their children home directly, parents must start from themselves, serve their anxiety well, give more trust to kindergartens, and safely hand over their children to teachers.

For children who are attached to their parents and don't trust others, parents should not only comfort their children, but also guide them to integrate into the collective life, build mutual trust with others and cultivate their interest in participating in the collective life.

2. Teachers. Kindergarten teachers sometimes treat children with anxiety about entering the park in a cold way. Ignoring the way of desalination has virtually contributed to children's anxiety. If children's psychological problems are not solved effectively and timely, they will have a great shadow in their hearts, and anxiety about entering the park will also arise. Ignoring and downplaying will not only solve the problem, but will increase their anxiety. Therefore, for children crying loudly, teachers should pay attention to them in time, divert their attention, interact with them in the game, and let them enter the game situation, so that their anxiety will be alleviated accordingly.

Ignoring children's behavior means not paying attention to children. According to relevant research, if a bad behavior is not stopped or corrected, it is actually a kind of acquiescence to this behavior, then this behavior is very likely to happen again. When children play alone, if teachers do not take measures to guide or intervene, children's behavior will become more and more serious. Children who are not concerned will always live in their own small world, playing alone, drinking water alone and going to the toilet alone. The author believes that if children's behavior is left unchecked for a long time, their personality will become more and more introverted and less good at communicating with others. When other children have lived in harmony and enjoyed the collective life, he is still alone. When he realizes that he has no friends, he will easily feel inferior and his anxiety will increase. Therefore, kindergarten teachers should pay more attention to children who play alone, encourage them to actively participate in group activities, let them feel the fun of group activities, and thus enhance their self-confidence.

(2) Strategic suggestions

1. Teachers should make home visits before entering the park. When visiting children's homes for the first time, teachers should pay attention to dress appropriately, have a cordial tone and be kind, listen carefully to parents' introduction of children's living habits and temperament, remind parents to make relevant preparations for children to enter the park, such as preparing to change clothes and favorite toys, record children's study and life on time, and seriously consider the different needs of each child. For the smooth development of preschool education, we should learn to listen to children's thoughts on kindergarten life and carefully observe their performance in kindergarten. As a kindergarten teacher, we should have a sense of responsibility and obligation, communicate with parents in time and effectively, so that parents can rest assured of their work in kindergarten and relieve their anxiety. At the same time, it is necessary to communicate with children more, so that children can be familiar with teachers and enhance their trust in teachers.

2. Participate in parent-child activities to reduce strangeness. Encourage parents to accompany their children to participate in kindergarten activities and experience kindergarten life. In the process of parent-child activities, children go to kindergarten accompanied by their parents, actively participate in various activities under the guidance of teachers, and experience the fun of collective life. For example, the teacher arranges the baby roll call time for the child. After the child introduces himself, the music of "Finding Friends" rings, and parents and children go hand in hand to find their good friends and experience the joy of communication. Children will gradually begin to accept kindergarten in a pleasant learning and living atmosphere in kindergarten. Before entering the kindergarten, it is very useful to make full preparations for children in this respect, and it is very useful to alleviate children's anxiety about unfamiliar environments, especially the companionship of parents, and to let children spend their kindergarten life in a mild atmosphere.

3. Parents and kindergartens cooperate with each other. Not only children will have anxiety about entering the park, but many parents will also have different levels of anxiety. Parents are worried that their children can't adapt to the strange new environment in kindergarten and whether they can study and live normally in the strange new environment. Some parents are reluctant to send their children to the kindergarten gate. They often call to ask about their children's situation in kindergarten, and some parents even visit their children in kindergarten. Parents' anxiety will also affect children's emotions to a great extent, and may even aggravate children's anxiety about entering the park, resulting in children not being able to adapt to the kindergarten environment as soon as possible and not being able to integrate into the collective life normally. Therefore, taking effective measures to avoid parents' anxiety about children entering the park is also a problem that can not be ignored to alleviate children's anxiety symptoms.

