Essays on preschool teachers' educational experience; 1 children in small classes have more serious anxiety in the early stage. Small class children's anxiety about entering the park can be described as varied. Some show crying loudly, while others show indifference and resistance. How to overcome children's anxiety about entering the park and promote their social communication ability is an important topic for small class teachers in the new semester. There is a little girl named Gege in my class who is particularly anxious. The most outstanding performance is that she is withdrawn and unsociable. She has been in the park for many days. She always follows the teacher and doesn't like playing with other children. No matter the time of group activities, outdoor sports or even the favorite corner time of children, her attention will not be diverted. She always follows the teacher, grabs the teacher's clothes, doesn't choose any area and doesn't hit anything. What should I do? In order to solve this problem, the teachers in our class discussed it together and decided to pay more attention to her and wait for the opportunity to intervene.
When I turned the corner this morning, Gege was still behind me. I pushed the trolley of "I love fruit" in the mobile area to the library and saw Jiayin reading a book. I asked, "Good news, what kind of fruit do you like to eat?" The good news said, "I love apples." When I turned around, I found that Gege had a good photo in her hand. I thought it was time, so I asked Gege, "Good news says she likes apples. Which box do you think her picture should be inserted in? " Gege thought about it and inserted the photo into the apple group. Then we went into several areas and asked several children, and she came to post photos. When we walked beside Zhang Bowen, I deliberately waited for a while. Gege saw that I didn't ask, so she took the initiative to ask. Although the voice was a little low, I took the first step. I immediately seized the opportunity to encourage Gege. Gege's voice is very nice. Children and teachers like you very much. I pushed the fruit cart and took her to a small hospital. I looked at Gege with encouraging eyes and continued to choose to wait. Gege finally spoke boldly: "Lele, what fruit do you like?" Lele wore a nurse's hat and looked up and said, "I like bananas." Gege took out the photo of Lele and inserted it into the "banana group". In the following regional activities, Gege became active. Every time she will eat fruit early to queue up, ask questions and take photos with children. In the next few days, she likes playing this corner very much, and the communication with children is becoming more and more relaxed.
Kindergarten education is more casual. Regional activities are an important platform to promote children's social development, taking social roles and professional experience as the main forms, emphasizing the cultivation of children's interactive ability and role-playing, and making rational use of regional activities to help children open their hearts, integrate with playmates and get more contacts. Through the transformation of Gege, I am more aware that teachers should not only grasp the age characteristics and development needs of children, but also be good at grasping the opportunity of activity intervention, seize the valuable starting point to guide children, and shape and enhance their sociality in the process of migration.
Essay on preschool teachers' educational experience 2 Children like to play with small paper boats. Before the activity, the teacher suggested that children should know that boats made of different materials have different sinking speeds, and describe their findings in words, reflecting the ability of peer cooperation.
During the activity, I prepared a boat, a basin and a tray for each group of children, and folded them with newspapers, ordinary A4 paper and rice paper. First of all, the children feel it, observe the difference between several boats and guess the order of sinking. Dongdong said, "This boat is soft. Will it be bad if the water enters? " According to this conjecture, Dongdong experimented with the children in the same group. "Be careful, don't capsize!" Lele shouted, Dongdong and two good friends carefully put three boats into the basin. "Wow, the boat is wet ..." "Look, the boat sank!" Dongdong has made a new discovery and said excitedly. In the process of exploration, Dongdong can carefully observe the subtle changes when the paper boat is put into the water, and take the initiative to tell his companions in words.
Children have a strong interest in the small paper boat game, and fully mobilize their enthusiasm for the game through early speculation in the activity. They speculated enthusiastically about the result of the ups and downs of the ship. When they put the boat into the water, Dongdong and other children devoted themselves to observing the changes of the boat. After observation, Dongdong can describe the findings in the experiment in detail. Dongdong found which ship sank first, but he was still confused about the cause of the sinking and the children. Through this experiment, the children learned that some boats can float on the water for a long time, while some boats will soon sink into the water. The children understood the scientific phenomenon: because the paper absorbs water at different speeds, the ship sinks at different speeds.
During the activity, children are very interested in boats made of various materials. The teacher guided the children to record the sinking speed of the three boats in their own way and bravely introduced them to their peers, so as to improve the communication opportunities between the children and improve their expression and thinking ability. However, the materials in the activity are all prepared in advance, and they are all paper materials, which have certain limitations for children's exploration. During the activity, Dongdong asked, "How can a big ship not sink?" Therefore, the teacher encourages children and parents to explore what materials can float on the water and tell everyone the results of their own verification.
