This paper first analyzes the negative effects of this traditional practice from the aspects of children's emotions, behaviors, interpersonal relationships and personality cultivation, and then explains the correct educational concept in children's education. At the same time, it is proposed to create a democratic and tolerant dining environment for children to better promote their physical and mental health and harmony.

In kindergarten, you can often hear such kind reminders: "Why are you still talking?" "You talked, didn't you?" "eat well, don't talk" ... children keep quiet when eating, and not talking refers to kindergarten discipline. Many teachers and parents agree. Some pre-school education monographs also believe that children do not concentrate on eating "occasionally careless, unable to breathe normally, and anorexia will occur when swallowing". Eating without talking is also considered a traditional virtue. During the Spring and Autumn Period, Confucius pointed out that a gentleman "eats without speaking". Commenting on this sentence, Zhu in the Southern Song Dynasty mentioned that talking while eating might be harmful to the respiratory organs. Besides being regarded as a traditional virtue, it is beneficial to health and the orderly work of kindergartens. I once heard a kindergarten teacher say, "Let the children eat for an hour and play for an hour." Eating without talking helps to speed up eating. Teachers can send used tableware to the canteen in time without delaying the work of canteen staff, and teachers can also prepare children for a nap in time without delaying the shift change of teachers. Therefore, based on various considerations, this kindergarten care system has been generally recognized.

With the progress and development, people have a deeper understanding of health. For the healthy growth of the next generation, it is necessary for us to revise the long-term regulations. What is the deep relationship between speaking problems and children's healthy development? Knowing the standard of health is the key. "Health" is not only considered to be physically strong, well-developed and defect-free, but also includes mental health, which involves cognition, emotion, emotion, personality, interpersonal communication and many other aspects. It can be inferred that in order to ensure the healthy growth of children in kindergartens, teachers must do a good job in both physical health care and psychological health care, that is, they should not only take care of children's physical development and promote the development of physical functions, but also protect children's psychology and continuously improve children's psychological ability. Therefore, the problem of eating can no longer be considered only from the perspective of physical health, but must be re-recognized from the perspective of promoting children's physical and mental harmony and health.

The child's body develops rapidly, but it is immature, especially the nervous system is not well developed. Too much external stimulation will make all kinds of excited foci interact and inhibit each other, resulting in the weakening of excited foci. When eating, teachers often take pains to remind children: "Don't talk, eat well", "Eat quickly", "Don't spill rice on the table", "Keep the table clean", "Eat slowly" and so on. The originally pleasant meal suddenly became serious. Children must make use of their low memory ability, remember a considerable number of rules, and always remind themselves to eat as required, which will inevitably lead to the suppression and weakening of excitement, distraction, decreased secretion of digestive glands and decreased appetite. In addition, according to the physiological and anatomical characteristics, the region of nervous system regulating reaction and the region of digestive gland are in the middle of hypothalamus, and all factors that can affect the excitement and inhibition of higher nerve activities can affect appetite, among which emotion plays an important role. When people are depressed, their digestive glands are suppressed and they have no appetite. The teacher's urging for children who eat slowly (in fact, the teacher constantly urges all children when they start eating) and reminding rules from time to time make children nervous, affect their appetite, and even cause their emotional disgust, fear and nervousness, thus causing symptoms of loss of appetite, anorexia and fear of eating.

In contrast, the eating environment of American kindergarten children is very relaxed. Children can choose their own seats, sit together and talk while eating. Children are very willing to tell everyone what they ate, and they also like to discuss topics outside the table, such as Ninja Turtles or where they went to play with their parents. Teachers also sit with children to chat and eat, and only help them when they are in trouble, such as cutting large sandwiches or milk into small pieces and peeling fruits, which is quite an atmosphere for adults to work and have lunch. Children enjoy eating, and children who can't finish eating won't rush. Now the teachers are very busy, delivering meals to each child, and always paying attention to reminding children to develop good eating habits and not talking. However, it is still very sad for the teacher to let the children concentrate on eating. In the observation, there are still some children who don't eat or eat for a long time, and don't eat a few mouthfuls. In order to let the children eat all the food, some nurses cram the children with rice, and often feed them one by one without waiting for the children to swallow. Children's mouths are bulging, they can't chew, and some even vomit. Is American food delicious? The exquisite food in the kindergarten canteen in China is even better than that in the United States. American children's food is very simple, and the relaxed eating environment makes American children eat more happily. However, this is quite different from the warning in Chinese tradition and kindergarten that "it is easy to choke on food when eating, which is not conducive to concentrate on eating". Is the swallowing and breathing ability of China children worse than that of American children? During the observation, we also saw that even under the urging of the teacher, the children were still whispering: "After eating, I went to see the tadpole to find my mother." "Then shall I go with you?" Very few children suffocate. In the family, children can't help talking to their parents at the dinner table. There are indications that there is no close relationship between children's inattention to talk and eat and choking. However, children's aversion to eating activities, anorexia, fear of eating, and the requirement of not talking while eating are worthy of our attention.

At this age, children's language develops very rapidly, and they are very interested in speaking. They are curious and eager to touch, move and talk about their surroundings. The nervous system is more excited than inhibited, so children can't sit and eat quietly. For a long time, what kind of influence has this discipline maintenance brought to children?

First of all, children's behavior has obvious duality, that is, they can be asked to do well under the management of teachers. If it happens that other teachers are talking to teachers, children often have endless words and are extremely excited. If the teacher is absent or the management is lax, it will often be accompanied by aggressive or venting behavior. At dinner, the children sit side by side closely. Under the supervision of the teacher, the "small friction" between children is only manifested as staring or ignoring. If the teacher is lax, especially when feeding some children, children will have the opportunity to laugh, blame and kick loudly. Some older children rely on their strength to "occupy" a larger desktop or bully children.