Case background: In a conversation with parents, I found that their children responded to requests at home, but parents also revealed a very nerve-wracking problem. Their children were unwilling to share with others and behaved very selfishly. , they don’t know what to do? Yes, today's children are all only children, the apple of their parents' eyes. Parents are satisfied with all their children's requests. At home, the child is the centerpiece and everything comes first. As a result, children do not know how to share with others and do not understand how to communicate with others. According to this situation, I specially organized an entertainment activity in the class, asking the children to bring delicious snacks from home to the kindergarten, allowing them to exchange snacks with each other and share happiness together. This is a great time for the children. A very strange and interesting movement. Case description and analysis:
Case 1: The activity started. When the children took out the delicious snacks they brought and gave them to other children to taste, the children’s The expressions are varied and thought-provoking. The big fat Lele, quick-tempered and quick-witted, opened his bag, grabbed something delicious and stuffed it into his mouth. He finished the food he brought in one go. Then he tried his best to find ways to taste the delicious food brought by others. When others saw that he had nothing to exchange and were unwilling to give him a taste, he started to grab it without any room for discussion and returned the favor with his mouth. To be honest, the teacher asked everyone to try it. Analysis: Fat Lele’s behavior reflects a self-centered selfish mentality. His logic is: I cannot let others taste my food, but I must eat other people's food. The kindergarten education essay asked students to "share food", but he implemented it "flexibly", only to others, not to himself, and "self-centered". Upon seeing this, the thin Gao Shao hurriedly covered his food with both hands, hiding it in his arms so that Lele wouldn't see it. He himself didn't taste other people's food. Seeing the children walking towards him, he hurriedly shouted: "I won't eat your things, and you are not allowed to eat mine. I don't want to exchange." Analysis: Xiao Gaoshao's behavior reflects a kind of I don’t want to lose money, and I don’t want to take advantage of it. He implemented the student's request to "share food" in a "detour" in order to protect his own interests and prevent others from encroaching on him. The clever An An was particularly "dazzling" when exchanging food with his children. He was comparing the size of the exchange items with others, and the quantity of the exchange items with others. He was bargaining, and he was afraid that he deficit. Analysis: "Jing" An'an's behavior reflects a kind of trivial competition, a mentality that only wants to control itself and is unwilling to suffer losses. Regarding the student's request to "share food", he implemented it "with reference". He would implement it if it was beneficial to him, and he would not implement it if it was not beneficial to him. Narrow-eyed Axin is very generous. Whoever comes to her, she is enthusiastic and hospitable to treat others to eat what she brings. She also tries other people's food, and often says: "It's delicious, it's delicious." ." All these are different. Analysis: Ashin’s behavior reflects the mentality of being happy, friendly, sharing and having fun together. She was very responsive to her husband's request to "share food" and worked hard to implement it. Anyone could try her food, and she was also willing to try other people's food. Everyone shared their food, and she felt very happy.
Case 2: The next day, I combined their actions into a painting, the protagonist became a small animal, and moved this true story into our activities, early childhood education essays for young children When freely discussing which method they agree with more (Lele is replaced by a puppy, Gao Shao is replaced by a kitten, An is replaced by a bunny, and Axin is replaced by a kid), through vivid descriptions, The toddlers equally agreed that the kid was doing the right thing. So, I took out the food left by the children yesterday and asked them to share it again. The result was completely different from yesterday. They were very willing to share it with their colleagues. The scene was extremely lively and happy. Everyone agreed, supported and implemented Ashin's approach. Analysis: According to what I have discovered in many years of preschool education practice, children’s unique behaviors (toys, food, etc.) are a very common phenomenon. All children in my class are only children, and they all live in loving families. I have observed and understood the sharing behavior of children in my class: some children play with themselves when they get toys, and are unwilling to play with others; Some children ask for the toys they like and cry (or sue) if they are not given to them; some simply go to others to fight for the toys; others want to play but do not achieve their goals and endanger others (kicking or grabbing them). people). These results fully demonstrate that the children in this class lack the awareness and behavior of sharing. Most of these children who showed strong unique tendencies were withdrawn, would not get along with their peers, and were always self-centered everywhere. This made me realize that this problem must be solved, so I planned the above activity. . The various performances of young children reflect some of the problems in the current education of only children, which are directly related to the living environment of young children, the education they receive, and some phenomena they hear and see.
