First, children's individual independence.
Children of any age or knowledge level should enjoy the right to freedom commensurate with their mental maturity. We can't deprive children of their due freedom on the pretext that their mental abilities are not yet mature. This requires teachers to treat children as developing independent individuals, respect their feelings and thoughts, and communicate with them equally. Only on this premise, the teacher's "control" of children is out of consideration for their development. "Control" is only because children need help, not because children are ignorant and incompetent. "Control" does not mean that children are passive. For example, before a conversation, the teacher carefully designed every link, thinking that the possible situations of children in the activity have been considered as much as possible, but during the activity, we still feel that the teacher is trying his best to treat children.
"Pull" back to the designed track. This is because teachers don't regard children as individuals who can think independently, and don't leave room for equal dialogue for children.
Second, the essence of a new educational concept
At present, many educational theories, such as subjective education, multiple intelligence theory, integrated education, ecological education and innovative education, have been applied and developed in the field of early childhood education. When new educational concepts and models are introduced into preschool education, teachers are increasingly updated by these new things. At present, some kindergartens admire the famous teacher education method, but they don't really understand the essence of their educational thought. This involves respecting children's thoughts, behaviors and individual differences, and respecting their development speed.
Third, based on the reality of children's current development and the possibility of future development.
What choices will we make when we are "controlling" and "free", and what will we consider first? What is the significance of teachers' behavior to children's current development? Will it cause losses to the future development of young children? Coordinating the current development and future of young children is the foothold to deal with this problem. We should not only consider children's current growth, but also pave the way for their future development from the perspective of sustainable development. For example, when is the best time for teachers to interrupt children's activities? This is the contradiction between children's current development and future development. If interrupted, is it not fun enough, and there is no sufficient free time and space? This is the development that is currently being hindered. If fatigue and disorder are not interrupted, is it not conducive to the child's future development? At this time, how to "control" has become an art.
Fourth, pay attention to children's creativity and thinking.
It exists in many activities, such as painting, building games and making small things.
Development and application of children's innovative ability. First of all, there are misunderstandings in teaching methods, and teachers provide examples in children's painting activities. It creates a mindset in children's minds. In the process of evaluating children's painting, teachers tend to imitate children, so whether negation means that teachers are dissatisfied with children's painting skills and violate the rules; Recognition means that teachers affirm children's rich imagination space and pay attention to children's unique world. This caused us to think. For children, imagination and rich inner world are more precious than painting skills and rules. Should we emphasize painting skills blindly, which goes against children's inner world and our will?
5. Based on the recent development area of each child.
Teaching students in accordance with their aptitude varies from person to person, which just reflects the theoretical implementation of the "zone of proximal development". Each child's development level is different, which is determined by the difference of children's psychological development. Then the teacher's intervention is particularly important, weigh the weight. Two children can't fold frogs at all, but the other child can fold them better. You can't treat them in the same way. The former should be praised, and the latter should remind him that he can fold better. The degree and direction of "control" should make each child get the greatest development on the original basis, that is, grasp the recent development area of each child.
With the continuous development and deepening of kindergarten education reform, children become education.
When activities become more and more important and teachers participate in activities as supporters, we increasingly feel that the degree of "control" and "freedom" is a difficult question to answer. Let's go back to Dewey's "education is life", to the place created by kindergarten for children, to the place where teachers and children live together, and perhaps to life, and handle the degree of "control" and "freedom" in our own way, and everything will become easy.
I found it on Google.