First, teachers should set an example and children should imitate it imperceptibly.
The "Outline" clearly points out: "Words and deeds should be a good example for children to learn." Here, the role of teachers as role models has been very clearly emphasized. Due to a large number of teaching AIDS, homework materials, waste materials and miscellaneous work in kindergarten, we are determined not to get into the habit of misplacing teaching toys. Everyone supervises each other, urges each other and internalizes each other.
For example, because of the characteristics of children at this stage, teachers are required to put the items in the class in a fixed position, so that everyone can know the fixed position of the items and stipulate "where to take them, where to put them, and put them back when they are used up." Teachers have gradually followed the rules. Teachers have a good habit of tidying up. Cabinets, pianos and activity rooms are clean and tidy everywhere, and there is nothing to see. Children are unconsciously influenced by them. Only when you are right can you be right. Children are easy to imitate, otherwise fish begins to stink at the head will not have a good demonstration significance.
Second, children actively participate in environmental settings and have a deep memory.
In order to make children truly masters of the environment and impress them more deeply, guide children to actively participate in the creation of the environment. For example, in the math area, guide the children to put the developed teaching AIDS into the developed plates in an orderly manner, and then put the teaching AIDS arranged by the children into the teaching aid cabinet in the math area according to their own wishes. Finally, the teacher took a picture of the whole teaching aid cabinet and posted it on the teaching aid cabinet for reference. In this way, because the teaching AIDS are arranged by themselves, the teaching aid tray is put into the teaching aid cabinet by itself, and there are photos for reference, so it is easy to put it back in place when packaging. Once, twice ... after repeated many times, the children's finishing habits are developed and internalized. The environment is also more purified and beautified. Looking at the clean and tidy activity room created by ourselves, every child smiles happily every day.
2. Establish rules and form good habits.
With a clean and orderly environment, it needs to be maintained, which is the most difficult. If teachers often preach, it will lead to children's disgust or blind obedience. The new "Outline" regards emotion and attitude as the most important aspects of children's development, permeates "respecting wishes and meeting needs" everywhere, and highlights the subjective spirit of "independence and self-confidence", so we advocate that children should establish their own rules and integrate education into daily life. I won't say anything if the children throw their coats on the table after they start doing exercises. We are going to paint later, and now the child is in a hurry: teacher, what should we do? There is no place to put the drawing paper brush. Why is the teacher's desk so messy? Teacher ... at this time, I think the time is ripe for guidance. I'll throw you a simple question for children to think and discuss: What should they do with these undressed clothes? The children enthusiastically thought of many ways, and finally reached a consensus: take off your clothes and fold them (at this time, I also taught the children simple ways to fold clothes in time: hug, hug and bend over) and put them outside their beds and pillows. For another example, guide children to discuss how to keep clean after eating. The children discuss how to sweep the table, put the bowls in a fixed position and fold them neatly, and put the spoons in a unified bowl. Put the napkin in the basket. Usually find educational opportunities, seize educational opportunities, and casually say "your folded clothes are really neat" in daily life. The beds in the whole bedroom are neat; "Your desktop is really clean." After dinner, many children will clean up their desks and clean up the dishes neatly. Some children will also act as small teachers to remind other children. There are many and miscellaneous materials in the art area, so the children are guided to use their hands and brains together to make a color sticker for each plastic basket, and the same color sticker is also attached to the corresponding position of the cabinet. After the children's activities, put the toy box back in the same color position in the cupboard according to the color, so there will be no more confusion about where to put it. I think that only by respecting children, letting children actively participate in the establishment of rules and constantly strengthening them will it be conducive to the formation of good habits. Moreover, the children's clean and orderly environment has given them full confidence and a sense of success. In the process of habit formation, teachers' good educational tact and educational art have fully played their roles.
Third, trust your children and do your own thing.
Mr. Chen Heqin pointed out: "Let children do what they can; Whatever the child can think of, let him think for himself. " Children can do a lot of things, but since we are bringing children in small classes, at the beginning, teachers are always willing to do everything by themselves, be careful everywhere, and take the children under their wings. One minute I think it's too difficult to fold clothes, and the next I think tidying up the venue will add chaos and I have to do everything. In fact, as long as you trust your children and do what you can, let them do it themselves. If you guide several children to help move the table together, the toys are in a mess, and some children don't know how to tidy up, remind them to let their capable companions "help you". Trust is the premise of doing a good job. Teachers should withdraw their concerns, be children's consultants, support children's activities and create all conditions. As long as they meet the age characteristics of children, I believe they can do well. Trusting children and letting them organize themselves can not only reduce the workload of teachers, but also promote the development of children's ability, maintain a good relationship between teachers and children and create a good educational atmosphere.
Fourth, constantly strengthen and internalize.
Developing good behavior habits in early childhood is an important aspect to ensure the healthy development of children's personality and psychology. If some good behavior habits can be strengthened in early childhood, it will help children to form permanent good habits in this respect in the future. Because, at this time, children's behavior is repetitive and repetitive, and any behavior habits are in the bud. Good habits are easy to form, and some bad habits are easy to correct.
Skinner believes that human behavior is mostly operational behavior, and any learned behavior is related to timely reinforcement. Therefore, children's behavior can be shaped or transformed through reinforcement. The reason why children want to do one thing "is to get the attention of adults." If the child's behavior happens, adults will immediately pay attention to it, such as praise or reprimand, which will strengthen it. If the child has bad behavior, such as being angry or making trouble without reason, adults can temporarily ignore it and take a "cold treatment" to exclude his attention. This bad behavior of children gradually fades away because it is not strengthened. For children, whether they have been strengthened by external stimuli for many times (especially the reaction of adults to their behavior) is the only criterion for him to measure whether his behavior is appropriate.
In practice, we found a phenomenon that a child was praised by the teacher for his good performance, but after a while, the child's performance was not so good. At this time, the teacher will be very disappointed and say to the child, "Look, the teacher has just praised you for a few days, and your old style is coming again. It seems that you can't praise this person. " In fact, the problem is not the children, but the teachers. The child was waiting for the teacher's second praise, but the child waited and waited, and the result did not wait. Children's good behavior has not been properly strengthened, and bad behavior certainly takes the opportunity to look up. Can you blame the children? And many teachers don't realize that this is a question of their own evaluation. Therefore, we believe that as a kindergarten teacher, we must never let our children down: we must never live up to their expectations of encouragement, success and fragile hearts. At the same time, as a teacher, don't be stingy: don't be stingy with an appreciative smile, don't be stingy with a compliment, and don't be stingy with a kind touch.
The object of education is children, children have their own personality, and each child has his own suitable reinforcement methods. For example, some children like to be praised and rewarded in public, and some children like teachers to encourage them privately; Some children like the teacher's verbal praise, and some children like the teacher to give them an approving look and a kind smile. Some children like material rewards, others like spiritual encouragement, and so on. In addition, teachers should consider not only the child's personality, but also the child's age when using reinforcement methods. Children of different ages choose different fortifiers. For example, rewarding a candy is a very effective reinforcement for small class children.