With the development of society and the continuous improvement of people's living standards, people's demand for knowledge is growing day by day, and the requirements for education are becoming more and more strict, which requires our preschool educators to realize the importance of their work ideologically, update their educational concepts, establish correct educational concepts, and strive to improve their professional ethics. Through this study, I have a profound understanding of my own thoughts. The following are my learning experiences:
First, study education laws and regulations and teach according to law.
Education Law of the People's Republic of China, Teachers Law, Regulations on Kindergarten Management, Regulations on Kindergarten Work and Guidelines for Kindergarten Education (for Trial Implementation) are the laws and regulations of kindergarten education, and they are programmatic documents to guide the education work. Every preschool teacher should be familiar with its content, deeply understand its spiritual essence, conscientiously implement it in education and teaching, and teach according to law.
Second, establish a correct educational concept.
Kindergarten education is an enlightenment education for a person, an important part of basic education, and a very meticulous work. Some teachers think that kindergartens are nursery schools, and the main job of preschool teachers is to "look after children"; Some teachers think that children are easy to deal with, and they are not actively prepared for educational activities and perfunctory; Some teachers overemphasize the leading role of teachers, and "spoon-feeding" teaching makes activities very serious and rigid, which restricts children's lively nature. To establish a correct concept of education, we must first get rid of these misunderstandings, straighten our position in educational activities, create a good atmosphere, pay attention to tapping children's potential in all aspects, and let children develop in an all-round way.
Third, establish a good view of children.
It is clearly pointed out in the general principles of the Guiding Outline of Kindergarten Education (Trial): "Kindergarten education should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, take games as the basic activities, pay equal attention to education, pay attention to individual differences, and promote the development of each child's personality." As a kindergarten teacher, we should "establish a good teacher-student relationship" with children, treat children as equal subjects, and don't condescend to ignore their personality and self-esteem. Young children should be cared for and respected.
Fourth, cultivate noble professional ethics.
Only with good professional ethics can we do a good job in preschool education.
1 is love and dedication. Establish the belief of "do what you do, love what you do, and specialize in what you do", love preschool education, do your job well, study hard, and become an "expert" preschool teacher with outstanding professionalism.
2. Care for young children. The object of kindergarten education is young children, who have not yet formed good behavior and living habits. As a kindergarten teacher, we should always care and cherish children, pay equal attention to protection and education, help children form good habits and promote their all-round and balanced development.
This is teaching according to law. It contains two meanings: first, abide by relevant educational laws and regulations, make good preparations before activities, strictly teach, and put an end to corporal punishment and corporal punishment of children in disguise; The second is to follow the relevant educational laws and children's physiological and psychological characteristics to design activities and highlight children's dominant position. An excellent preschool teacher should do these two things and abide by "rules" and "laws".
4. It's perseverance. A consistent work attitude is the guarantee of doing a good job. Never "fish for three days and dry the net for two days". Take it seriously if you are happy today, and deal with it if you are unhappy. We should take early childhood education as our lifelong pursuit, do well every day, make persistent efforts and make contributions to the cause of early childhood education.
Essay on preschool teachers' educational experience 4 Children's autonomous learning aims at respecting children's independent personality and developing children's personality, thus giving full play to children's intention and initiative in the learning process. In the necessary environment, children take the initiative to learn according to their own wishes, so that children can become the masters of learning. In the new curriculum pottery activities, when teachers are trying to abandon the traditional art learning mode of "you say, I listen, you demonstrate and I imitate" and emphasize the old mode of passive understanding, how should they fully mobilize children's intentions in cognitive and learning activities, give play to their subjectivity, and make them truly masters of learning pottery?
First, create situations to stimulate children's interest in autonomous learning.
Psychologist Bruner believes: "The best motivation for students' internal learning is to stimulate students' interest in the materials they have learned. That is, the intrinsic motivation from the learning activity itself is the driving force to directly promote students' active learning. "It can be seen that situational teaching can concretize concepts, make teaching methods interesting, combine children's cognition and emotion, unify thinking and image, change indoctrination into sentiment, change preaching into experience, and make children develop in an all-round way. Therefore, in view of the educational concept of children's development, teachers should be good at creating an environment to stimulate interest, stimulate learning with interest, guide children to actively participate in learning, and explore and acquire knowledge independently.
