First of all, hand operation can directly promote the development and coordination of vision, touch, kinesthetic and sensory perception.
Secondly, children can master how to use objects by using toys and operating daily necessities. In the future, children will gradually master adults' methods and experience in using tools.
Thirdly, through the operation of hands, children can further understand the uniqueness of the same type of objects, thus making the perception more general and preparing conditions for the generation of generalized representations and concepts; in daily life , appropriate hands-on opportunities should be provided in a timely manner for children of different ages. When children express their willingness to do things by themselves, adults should patiently guide them and should not do it themselves for children. If the child wants to learn to eat by himself, do not feed him; when the child should learn to dress himself, do not dress him; when the child can hold a pen by himself, give him paper and pen and let him draw. Play. When children first learn these movements, they will inevitably do them imperfectly, which requires repeated practice. Through repeated use, children will master more complex hand movements. The content of the exercises must be suitable for the age characteristics of the children. For example, children are often allowed to do manual work, including drawing, cutting and pasting, masonry, origami, etc., which can promote the development of children's hand movements.
When children are found to be operating incorrectly, they should be corrected in time. For example, pay attention to whether the children hold bowls, spoons, chopsticks, pens, rackets, scissors and other tools in the correct way. If problems are found, they should be guided and corrected in a timely manner. Of course, it is best to teach young children the correct operating methods from the beginning and try to eliminate incorrect operating methods.
Finally, pay special attention to the safety and hygiene of young children when operating. The same operation activity should not be continued for too long, so as to avoid excessive fatigue of the child's hands and loss of control, causing "accidents" and affecting the normal development of the hands. Before children use metal tools such as scissors, knives, shovels, hammers, etc., they should be taught the correct operating methods and be sure to instruct them to pay attention to safety. Tools used by children should also have safety measures. For example, scissors are best with round heads, and knives and shovels should not be too sharp. After completing hand operation activities, children should also be reminded to wash their hands in time to keep their hands clean. It is worth learning from how foreigners raise children. Family education is an important part of the entire education. Some countries pay attention to cultivating children's independence, autonomy, hands-on ability, creativity and willpower in family education. Their experience Worth learning from.
The United States that shapes children's independence
In the American educational philosophy, it is advocated to cultivate children's ability to resist setbacks in adversity and shape children's independence. In the United States, children who are a few months old have to drink water and milk alone, children who are more than 1 year old basically eat by themselves, and children who are 2-3 years old already live alone in a room. It is rare to see Americans holding children on the street. They advocate that children should walk independently as soon as possible. If a child accidentally falls down, his mother will wait there silently, and the child will get up and continue on his way without making a sound.
American parents advocate teaching their children to do housework from an early age and posting the chores to be done every week. They also often assign children to do a specific task and set a deadline for completing the task; they rotate various tasks in order to give each child the opportunity to do the work that is not interesting or the easiest to do. Check the completion of work by children on time, so that children can have a sense of accomplishment in completing tasks because their work is affirmed.
In the United States, even college students whose families are very wealthy are reluctant to ask their parents for money. Instead, they insist on "working part-time" while going to school. Because they feel that there is no shame in working to earn money, and it is better than completely relying on their parents for support. A female college student who was encouraged by her father to "run away" from home when she was 18 years old said that her father's view is that "for a young person, there are two most important things: one is to get an education, and the other is to have a family." independence”.
In family education, Americans encourage children more than protect them, and guide them more than indoctrination. They require children to develop in an all-round way rather than stick to book knowledge. In addition, the role of parent language is also a link that American parents attach great importance to in educating their children. They never use stimulating, mocking, or even insulting or abusive language, but mostly treat their children with words of comfort, understanding, and encouragement.
The UK that treats the dining table as a classroom
British families have a tradition of “treating the dining table as a classroom”. From the first day their children go to the dining table, parents will provide them with tangible or intangible "progressive education." The vast majority of British parents believe that children who want to eat on their own signify a yearning for "personal independence" and should be actively encouraged. British people generally believe that bad habits of picky and picky eaters are mostly caused by parents' accommodation during early childhood. They also determined that the "habituation" of children at the dinner table will not only affect the children's comprehensive nutrition, but also induce children to develop willful and selfish characters. When children reach one to one and a half years old, they often start to like to eat vegetables with a spoon. If a child over 3 years old accidentally soils the table while eating, parents will teach him to apologize to others and immediately find a rag to clean up by himself. British parents believe that this can help children learn to care about others and help them develop the habit of being polite to others.
In many wealthy families, children around the age of 5 are not just young masters and young ladies who are ready to eat. They are willing to do chores within their ability, such as setting the tableware before the meal and cleaning the tableware after the meal. In this way, on the one hand, it can reduce the burden of housework on the parents, and on the other hand, it can also give the children a sense of participation, which is also of positive significance to the healthy growth of the children.
British parents also teach their children from an early age to know which "environmentally friendly tableware" can be recycled and which plastic bags may become "permanent garbage" that pollutes the environment. When going out for an outing, they will make their own drinks under the guidance of their parents, and try not to incorporate chemical additives such as chemical pigments that may pollute the environment during the manufacturing process. In addition, they also try to buy less ready-made food such as cans, and pay attention to saving electricity and water, because they are often told that misuse of resources means harm to the environment. In addition, if a child fails to do something, the British concept is not to simply not let the child do it or simply let the parents do it, but to provide the child with another chance. For example, if your child washes dishes and the clothes get soaked, you can instruct the child to do it again and teach him how to avoid failure.
