What I want to share with you today is: the important role of preschool teachers' emotions. The details are as follows, welcome to read and refer to:
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Paper Keywords: preschool teachers' emotion
Abstract: Long-term work pressure and low social status make preschool teachers face severe emotional problems. The process of preschool teachers' educational activities is not only the process of intellectual activities, but also the process of emotional communication between teachers and children. Therefore, teachers should attach great importance to the important influence of their emotional quality on children, carry forward positive emotions and overcome negative emotions, so as to promote the healthy development of children's body and mind.
Paper text:
The important role of kindergarten teachers' emotion
First, the definition of related concepts
(1) children
Children in a broad sense refer to children aged 0-6, and children here refer to children aged 3-6. In early childhood, children are highly plastic and easily influenced by external environment and things. Early childhood plays a vital role in its future development.
(2) Preschool teachers, also known as preschool teachers, are in preschool education institutions (nurseries and kindergartens).
The main staff who educate children from birth to the age of 6. That is, educators who are entrusted by society to exert influence on children's body and mind in nurseries and kindergartens and engage in conservation and education.
(3) Emotion
Emotion, also known as emotion, is the experience of people's attitude towards whether objective things meet their social needs, and it is the core of non-intellectual quality. It is unique to human beings and a summary of emotions formed on the basis of emotions. Emotion is acquired and controlled by consciousness. People who grew up in different family environments and under the influence of different education have different ways to express their emotions. Suhomlinski pointed out:? Emotion is like fertile land, on which the seeds of knowledge are sown.
Psychological research shows that the educational process is a process of emotional communication, and emotional factors are the main psychological factors affecting the quality of teaching. Positive and rich emotions can promote the all-round development of cognitive process, will process and personality quality.
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Second, the current situation and analysis of preschool teachers' emotional quality
Social transformation, educational reform and development pose new challenges to kindergarten teachers, and bring great pressure to kindergarten teachers who have shouldered multiple roles such as mother, wife and children. If the teaching protection work is not understood and supported by parents and the work is overloaded, it will lead to the decline of teachers' psychological quality and frustration.
(A) the main problems of preschool teachers' emotional quality
1, working pressure and its consequences
Continuous work pressure has a negative impact on the physiology, psychology and behavior of preschool teachers. A large number of studies show that excessive stress will make patients' heart beat faster, blood pressure rise and endocrine disorder, which will lead to energy decline, digestive dysfunction, gastrointestinal diseases, heart disease and other diseases. In addition, as teachers, the incidence of occupational diseases, pharyngitis and spinal diseases reached 40% and 20% respectively. Excessive work pressure can also trigger negative emotional reactions. Anxiety, depression, depression, irritability, depression, anxiety and pessimism will make preschool teachers in a sub-health state, which will lead to the weakening of their moral and emotional norms and the decline of their sense of self-efficacy. Emotional instability affects mental health, manifested as impulsiveness, lack of energy, emotional disorder, decreased interest and enthusiasm, and so on. The negative effects of work stress on preschool teachers' physiology, psychology and behavior are interactive. Excessive work pressure will also have a deeper impact on teachers themselves, making them feel bored with their careers, completely losing their enthusiasm for early childhood education, and even beginning to have disgust and fear for early childhood education, which will have a serious impact on the quality of education and teaching and directly hurt the vital interests of children in their classes.
2. Social environment and status
Kindergarten teachers are a special group of teachers. They don't need to impart profound knowledge to their children. Kindergarten children do not have the task of entrance examination, which leads parents and even some people in the education sector to despise kindergarten teachers. There are also some problems in the orientation of preschool teachers in society. For a long time, people have inadvertently excluded preschool teachers from the teaching staff, and their treatment and status have brought great pressure to preschool teachers. For a long time, the method of evaluating preschool education has misled the society's understanding of the concept and behavior of preschool teachers. At present, the evaluation system of preschool teachers is not perfect. If teachers' work is positively evaluated, it will promote them to devote themselves to their work with greater enthusiasm and energy. On the contrary, it will produce psychological burden, reduce their enthusiasm for work and make them feel that the social situation is even more unfavorable.