4. Make fun of education and carry out colorful game activities. Kindergartens can educate their children in various ways according to the characteristics of different age groups in the first week of school, such as diverting children's attention with colorful and novel toys, organizing rich and interesting outdoor activities, helping children make new friends, and adopting positive encouragement and side guidance to let children fully experience the fun of collective life and create a safe and warm atmosphere for children, thus alleviating their anxiety.

5. Special treatment in special circumstances. There are several special children among the freshmen in kindergarten every year, and their anxiety about entering the kindergarten may be more serious than other children. In view of this situation, we need to deal with special problems. For example, open a special activity room to stabilize their mood; Provide cute and diverse snacks for children who refuse to eat, and ask parents about their dietary preferences; Wait a minute. After communicating with parents, fully understand the situation of these children, and then make a special plan for treatment.

Verb (abbreviation of verb) conclusion

The new era has put forward new requirements. The growth of children should keep pace with the times. In the critical early childhood, we should not only exercise children's healthy body, cultivate their intelligence and wisdom, enrich their knowledge and experience, but also cultivate their sound personality and good social adaptability, so that children can win a place in the increasingly fierce social competition. As a kindergarten teacher, we should pay attention to the anxiety of children when they enter the park and take measures to alleviate it, so that new children can adapt to kindergarten life as soon as possible and provide a good environment for their intellectual development.

References:

[1] Chen, Pang. Developmental Psychology of Preschool Children [M]. Beijing Normal University Press, 1995.

[2] Tang. A case study of children's anxiety about entering the park [J]. Education Herald (second half), 2009, (12): 23-24.

[3] Shi Jine. Eliminate children's separation anxiety in "interaction" [J]. Examination Weekly, 2007, (19): 104.

[4] He Yinghai. Creating a family-style environment-an effective way to alleviate the anxiety of freshmen majoring in environment [J]. Early childhood education, 2005, (9): 44-45.

Pre-school Education Papers: Causes and Countermeasures of Kindergarten Freshmen's Anxiety 2 Abstract: In basic education, early childhood education is of great significance. Therefore, for early childhood education, we should constantly innovate teaching methods and teaching concepts to lay a solid foundation for children's lifelong development. As far as subjectivity is concerned, preschool education is the core stage to promote students' all-round development, so it is extremely important to carry out subjectivity education in preschool education. Based on this article, this paper briefly expounds the development of subjectivity education in early childhood education, and puts forward some personal views for reference only.

Key words: the concept of subjective education; Early childhood education; applied analysis

With the continuous reform and innovation of education, new requirements are put forward for traditional education, especially under the influence of traditional teaching mode, which affects students' subjectivity and personality. Therefore, in view of this phenomenon, we should do a good job in educational reform and research, and at the same time do a good job in subjective education from the perspective of students' subjective development.

I. Subjective education

For subjective education, we should adhere to social development as the basis to ensure that we can meet the needs of modern education. At the same time, teachers are also required to create a relaxed and pleasant learning atmosphere for students, meet their internal needs through inspiration and guidance, awaken their subjective consciousness and enhance their subjectivity. Under the influence of subjective education, it can also shape students' personality and promote students' all-round learning and development. However, it should also be clear that subjectivity education requires that in the process of carrying out educational work, those who receive education should be the main body, and their subjective status should be respected and recognized [1]. As a modern educational concept, subjectivity education is an innovation of traditional teaching, and it should also conform to the educational law of educating people and social value orientation. On the static level, the implementation of subjective education can effectively achieve educational goals; From a dynamic perspective, it is a relatively special cognitive practice activity with its own ideas, focusing on helping students generate subjectivity and promoting their learning and development. Therefore, in early childhood education, because children have a certain nature of learning from teachers, teachers should give students some forms of subjective learning, cultivate students' subjectivity and promote children's lifelong development.

