First, optimize the educational environment and create a good atmosphere for peer communication.
Kindergarten is the living and activity environment for children to receive education, which can have a good positive impact on children's behavior habits and norms. Optimizing the social communication environment of kindergartens and eliminating bad environment play an important role in the development of children's social communication ability.
Good kindergarten and class education environment is the key to guide children to take the first step in life, which can bring lifelong influence to children. At present, the family structure in our country causes children to have less opportunities to contact with the outside world and small partners. Teachers should always open the classroom environment and create more opportunities for children to visit and invite. Organizing regular visits and invitations between children can promote communication and exchange among children, promote the integration and discussion of cultures and viewpoints among children, and further apply children's social skills.
Pleasant communication experience can improve children's self-confidence, and the enhancement of self-confidence will lead to stronger communication initiative, and the two can promote each other and form a virtuous circle. Festival activities are beneficial activities, creating happy communication opportunities for children and improving their communication ability.
In the celebration of "June 1st", in order to let children experience the happiness of being friendly and helping each other and develop their communication skills, we carefully designed the "cafeteria" activity to let brothers and sisters have dinner together. This activity enables children to communicate with different communication objects in different communication situations and promotes the development of their abilities.
Second, carry out role games to improve children's communicative competence.
Role-playing is a creative activity that children imitate adult labor and communication according to their own life experiences and wishes. It is a self-education activity for children to educate themselves, cultivate themselves, assume social roles and abide by social role norms.
We carried out role games such as "doll house", "doll supermarket", "doll hospital" and "little architect" in primary schools, middle schools and large classes. In the activities, children show their initiative, role awareness and sense of identity with role norms by playing the roles of "father", "mother", "salesman" and "doctor". During the game, we consciously encourage children to communicate more, let them find their own partners, cooperate with each other, guide them to cooperate friendly, and let them feel the importance of communication in the game.
Third, make use of kindergarten resources, actively participate in social practice activities and increase social experience.
Kindergarten is a place where children live together. As a teacher, we should make full use of this resource, create an environment for children to communicate, and let children establish communication consciousness in this environment.
Social practice is a form of cultivating children's social skills. Through the guidance of parents, children can get a vivid and practical life experience through personal participation and hands-on practice of social activities and through their own sensory feelings and hands-on operation. Carrying out social practice activities is an effective way for kindergartens to carry out social education for children and a direct and effective means to promote the development of children's social communication ability.
Four, multi-channel guidance, strengthen kindergarten education
1. Enrich kindergarten activities and strengthen children's communicative competence.
Kindergartens should carry out various forms of social communication activities, such as special social activity classes, social communication games and social group practice activities, practice communication language in social practice, and develop good peer relations in social communication. At the same time, teachers should consider the diversity, hierarchy and difficulty in the activity arrangement, so that the content of the activity arrangement conforms to the age characteristics of children, and the realization of "jumping" can improve the social communication level of children.
2. Teachers should properly monitor children's behavior and strengthen guidance.
Teachers should be good at discovering the rules of children's contradictions and communication strategies, and pay attention to the cultivation of children's communication ability. It is necessary to arrange children's activities reasonably, effectively guide children to communicate with others correctly, and ensure that teachers' guidance is targeted, personalized and timely. In other words, teachers' guidance should be targeted, and conflicts arising from different reasons should be analyzed and educated in a targeted manner; We should pay attention to individualized training, adopt different methods according to different personalities, and embody the principle of teaching students in accordance with their aptitude; Pay more attention to the timeliness of guidance, and cultivate in time when there is a contradiction.
V. Family cooperation * * * With the development of children's communication skills.
Suhomlinski said: "Neither school education without family education nor family education without school education can accomplish the meticulous and complicated task of cultivating people." The study of social behavior and the cultivation of communication ability are a long-term and continuous process. Only when parents and teachers have the same requirements and cultivate together can we achieve better results. Parents should provide opportunities for their children to communicate.
For example, if there are guests at home, parents will educate their children to greet them and talk politely; If there are small partners, encourage children to take out toys to play with them and take out delicious food to share with them. This not only cultivates children's communicative competence, but also enables them to learn manners, social skills and many skills.
In a word, the ability of interpersonal communication is cultivated in the process of interacting with people. It is in the process of dealing with different people that children gradually form a correct attitude towards others, acquire social skills and develop social behaviors.