Many children are "little suns" at home. Grandpa, grandma, grandpa, grandma, and parents are all buzzing around. The baby eats the most delicious things first, and plays with the most interesting things first. , as long as the baby opens the mouth of chrysostom, there is nothing that cannot be done. What's even more sad is that when the mother removes the delicious fish meat for the child to eat and leaves the fish bones for herself to taste, the child thinks it is because the mother loves to eat fish bones the most. If things go on like this, children will have a self-centered personality and they will not know how to care for others or share with others. However, when children stand in the position of viewers, they will clearly understand right and wrong. This may be related to the fact that they have no merit in the debate. Early childhood is a time when good behavioral habits, noble moral sentiments, and healthy psychological quality are formed. The former Soviet educator Suhomlinsky once used many vivid examples to illustrate the cultivation of love and the strong intention to care for others, which helps to improve people's self-esteem. People's loyalty to a common cause stems from this love for people. Therefore, he advocated that children must learn to care for others and share happiness from an early age.
Case reflection: Teach children to learn to care, learn to share, and form good habits, which will also help children develop good conduct. According to the characteristics of the moral and psychological structure, combined with the reality of kindergarten children, the educational methods that teachers and parents can take are: First, create a good environment. The age characteristics of children determine their emotional instability, so we must constantly create good situations and create a good atmosphere so that children can develop good behaviors in a subtle way. For example, kindergartens can carry out some series of activities: everyone tries good things; everyone plays with new toys; everyone reads new books, etc. In the game, children can learn to be considerate, tolerant, team spirit, and have a sense of sharing, so that children can gradually experience the joy of sharing during sports. Second, provide excellent models. In the 1960s, A. Bantura, a psychology professor at Stanford University in the United States, and others proposed the social learning theory. Its main point is that behavior is improved through "observation learning." In observational learning, people do not always receive rewards or reinforcements, or even opportunities to practice, but they can learn new behaviors by observing models. Young children are good at imitating. Teachers and parents should work hard to set examples of "imitation" for them, such as "Kong Rong gives the pear" and the scene performance "Who will give the big apple to"... Let the children be influenced by their ears and eyes and feel that their colleagues care about each other. The family affection, sharing the joy of unity and friendship between partners. Third, form good actions. The sequential nature of the development of moral psychological structure determines the cognitive law of the development of moral awareness from individual to general, from specific to abstract, from one-sided to comprehensive, from superficial to profound, and from phenomenon to substance. Precisely because behaviors are not formed overnight, teachers should allow children to repeatedly operate the training so that children can strengthen group awareness and gradually form good behaviors through repeated practice. During the activity, the teacher can discuss with the children: Can a person play chess? One person plays with the same toy, and everyone brings toys to play with. Which way is more enjoyable? Fourth, home and garden are the same. In family education, parents must also pay attention to creating good situations, providing good examples, and helping children develop good behaviors. For example: respect your elders first when it comes to delicious food; don’t let young children have anything to themselves, but share it with the whole family. Family education must be consistent and keep up with school education methods, otherwise it will have the effect of getting twice the result with half the effort, or even giving up halfway. Sharing behavior is a comprehensive behavior and an important aspect of social behavior. We can cultivate children's conscious sharing behavior through targeted educational activities and daily life content, so that children can fully experience the joy and satisfaction brought by giving and being given, as well as the warmth and love between people. In this way, it will be of far-reaching significance for comprehensively improving the quality of young children.