It is a common phenomenon in education that good children are more likable. But excessive "self-control" is not conducive to children's growth. At the 20 12 Shanghai-Hong Kong Preschool Education Seminar held yesterday, Soong Ching Ling Child Development Center and Silais jointly released an evaluation report on the development of children aged 3-6 in Shanghai. The survey shows that girls are ahead of boys in preschool education at present, which is the result of "good boy" education to some extent. Children in Shanghai are generally "very good". This survey lasted 10 month, and 7347 kindergarten children were selected from 10 districts and counties in the whole city. It synthesizes domestic and foreign indicators to measure children's development, and makes a comprehensive investigation from four aspects: cognition, language, sports and sociality. In terms of sociality, the biggest advantage of Shanghai children is their strong ability of "self-control", which is often said to be "very good"; The biggest problem for children in the eyes of teachers is "selfishness" and lack of "altruistic" behavior. In sports, Shanghai children have strong fine movements, but the strength and coordination of big movements are weaker than those of foreign children of the same age. Cognitive, 5 years old is a "watershed". After this age, children's logical thinking ability develops rapidly. "Clever" children will certainly make many parents and teachers worry and save effort, but experts have analyzed that too much emphasis on "clever" in education may be detrimental to children's growth, especially boys. The survey results show that Shanghai kindergarten girls have advantages over boys in four aspects. According to expert analysis, the main reason is that they develop earlier than boys in fine movements and language development. However, Zhang Hua, CEO of Silais, one of the hosts of the survey, revealed that the orientation of "smart" education has also aggravated this trend. For example, at present, the criteria for judging "good boys" and "good girls" in Shanghai are relatively homogeneous. Kindergarten teachers in Shanghai generally list understanding, language expression, fine movements and logical thinking as the top standards of "good boys", which are basically consistent with "good girls". In Finland, Japan, Russia, Australia and other countries, the standard of "good boy" first emphasizes the characteristics of strength and physical coordination to reflect the development of "gender differences". "Cleverness" fetters the spirit of exploration. At present, many kindergartens introduce picture books to educate their children, but "picture book education" pays more attention to emotional stories than popular science exploration. For example, "Guess how much I love you" and "Grandpa must have a way", these stories are really helpful for children's social development, but boys will lack the motivation to explore and learn in this atmosphere. In foreign picture book education, paying equal attention to stories and popular science is more helpful to cultivate boys' exploration spirit. In the role games of Shanghai kindergartens, women's tendency is also emphasized. Because most kindergarten teachers are women, boys will show exquisite characteristics when role-playing games such as "nail shop" and "flower shop" are offered in kindergartens. Germany and other countries clearly stipulate that there should be props suitable for boys to play in kindergarten games, such as sand, water, saws and pliers, in order to give play to and cultivate male advantages. Chinese mothers teach a lot, and kindergartens avoid risky sports, which makes it difficult for most boys to show their advantages in sports skills. Experts point out that "smart" education binds children's hands and feet, which is not only bad for boys' growth, but also bad for children's exploration spirit, reverse thinking, independence and other qualities. Teachers and parents should be alert to this. Why don't children listen? According to the survey results, many teachers and parents pointed out that although "cleverness" is a common situation, many children are not "obedient" in the process of education. Experts remind that children's disobedience may be largely due to "unscientific education." Intellectual development and knowledge learning have always been highly concerned by parents. Many parents are anxious about their children's arithmetic and ability to find rules, but tutoring in advance is often half the effort. The survey found that children's logical thinking ability will develop obviously after 5 years old. "Eight arrows point in the same direction. Where should the ninth arrow point? " For this "monistic reasoning" problem, the correct rate of 4-year-old children is only 45%, while the correct rate of 6-and-a-half-year-old children is as high as 9 1%. However, the correct rate of six-and-a-half-year-olds is still less than two-thirds. Experts remind that games such as finding different patterns and finding graphics according to their characteristics are very helpful to cultivate children's logical thinking ability. However, the game should not be too complicated, beyond the children's age. The result of encouraging children to learn is often to make them lose interest in learning and "resist" learning tasks. When children have conflicts with their peers, they often go to the teacher to "complain". Some teachers have taught their children to handle it independently, but they still choose to complain when they encounter contradictions again. Teachers will think that children are "disobedient". In fact, research shows that children's ability to deal with peer conflicts has a development sequence: the first stage, direct conflict; In the second stage, seek help from adults; In the third stage, tell adults what the problem of conflict is; The fourth stage, through the help of adults to propose solutions; The fifth stage, independent solution. Experts suggest that these five stages require children to accumulate progress in their own experiences. If the teacher jumps directly from the second stage to the fifth stage, the child will not accept it and will show "no listening". The best way is to guide children to experience step by step and develop in an orderly way.