Although the importance of preschool education has been constantly emphasized in recent years and the work of preschool teachers has been paid more and more attention, as a professional group, they generally have low social status, poor working conditions, high labor intensity and no guarantee for welfare. Heavy work is not paid accordingly, and some kindergarten teachers can't even get the minimum wage and social security. Preschool teachers don't have their own title series, and generally the highest level can only be evaluated? Advanced primary school? At the same time, a large number of private preschool teachers don't even have professional titles, which makes them feel that they have no jobs? Money way? No future.
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(B) Analysis of the emotional quality of preschool teachers
There are both objective factors and subjective factors that lead to the depression of preschool teachers and psychological setbacks. People always live in objective reality, and its objective factors mainly include:
First, when the basic needs of life are not met. If we can't get housing, it will cause inconvenience to family life, and the leaders of the park will not solve it for a long time, and teachers will inevitably be affected and feel frustrated.
2. interpersonal relationships are tense and social needs are not met. For example, advanced teachers are vilified and attacked, kindergarten leaders are crony, and talented teachers are suppressed, which easily leads to psychological setbacks.
3. The need for respect is not met. If preschool teachers have low social status and poor economic treatment, their self-esteem will be hurt and they will feel frustrated.
4. Personal ambition and talent can't be displayed, and self-realization needs can't be met. For example, a kindergarten teacher's work is not suitable for his hobbies and abilities, his study is not suitable, and his major is not right, which will all cause psychological setbacks to kindergarten teachers.
Among subjective factors, low emotional quality is an important cause of psychological frustration, including:
1. Tolerance of setbacks. People may feel frustrated at any time, but not everyone will feel frustrated. This is because everyone has different tolerance for setbacks. Tolerance is influenced by physiological factors, ideological realm factors and knowledge and experience factors. Generally speaking, people who are physically strong, have a high level of thinking, have experienced ups and downs, and have rich experience are more tolerant of setbacks.
2. Feelings about the degree of frustration. In the same situation, one person may feel that it is a serious setback, and another person may feel nothing. This is because of different values. For example, Party A has urgent requirements for evaluating professional titles. If the wish is not realized, it may be a serious setback, but for Party B, it may not be a serious setback. The main frustration of preschool teachers comes from the unsmooth teaching work, which is determined by the professional characteristics of preschool teachers.
3. Ambition level. Generally speaking, the higher the ambition, the more vulnerable to setbacks. Is this different from what most people say? The higher the expectation, the greater the disappointment? , is the same reason. In life, if you set a goal that is not in line with your actual situation, it is often an important reason for frustration.
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Third, the important role of preschool teachers' emotional quality
(A) Teachers' emotions maintain and regulate children's thinking activities.
In the process of teaching activities, an important feature of children's cognitive process is that they are mainly unintentional, and an important feature of unintentional is that they are influenced by their own emotions. Therefore, children's learning activities are often emotional. Due to the lack of knowledge and experience, they are not good at using reason to control emotions, but often use emotions to control reason. Teachers' positive emotions, such as love and respect for children, will cause children's corresponding emotional experience and make children feel close and trust in teachers. In this positive attitude, children's interest in learning will be enhanced, and the enthusiasm of intellectual activities will also be improved. Children's love for teachers will be transferred to all kinds of teaching activities he has carried out, which is embodied in children's love of listening to teachers, actively answering teachers' questions and happily participating in their favorite teachers' organizations. From the perspective of modern cognitive psychology, this is an opportunity for communication and learning, and children are willing to work hard for their favorite teachers. Therefore, teachers are full of energy and high spirits in teaching, resulting in a vivid, profound and touching spiritual atmosphere, emotional communication between teachers and students, and children's attention and positive thinking, thus achieving good teaching results.
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(2) Good teacher-student relationship helps to cultivate children's correct self-awareness.
Teachers are the main evaluators of children's academic performance, and their praise, criticism, affirmation and negation will affect children's external learning motivation. Children generally regard recognition and affirmation as a way of social recognition and appreciation. By transforming external learning motivation into internal learning motivation, they can concentrate on learning and regard learning as a pleasure. In educational practice, teachers show affirmation, negation, concern or disgust for children through expressions, eyes, intonation and contact. Children consciously or unconsciously realize that teachers' feelings for themselves are a kind of social evaluation. When children are loved and affirmed by teachers, they will arouse their self-awareness and sense of self-worth, stimulate their positive strength and confidence, and produce psychological pleasure and satisfaction. When children are indifferent and rejected by teachers, they often feel lonely, abandoned and inferior. If their self-esteem and self-confidence are seriously hurt, they will have resistance, rebellion and opposition to society and teachers. Teachers' attitudes towards children and implicit expectations make children show behaviors that complement or strengthen teachers' expectations of themselves, thus affecting children's intellectual, emotional and personality growth. American psychologist Rosenthal used it? Pique Marion? Giving a name to this psychological effect is the effect that the educational object has made unexpected progress because of its respect, trust and love for the educational object. Teachers' expectations and attitudes are important reasons for children's behavior changes.
