Excerpts from kindergarten teachers’ reading notes

Teachers love reading, so I will compile excerpts from kindergarten teachers’ reading notes for everyone. Everyone is welcome to view!

Chapter 1: Excerpts from kindergarten teachers’ reading notes

“What do children who cannot speak want to say” reading notes

Recently, I was reading a book The title of the book is "What the Silent Child Wants to Say". One of the chapters talks about five tips for raising happy, responsible, capable children.

Before learning these 5 tips, you must first understand the 9 emotional codes that children are born with: curiosity, happiness, surprise, distress, anger, fear, shame, disgust, and disgust.

Tip 1. Allow children to fully and reasonably express all emotional codes (try not to let children’s emotions be suppressed). The emotional codes that express happiness and curiosity are all positive emotional codes; the emotional codes that express distress, anger, fear, shame, disgust, and disgust are all negative emotional codes.

Tip 2: Encourage children to express as many emotional codes as curious and happy as possible (try to maximize positive emotions as much as possible). For example, a child grabs a book or magazine and starts tearing it apart. If this book is not so precious, you might as well observe it for a while to see how the child reacts to the sound of tearing, the feeling of tearing, and the tearing itself. Or you should ask yourself whether the child is imitating his father's action of tearing up newspapers. Then, let your child know that you acknowledge and appreciate their interest: This magazine is great, isn’t it? The graphics above are beautiful, and the paper is great. If you don't want your child to tear the magazine, then replace it with another piece of paper, and tell your child: This magazine cannot be torn, but here is a piece of paper that you can play with.

Tip 3: Eliminate the factors that cause distress (try to eliminate the causes of negative emotions as much as possible). Some children will cry whenever they see someone wearing glasses. If we ignore this behavior of the child, or ignore the child's crying, this will make the child mistakenly think that you do not understand the emotional code he sends out. Not only does it not help the child, it actually makes the child more and more distressed. In this case, we can pick up the child and let the child face the person, or we can ask the person to take off the glasses, or we can ask the person if he would mind letting the child play with his glasses, so as to eliminate the child. of negative emotions.

Tip 4: Use words to help children express their emotional codes. For example, when a child is crying because of hunger, you should not just feed him, but also spend time talking to him: I hear, child, you are hungry now, right? Let’s find something to eat! If the child is disturbed by the sound of a car horn, If you are scared, you can tell him: That sound is really scary and scares you. The child is happily swinging on the swing. You can use words to enhance the positive feelings this experience brings to the child. You can make exaggerated sounds, such as wow, or say: You had a lot of fun, right? These verbal descriptions are not only Simply acknowledging the child's feelings, but also verbalizing the child's physical sensations.

Tip 5: Understand the child’s wishes, he wants to become like adults. One-year-old Sonia walked behind the TV and wanted to see those wonderful wires and plugs. At this time, her father said calmly: Sonia, if the plug is in the socket, the wire will have electricity. If you touch it, it will Injured, come to me and I'll show you this piece of dead wire and see what's going on. Why don't you come and play with this fun ball? Then Sonia walked up to her father, listened to his father briefly describe the uses of wires and current, and then went to play with the ball happily. At this time, the father might as well say: Sonia, thank you for not playing with those wires, I love you. In this matter, first of all, the father spoke to the child in a calm tone and intervened in her dangerous behavior. Although the child could not fully understand what the father meant, she understood the meaning and intonation of the words. Secondly, he also brought Sonia a very interesting ball. Finally, thank you, I love you! He used such positive words to affirm the child's behavior, guide Sonia to make changes in behavior and give rewards. All of this father's actions and reactions are giving Sonia some valuable experiences as a teacher, and will also help her grow into a kind-hearted, calm-minded, and emotionally harmonious adult in the future.

Chapter 2: Excerpts from kindergarten teachers’ reading notes

“Preschool Curriculum and Happy Childhood” Reading Notes

Childhood is the most perfect years in a person’s growth process , maybe when he grows up, he will not remember what happened in his childhood, even just one of them, but his childhood life and growth experience will affect his future cognition, emotion, and way of thinking. In the modern age of high information load, having a happy childhood is what children long for, what parents and society should provide, and what a qualified teacher should cooperate with.

After reading Teacher Yu’s "Preschool Curriculum and Happy Childhood" and combining it with my practice in the past few months, I have the following main thoughts:

1. About performances in kindergartens District

A scholar once said that a child’s childhood is a rehearsal for adult life. I don't agree with this sentence, but I think that young children need to feel, recognize, and understand this society that they are not familiar with and the various behavioral norms and norms in it through performances. Therefore, it is necessary for kindergartens to create performance opportunities and conditions for young children. My kindergarten pays more attention to children's performances. During this process, I thought about this question: How to truly and effectively integrate performances into small class activities? Children in small classes are still young, and the development of language, movement, expression, etc. is still in the initial stage. I think the performance of children at this stage is more about emotional investment. Among them, performances can be divided into two major categories: one is performances based on materials brought by teachers. Teachers can use well-prepared performance materials and good scripts to let children experience it and integrate their own true feelings into it. In this type of performance, the choice of the protagonist should respect the child's independent choice and be able to switch and change as the activity progresses. Whether a script is good or not depends on the performance of the children. For example: There is a script in our class that has not been performed for about a month. A child asked me, "Teacher, why don't we perform XXX? We haven't performed it for a long time." I asked, "Do you still want to perform that one?" The child was very enthusiastic. Nod and say, "Yes!" Therefore, I believe that a classic script should make most children want to perform it.

2. About curriculum design

The book mentions that “on the basis of observing and reconciling young children, designing courses that fit the actual conditions of the class and kindergarten should be the basis for future curriculum development. direction.” Therefore, the curriculum is “living” and adapted to local conditions. Beyond that, I think the key to curriculum design is paying attention to feedback from young children. The basic scope of a good curriculum design should be a curriculum that children love and are willing to participate in. However, teachers should think about effective feedback and ineffective feedback in course design. As a new teacher, there are still many things to think about in this link.

3. About the knowledge of kindergarten teachers

Teacher Yu believes that the knowledge of kindergarten teachers is extensive, but it is not superficial. Kindergarten courses cover many fields. Materials on music, art, physical education, language, mathematics, nature, technology, society, health, etc. are all necessary knowledge for kindergarten teachers. However, this does not mean that the knowledge of kindergarten teachers is superficial. of. For kindergarten teachers, it is important to study these materials in depth so that they can simplify profound knowledge and make complex language clear. When I first entered the kindergarten, I often got "stuck" when communicating with children. I didn't know how to express myself when talking to children, and what kind of expression could make the children understand my thoughts. These seemingly "easy" languages ??actually require teachers to think about and refine them.

The main body of preschool curriculum is young children, and paying attention to young children is the top priority of preschool curriculum. Preschool courses should be integrated into children's lives in a gamified way so that children can feel happy. But this does not mean that children should be left alone. Any activity should have corresponding routines that children must abide by. Only in this way can children participate in the activities better. Moreover, all kindergarten activities require the support and cooperation of parents and society. Only when the three cooperate and support each other can we give children a happy childhood. ;