Second, the concept of subjective education in early childhood education application measures

(A) to ensure the subjectivity of the teaching form

Through the investigation, it can be seen that children at this stage have some problems in cognitive ability and purposeful behavior due to the influence of age, and teachers should do a good job in guiding the implementation of the subjective teaching form.

1. Create a game teaching situation

For kindergarten education, we should pay attention to children's physical and mental development, help children accumulate experience from their learning characteristics and guide them to actively accept learning in life and activities. Therefore, in order to promote children's active learning, we must master the characteristics of children's physical and mental development and make clear their learning advantages. Therefore, in practical teaching, teachers should master the learning characteristics of young children, so as to assume the responsibility of education. According to the investigation, children are prone to fatigue in the learning process, which makes their cognitive process random and so on. Therefore, teachers can use games to teach, effectively attract children's attention through the influence of games, help children improve their knowledge structure, and let children become the masters of learning [2].

Step 2 do imitation exercises

For children at this stage, they are in the stage of learning and imitation, with curiosity and plasticity. Therefore, teachers can organize children to enhance perceptual cognition through imitation. In teaching practice, teachers can make use of this teaching form, choose the objects that children can imitate, observe children constantly, adjust the teaching progress in time, educate some kindergarten teachers with bad imitation behavior in time, and promote the development of children.

(B) to help children produce subjectivity

Due to the influence of different factors, children have certain personality and particularity. Therefore, in the process of education, teachers should thoroughly grasp the actual situation of children, do a good job of guidance, and help children realize the generation of subjectivity.

1. Dig out the potential qualities of children.

In the process of implementing subjectivity education, teachers should create suitable conditions for children, promote the development of children's potential, ensure the significance of education and improve children's subjectivity. Teachers should adhere to the reality of children's development, maximize children's potential and ensure the effectiveness of children's development.

2. Promote the individualized development of children.

In practical teaching, teachers should cultivate children's personality in a targeted way. On the one hand, teachers should have an inclusive mind, break through the influence of traditional consciousness and treat children's development with an open mind. On the other hand, in the process of education, teachers should constantly innovate teaching models to help children form their own personality in actual teaching. For example, children have a tendentious choice in the process of choosing toys, and teachers should do research and analysis to cultivate children's personality [3]. Subjective education is to insist on the development of children, analyze the actual situation of children at this stage, and constantly innovate teaching methods and teaching concepts to correctly guide children and create a good learning atmosphere for them, thus affecting children and promoting their long-term development.

References:

[1] Zhuang. The Application of Subjective Education in Early Childhood Education [J]. Journal of anshun university, 2009, 1 1 (5): 45-47.

[2] Lei Hongyun. Reflections on Children's Subjective Education [J]. Preschool Education Research, 2004 (5): 14- 15.

[3] Li Ruijin. Research on the Development of Children's Subjectivity in Kindergarten Science Education [J]. Journal of Yangtze University (Social Science Edition), 201,34 (1):138-139.

Preschool Education Papers: Causes and Countermeasures of Kindergarten Freshmen's Anxiety 3 Abstract: This paper analyzes the characteristics and values of game teaching in preschool education, in order to better play the role of game teaching.

Keywords: early childhood education; Game teaching; value analysis

With the continuous development of society, people pay more and more attention to education and educate children earlier and earlier. Early childhood education is the first systematic education that people receive in their lives. Games are children's nature. Adding games to children's education has formed a model of game teaching. According to the theory of life education put forward by Mr. Tao Xingzhi, the game teaching mode has a positive effect on children's all-round development in morality, intelligence, physique and beauty.

First, an overview of game teaching

In the process of educating children, teachers rely on games to show the knowledge to be taught in the form of games, which will arouse children's interest in learning, and then make children learn actively, so that children can learn the corresponding knowledge imperceptibly in the process of playing games. Compared with the traditional teaching mode, game teaching has the characteristics of experience and autonomy, and children can play freely in the process of game, thus making their body and mind develop healthily.