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(3) Good emotional communication between teachers and students is conducive to the healthy development of children's body and mind.
Due to the insufficient development of the ability of the cerebral cortex to control the subcortical center in early childhood, the excitement of children's cerebral cortex is easy to spread, children's impulse self-control is poor, and their emotional situations are changeable. In the process of communication between teachers and children, there is emotional interaction and mutual influence between teachers and children, but the influence of teachers is dominant. Teachers are the objects to adjust the interpersonal communication between teachers and children in different emotions and emotions, as well as their communication frequency and communication methods. Therefore, the feelings of teachers and children are harmonious. Children are bound to feel comfortable and emotionally stable in harmonious interpersonal relationships. Children learn to respect from teachers' persuasion; Learned sharing and selfless dedication from the teacher's grandparents; From the gentle breeze and drizzle of the teacher, I learned to be comfortable. Only in this way can teachers win children's trust in themselves and become their mentors. On the other hand, teachers' care, love and respect for children can not only help children gain more knowledge and the joy of success, but also help children maintain psychological balance in a good mood. Children can enjoy a variety of colorful emotional life, form a good mood, and help children develop their various potentials.
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Fourthly, how to improve the emotional quality of preschool teachers.
(A) effective emotional education for preschool teachers.
Effective emotional education for preschool teachers is the need of the development of modern society and the construction of spiritual civilization. Effective emotional education for preschool teachers is the premise and motivation to implement emotional management and enhance collective cohesion.
1. Guide teachers to establish a correct outlook on life
Outlook on life is a comprehensive reflection of people's ideological and moral character, life goals, moral sentiments and other qualities. Only by establishing a correct outlook on life can we realize our social status and role, our sense of historical responsibility and urgency, and inspire unlimited enthusiasm for work. By studying theory, grasping training and establishing typical methods, we will create an atmosphere of stressing politics, comparing unity, seeking progress and diligent dedication, and gradually build a team of preschool teachers with noble personality, strong dedication, love for students and pioneering spirit.
2. Guide teachers to be confident and optimistic.
Social psychology research shows that people in groups can gain the trust and help of others, which can make them confident, open-minded and optimistic? Win without arrogance, lose with grace? Persevere in the work strategy of trust and care, trust preschool teachers politically and support preschool teachers at work. In this way, leaders and teachers have an open mind, emotional communication, firm belief and tenacious will.
3. Guide teachers to maintain a good psychological state.
Preschool teachers cannot be free from the interference of real life. The question is whether they can overcome these disturbances by their own emotional strength, which requires a good psychological condition. In order to solve this problem, psychological experts are invited to hold lectures for theoretical guidance, and teachers are organized to write moral maxims for self-analysis. Through these activities, the psychological quality of kindergarten teachers has been improved and the healthy psychological atmosphere of kindergarten has been enriched.
4. Guide teachers to sublimate their spiritual realm.
For the development of preschool education and the goal of cultivating children with all-round and healthy development, it is necessary to constantly guide preschool teachers to strengthen their personal cultivation, improve their own personality strength, integrate the bright spots presented by preschool teachers through emotional education into their own spiritual realm, and sublimate them into career pursuit and education in the new century.
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(2) Strengthen the vocational training of preschool teachers and improve their emotional quality.
By carrying out various forms of training activities, preschool teachers can love education more and establish correct educational ideas and behaviors, especially healthy emotional quality. We should take good care of every child and be caring people and caregivers for the healthy growth of children.
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1. Smiling is an emotional window for kindergarten teachers.
Teachers' facial expressions are emotional signals of communication between teachers and students, which directly affect the teaching effect. If the teacher shows a smile of affirmation and praise, he will give support and encouragement to the children; If the teacher shows a negative and critical expression, it will make children feel ashamed and inferior. Only when children feel the care of teachers can they trust and respect teachers and establish a harmonious and stable relationship between teachers and students. So kindergarten teachers must not be stingy with their feelings. They should try their best to show a heartfelt smile that conveys love, so that children can maintain a relaxed and happy mood and form an optimistic, cheerful and positive character.
