Children can gain the ability to control and influence the environment in the game, and they can experience the joy of success and the joy of overcoming difficulties to achieve their goals. Happiness as a reinforcement makes children interested in the game itself. Interest and happiness interact and complement each other, making children willing to obey the rules and receive adult education in games. Therefore, we can improve children's self-control ability by letting them play various social roles in the game, taking responsibility, learning behavior and action rules, learning to establish and maintain order, and learning social skills such as taking turns, waiting and cooperating.

Second, teach children certain self-control strategies.

Although children show self-control ability at a very young age, and with the growth of age, self-control ability will be improved accordingly, but because the overall development of children's nervous system is immature, self-control ability is still very poor. The most direct manifestation is the short self-control time and the lack of certain self-control skills and strategies. The research shows that the self-control time of 2-year-old children will be prolonged and their self-control ability will be significantly improved by using the distraction strategy, comfort seeking strategy and help seeking strategy taught by adults.

Third, give children the freedom to exercise fully, and don't be too depressed.

Psychologist Brock believes that under the strict, arbitrary and restrictive mode control, children generally have the characteristics of excessive self-control such as emotional repression and blind obedience. Becker and others pointed out that most children who are restricted and controlled have retreat and attack behavior. Therefore, in daily life, children should be given full freedom of activities without too many restrictions and constraints. In fact, because children are still young, they sometimes "talk nonsense" unintentionally. If we limit them indiscriminately, they will be depressed and their self-control ability will not develop healthily.

Fourth, teachers and parents set an example for their children.

Behaviorist Bandura and others have studied the influence of social imitation on children's self-control ability, and think that role models play an important role in the development of children's self-control ability. Atwood's research also proves that role model imitation is the decisive factor of children's self-control behavior. Everything the teacher says and does is in the children's attention. Therefore, teachers should always keep a good image of themselves in children's minds, use their words and deeds to drive children's words and deeds, and let children's self-control ability develop well.

In early childhood, children's self-control ability is increasing day by day, such as washing their hands before eating, eating the rice in their rice bowls as required, and sometimes planning their own actions, such as deciding to draw a car and then going to the doll's house to play after drawing it. Seeing other children playing with a very interesting toy, I really want to play, but he won't grab it. He will talk to her slowly and discuss playing together or borrowing it himself, but the child's self-control ability has just begun to develop, and he often can't control himself and act impulsively. Their self-control behavior is still very unstable, changing with the situation, sometimes good, sometimes bad, and poor persistence. When you do things, you often can't finish what you started. For example, you haven't packed your toys yet, and you are eager to play other games with other children. Therefore, kindergartens should strengthen the cultivation of children's self-control ability from the following aspects:

Create a suitable environment and cultivate children's learning behavior rules.

Teachers should put forward consistent and reasonable behavior boundaries or rules to children, and form the habit of children observing the norms of daily life. Teachers' requirements should be clear and specific, so that children can know what to do and what not to do. Teachers' requirements should be consistent and consistent, and they should also cooperate with families to carry out synchronous education.

In daily education, we should also help children learn to evaluate their own behavior, from the external adjustment of others to the internal adjustment of their own behavior. When children can abide by the relevant rules of conduct, teachers should encourage them in time. When a teacher forbids a child to do something he can't do, he should guide the child to do something he can, so that the child can see the practical benefits brought by the teacher's requirements and control his behavior. The training of children's behavior rules can't become the tedious supervision of children's behavior rules. Too strict control will suppress children's initiative and enthusiasm, which is not conducive to children's desire for autonomy and self-affirmation. Without control, it will violate the requirements of being an educator. We should let children gradually restrain themselves in a relaxed environment and develop better rules of learning behavior.

Sixth, develop children's verbal expression ability and strengthen the regulatory effect of words on children's behavior.

Children's intentional regulation of their own behavior begins with mastering the language. For example, if a child wants to do something, he should say "What am I going to do" first, and then do it himself. Therefore, in children's daily activities, attention should be paid to developing children's verbal expression ability and strengthening the regulatory role of words in their behavior. For example, master me, I want, I don't want to wait for the first person pronouns, pick them up and put them down, especially the words such as want, should, and prohibition.

In activities, teachers should encourage children to say what they want to do in their own language, that is, they should make clear the purpose of their actions before they act, so as to restrict their actions. Before the activity, teachers should put forward the purpose of the activity to children, improve the motivation level of children's self-control, guide children to overcome difficulties in the activity and adhere to the established goals.

Teaching students in accordance with their aptitude according to their actual situation.

For children of the same class and age, some children can abide by the same rules of conduct, while others can't. The performance of children's self-control behavior is not only influenced by acquired factors, but also related to genetic factors. Teachers should put forward different requirements according to the different situations and characteristics of each child in their daily activities. Exercise children's self-control ability purposefully and in a planned way. Cultivate children into self-control and strong-willed people from an early age.

Trust our children, they are the best!