Japan focuses on comprehensive education
In Japan, in order to achieve the purpose of comprehensive education, it emphasizes "four-fold" education for children.
The first is to emphasize etiquette and filial piety education. Japanese children's civilized and etiquette behavior has become a habit. Children have a set of etiquette rules when they leave home and return home. In order to cultivate their children's thoughtfulness and touching heart, fathers and mothers integrate their life attitudes into their daily lives to influence their children. For example, if the mother prepares a meal without telling the child to eat it, the child cannot eat it by himself. The child must say "You're welcome" before eating. In addition, "Don't cause trouble to others" is a sentence that Japanese parents say most to their children, so that children can develop good habits of doing their own things from an early age.
The second is to emphasize patience and frustration education. In Japan, people believe in the concept that only by allowing children to undergo certain physical and mental training with tolerance as the content, rather than meeting their various demands, can children develop their ability to overcome difficulties and develop tough and tenacious qualities. In order to cultivate children's tenacity and tenacity, the Japanese attach great importance to educating children about patience and integrating it with social life. In Japan, it is often seen that some children, without the guidance of adults, face the harsh natural environment, set up camp, forage for wild fruits, collect firewood, search for water sources, overcome many difficulties, and carry out self-rescue activities. Japanese parents let their children wear short clothes and take cold baths in winter in order to cultivate their children's cold tolerance and willpower. Japanese parents regard this as a training to withstand setbacks, allowing children to have the experience of accepting setbacks, and it is also a necessary condition for people to correctly perform their life responsibilities. These seemingly small things actually subtly polish children's willpower.
The third is to emphasize self-reliance and self-confidence in education. When traveling by train or ship, we often find that Japanese children traveling with their parents, regardless of their age, are all carrying a small backpack. The backpacks contained some of their own daily necessities. Why do they have to carry it themselves? Parents of Japanese children say: "This is their own thing, and they should carry it themselves." Even if it is symbolic, this will help develop children's awareness and ability to take care of themselves, be independent, and be independent. It is very beneficial.
Japan’s famous saying in educating children is: Except for sunlight and air, which are given by nature, everything else must be obtained through labor. Many Japanese students have to work outside school to earn money in their spare time. Japanese educationists believe that in family education, it is the student's obligation to do housework. If children have to pay for work, this is a distortion of family relationships. Some parents reward children for their good academic performance. This is undoubtedly a bribe. Japanese parents believe that most children who grow up in an environment with excessively superior material conditions lack perseverance. Therefore, they also focus on consciously training their children's ability to endure hardship.
The fourth is to emphasize creation and innovation in education. In addition, Japanese people with lofty ideals require education to get rid of the shortcomings of "examination-oriented teaching" and develop in the direction of cultivating "creative" talents. Japanese family education has also begun to pay more and more attention to the cultivation of children's innovative personality, the cultivation of children's curiosity and sense of adventure, encouraging children to ask a variety of questions, and encouraging children to have independent thoughts and opinions. Parents often take their children to visit the science and technology museum, and encourage their children to go to the community library to read books, borrow books, play various creative games, and develop their children's imagination. Pay attention to the cultivation of children's hands-on ability, buy assembly toys for children, encourage children to assemble various models from different angles, and cultivate the child's hands-on ability and creativity.
Germany encourages children to argue with adults.
Germany encourages children to argue with adults. Germans believe that the debate between two generations is an important step on the road to adulthood for the next generation. Therefore, they encourage children to argue with their parents about something and express their opinions freely. Through arguments, children will feel that their parents are fair and reasonable, and they will love, rely on, and respect you more from the bottom of their hearts. What you want your child to do, he will figure it out through argument and do it with conviction. When you have a problem, your children's participation in the debate can inspire you inadvertently. German law also advocates abandoning traditional parental authority and taking into account the growing self-reliance and independent aspirations of teenagers.
"Balance" does not mean blindly obeying the child's wishes, but trying to make the child an "active educator." Parents do not impose their ideas on their children, but negotiate with them to understand the truth of the matter and finally get their consent. In addition, parents should seriously consider their children's different or opposite opinions and "use reason to gain knowledge."
Germans pay more attention to caring for their children emotionally, so that they can feel love from an early age; Germans also pay attention to creating a good learning environment for their children, and they do not want to put pressure on their children. They are very concerned about their children's academic performance, but they will never regard scores as more important than children and abilities. When a child has poor performance or bad behavior, they will seriously discuss the reasons with the child, actively think about the problem from the child's point of view, and will not treat the child in an extreme way.
Germans also pay attention to the cultivation of children's initiative and consciousness. For example, if children cannot do homework, parents will encourage them to use their own brains to find the answer, and will never tell them the answer easily.
German educators regard the educational atmosphere of the family as a very important aspect in the growth of underage children, especially emphasizing that parents’ precepts and deeds will have a significant impact on the child’s life, and can even determine A child's life. This shows the importance of family education.