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2. Respecting children's self-esteem and paying attention to critical art are the basic educational behavior principles that kindergarten teachers should have.
Childhood is a critical period for the formation of good behavior habits, but because children have poor ability to judge right and wrong and control behavior, they often make some illegal behaviors. When dealing with children's wrong behavior, teachers should take positive reasoning as the leading factor to criticize and correct, but criticism should pay attention to art and not scold children. Although the child is young, he has a strong self-esteem. They want teachers? Whispering? ,? Don't tell other teachers? . In fact, teachers can effectively stop some aggression by using body language. For example, when a child steals someone else's toys, the teacher only needs to walk up to him and look at him with kind and dignified eyes, which is far more effective than scolding him loudly. In addition, teachers often use appropriate body language combined with gentle oral language to communicate with children, which helps children gradually learn to pay attention to and understand other people's emotions, gain social emotion cognition and obtain more positive social behavior.
When correcting children's words and deeds, teachers must adopt appropriate body language and oral language (especially pay attention to tone and speed of speech) according to children's age characteristics, personality quality, scene and severity of problems, so as to exert the greatest educational effect and establish a good and solid teacher-student relationship.
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3. Keeping childlike innocence and participating in children's games are the minimum professional ethics of kindergarten teachers.
Teachers timely intervene in children's games, play appropriate game roles, and guide children to enrich the game content through questioning and negotiation, so that the game time can be extended and all roles have good interaction. The original parallel game will become an interactive and cooperative game full of fun.
From the observation in kindergarten, it can be found that in outdoor games, children often like teachers as much as children play, and at the same time give effective guidance to the game process. The children are very relaxed in the game, even the quieter children have a good time. In the game, the teacher discussed the rules with active and full children in the emotional contagion and enjoyed the joy of success, which not only created a harmonious psychological atmosphere, but also won the children's love.
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(3) reasonably meet the needs of preschool teachers, arouse their enthusiasm, and thus improve their emotional quality.
The enthusiasm of preschool teachers comes from three sources: first, they deeply understand their responsibilities and obligations to society, and form ideals, beliefs, dedication and sense of responsibility on this basis; The second is the influence of interpersonal relationship. Because of mutual respect, trust, support and understanding in groups or organizations, they get emotional and moral satisfaction; The third is their pursuit of material interests and spiritual life for personal needs. The three levels generally coexist and cross each other. Therefore, we should be good at organically combining the three sources of preschool teachers' enthusiasm to stimulate and meet their reasonable needs.
The reasonable needs of preschool teachers include two aspects, namely material needs and spiritual needs. In the process of managing preschool teachers, we should not only pay attention to and try our best to meet the needs of preschool teachers in material life, but also pay attention to and meet the needs of preschool teachers in higher level and spiritual life, so that they have strong motivation and enterprising behavior.
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(D) In the face of setbacks and failures, improve the psychological self-control ability of preschool teachers and overcome the negative impact of bad emotions.
People's psychology has a system of self-regulation and self-control. Self-control includes the restraint of self-emotion, language and behavior. If a person loses the ability of self-control, it will lead to psychological disorder. Therefore, when people encounter setbacks, they should be good at self-control, let reason overcome emotions and avoid abnormal behavior. In the face of setbacks, we should have good self-control ability and improve the psychological self-control ability of preschool teachers.
First of all, we must establish noble motives and firm beliefs. The nobler a person's ideological motivation, the stronger his will. The lofty goal is a great power to overcome all setbacks and difficulties.
Secondly, we should cultivate strong will quality. Weak-willed people will lose courage and confidence because they can't overcome difficulties and setbacks; Strong-willed people can mobilize their potential to overcome difficulties and setbacks. Preschool teachers should strengthen the quality of will and overcome the difficulties and setbacks in the journey with strong will.
Third, optimistic and positive, good at self-regulation. An optimistic and positive attitude contains happiness and hope, which can make people have a relaxed experience, thus reducing psychological frustration. Preschool teachers should be good at self-regulation and be masters of emotions. Even if you encounter setbacks and misfortunes in your life, you should treat setbacks with a positive and enterprising attitude, dare to challenge, improve your tolerance for setbacks, and let setbacks become a new starting point for moving on.