At the same time, social communication is an indispensable psychological demand of children, which plays an important role in maintaining children's mental health and shaping a sound personality. Children are born without knowing how to adapt to social life. Teachers should help children learn how to communicate with others, gradually master behaviors that meet social requirements, initially adjust their behaviors according to social norms, and develop their communicative competence.
Attention should be paid to cultivating children's communicative competence.
"Strange, this little baby can recite Tang poems. Why can't he climb? " At the "2006 Shanghai International Reproductive Health Products Expo" held recently, some babies who can walk or crawl attracted many people's attention. These "genius" babies who can recite Tang poems and count have problems such as poor crawling ability, poor jigsaw puzzle ability and poor coordination between hands and feet. At the "International Symposium on Infant Growth and Early Education" held in the same period, many experts expressed concern about the misunderstandings and shortcomings of early education for infants aged 0-3 in China.
Learning to communicate is the first priority.
"There are many misunderstandings in early education in China." Xie Hong, vice president of Zhejiang eugenics association, said at the International Symposium on Infant Growth and Early Education that "attaching importance to intelligence but neglecting physical fitness" is a misunderstanding of early education in China. He believes that due to the lack of correct early education guidance, many parents often equate early education with early intellectual development, thinking that babies will recognize words in advance, recite poems in advance, and calculate the success of education in advance, while ignoring their physical training and interpersonal training.
Geng Wenxiu, a professor of psychology at East China Normal University, also expressed the same concern at the meeting: "One of the most neglected problems in early education in China now is the cultivation of baby's interpersonal relationship." In her view, many existing problems, such as college students' selfishness, self-centeredness, white-collar workers' addiction to the Internet, escaping from real life, and the couple's inability to handle the marriage relationship well, are actually directly related to their lack of interpersonal communication when they were young. Professor Geng, for example, said that in the psychological counseling room of East China Normal University, she often received advice from young parents asking why her children were autistic and violent. "This shows that there are serious problems in their early education."
Wang Gan, a postdoctoral fellow at the Institute of Sociology, Chinese Academy of Social Sciences, said that it is necessary to establish a parent-child organization to provide social opportunities for babies aged 0-3 and help their caregivers learn educational methods. She said, "In foreign countries, young parents will organize some salons to provide social opportunities for children of the same age and help parents exchange parenting experiences."
Xie Hong believes that in China, a few commercial organizations have turned early education into a "profiteering" project, which has completely deviated from the social welfare and service characteristics of early education, resulting in most families and parents unable to meet the needs of early childhood education.
Scientific parenting has rules to follow.
A recent sample survey by the Shanghai Population and Family Planning Commission shows that 80% of the 300,000 infants aged 0-3 in Shanghai are kept at home in a free-range way, and are taken care of by grandparents and others. Due to the aging education concept of the elderly, about 98.4% of infant families in Shanghai need scientific parenting knowledge and professional counseling and guidance services.
According to a survey conducted by Xuhui District Population and Family Planning Commission, 93% families of infants aged 0-3 need to master scientific parenting knowledge and skills, and 86% families want to have public places for their children to play. Therefore, although Xuhui District 12 kindergarten is only open to the public on weekends, it is still far from meeting the needs of these families. However, the service centers in various communities mainly serve the elderly, idle residents or teams, and there is no special activity classroom for infants. Babies are usually placed in gardens or green lawns, with large toys for them to play by themselves. Parents generally report that "children are too poor, they are all only children, and there is no opportunity to communicate and interact with their peers, which is not conducive to their future growth."
Recently, the Population and Family Planning Commission of Xuhui District has set up two "Baby Fun Education Activity Centers", and put forward the slogan of "Take the baby out of the house", providing entertainment and education activity places for infants aged 0-3, providing parents with an environment for exchanging experiences and scientific parenting guidance, providing personalized services for young parents through parent-child activities, regular free courses, community publicity and other activities, and at the same time allowing the babies to receive scientific guidance, integrate into the collective environment and develop their potential.
Recently, Shanghai has continuously built 3 1 "community demonstration sites for scientific parenting guidance services for infants aged 0-3 years". The demonstration site will help young families to raise children scientifically by holding parent-child activities, consulting lectures, online publicity and other activities. For families whose parents are too busy to work, professionals will send them to their homes. The fees of demonstration sites are very low, far lower than those of commercial organizations outside, because the government will invest part of the fees as subsidies. The demonstration site provides free services for the only child of poor families, and the government pays the bill.