Second, the characteristics of game teaching

1. Experience of game teaching

The biggest feature of game teaching is experience. As long as children enter the game, they will gain their own subjective feelings in a specific game atmosphere. For example, in the activity of "losing handkerchiefs", the children sitting will have hope for the handkerchiefs in their friends' hands, while the children holding handkerchiefs will be nervous because they are caught and excited because they have given handkerchiefs to other companions. These ideological activities are all experienced by children themselves in the game. The teacher only needs guidance from the side, and the child will understand.

2. The autonomy of game teaching

In game teaching, the teacher is only a guide or a game selector, and the child is the leader of the game. Before the game starts, children can choose their own partners, game scenes and game materials. In the process of this choice, children can negotiate with their peers. As long as they reach the knowledge of * * *, children can change the original game state and make corresponding rules of the game according to their own interests. The infinite inclusiveness of games to children is reflected in the independent way in game teaching, which is also the characteristic of game teaching.

3. The illusion of game teaching

Although the content of games in game teaching is based on real-life materials, it is divorced from real life, which is illusory. For example, in the role-playing game, the basis of the game is that children pretend to be a certain role, and children can give new characteristics to the role they play according to their own imagination. The illusion of game teaching fully satisfies children's imagination and can reflect children's common sense in real life through games.

Third, the value of game teaching in early childhood education

Game teaching has unique value in preschool education, and its teaching effect is beyond the reach of traditional classroom teaching mode. Therefore, analyzing the value of game teaching in early childhood education can provide empirical support for the development of early childhood education model in the future.

Game teaching can improve learning efficiency.

Children in early childhood are characterized by being young, active and short in concentration time. Game teaching is a customized teaching mode according to the above three characteristics of children. In game teaching, teachers can insert common sense problems in life into them and guide children to learn imperceptibly. Children concentrate on the game for a relatively long time. In addition, the venue for game teaching can be set indoors or outdoors to meet the active nature of children. Therefore, children learn more efficiently in the game.

2. Game teaching can promote the healthy development of children's body and mind.

Children's enthusiasm for games ensures their participation. In the process of playing games, proper running and jumping can enhance children's control of physical coordination. In addition, playing games in the outdoor sun has also enhanced children's adaptability to the environment, and their physical fitness has also been significantly improved. The game teaching mode takes the game as the starting point. In the game, children will take the initiative to talk with other friends and learn to listen, which will cultivate children's collective consciousness and be conducive to their mental health growth.

3. Game teaching can improve children's language control ability.

In early childhood, children should not only learn common sense knowledge, but also learn how to express themselves. How to make children speak on their own initiative is the key and difficult point to improve their ability. Role-playing in game teaching can effectively solve this problem. For example, when children play a role, they can learn the relevant knowledge of receiving people and treating things by imitating the language characteristics of the role in daily life. Therefore, game teaching can improve children's language control ability.

Four. conclusion

As the starting point of systematic education, whether the choice of teaching mode conforms to the characteristics of children will directly affect the teaching effect. Game teaching has the functions of improving learning efficiency, promoting children's physical and mental health development and improving children's language control ability in early childhood education, and it is a key teaching model worth popularizing in early childhood education.

References:

Tao YUNDI. On the basic experience of teaching innovation of folk games in preschool education —— Taking the small class folk game "Rabbit and Wolf" as an example [J]. Reading and Writing (Journal of Education and Teaching) 2016 (6):118-6558

[2] Chen Yanhong, Liu Hong. A preliminary study of game teaching mode in early childhood education [J]. Journal of Hebei Normal University (Education Science Edition), 2008 (4):118-119.

[3] Le Yuanfen, on the status and role of games in children's development [J]. journal of higher correspondence education (Philosophy and Social Sciences Edition), 2005 (S1): 88-89,93.

[4] Cai Qingji, Zhang. Return to Game Teaching —— Reflections on the "primary school" of preschool education [J]. Journal of Sichuan Institute of Education, 2004 (10):136-138.

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