1, visually demonstrate and create an image situation.
In the process of learning knowledge, children's concrete action thinking and intuitive image thinking are in an advantageous position. Using visual demonstration can make education interesting. In teaching, use audio-visual equipment to reproduce the situation of teaching materials or collect objects and pictures related to teaching materials to create situations, so that children can enter the state with emotions and learn by themselves and independently. For example, in the activity of making "all kinds of cars" with ceramics, my children and I collected model toys and pictures of all kinds of cars, and arranged the environment of "China Auto Show". Driven by curiosity, children became interested in cars and participated in the direct experience of various cars with happy emotions. Because every child has a necessary understanding of cars, it greatly stimulates the creative enthusiasm of children. In production, they are comfortable, active and imaginative. As a result, cars with different shapes and lovely shapes are presented to everyone at this moment.
2. Inspire the story and create an imaginary situation.
Children like stories, and teachers can use the charm of stories to stimulate their interest in learning, so that children can learn knowledge and understand the truth in a simple and pleasant atmosphere. From interesting stories, let children think, know and know, which brings conditions for children to learn independently. For example, when making the relief "The Magic Hand", I used this story: "One day, a little girl had a dream that her hand suddenly turned into many small animals, including peacocks, butterflies, birds and many other animals. They hid from their hands in the mountains and Woods. Inspired by stories, create imaginary situations, open the window of children's imagination in time and further, and effectively inspire and guide children's creative thinking. Children's desire is very strong, and all children have created a perfect world in their hearts. Some children created a "hand" house, some children created a "hand" balloon and some children created a "hand" vase. ...
3, sketch performance, create the actual situation.
It is a child's nature to love acting. Whenever they are in a performance situation, they are very excited and have a strong desire to perform, and it is easy to integrate into the situation where the protagonist learns. For example, once, in the sketch "Lovely Cat", children used their body language to perform the cat's demeanor and expression at different times. Happy performances and imitations not only made them feel happy, but also learned more about the image and life habits of cats. On the basis of practice, children show more information when making ceramic art cats. There are sleeping cats in the works; There are cats playing; A lively cat; There are happy cats ... children play in middle school, play in school and experience directly. This way can not only make educational materials concrete, but also make children understand the truth and learn knowledge in a simple and pleasant atmosphere, so as to achieve the effect of moistening things in the spring breeze and rain.
Second, let go boldly and give children the opportunity to learn independently.
Paulia once said: "The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp the internal laws, essence and connections." Therefore, teachers should create conditions in various ways in teaching activities, bring time and opportunities for children to learn actively, let children interact with the environment, peers and teachers, fully mobilize children's initiative and consciousness in learning, and give them the initiative in learning. Children try to discover, explore and learn new knowledge through the participation of hands, brain, mouth and other senses, and learn to learn at the same time, thus truly becoming the master of learning.
1, give children a chance to experience feelings.
It is pointed out in the outline that the activities in children's art should be children-oriented, pay attention to the experience before the activities, let children experience emotions on the spot, in kind, in real scenes and facts, discover the beauty of environment, life and art, and cultivate their sensibility on this basis. For example, the production of vegetables, I first let children participate in the collection of vegetables common in daily life, and let children participate in the layout of the "vegetable world" environment. And guide children to explore freely through various ways: I not only guide children to observe with their eyes, touch with their hands and smell with their noses, but also encourage children to "dissect" vegetables by peeling beans, cutting taro and cutting lotus roots, and also encourage children to communicate and discuss with their peers while observing, so that children can fully experience and perceive the characteristics of vegetables. The children said, "Cucumber stings to the touch", "There is a hole in the stem of water spinach", "There are many holes in the lotus", "Taro likes to wear clothes", "Green beans look like loach" and "Green peppers look like lanterns with many seeds in the middle …" What a vivid and real experience! Through their own careful exploration, children have gained knowledge about the name, external characteristics and internal structure of vegetables, and accumulated experience for children's ceramic creation.
2. Give children the opportunity to create freely.
When making pottery, children can use self-expression to create different artistic shapes, so that children can freely express their emotions, feelings and thoughts. Therefore, teachers should bring a variety of display methods for children's ceramic creation, so that children can have sufficient opportunities to express, communicate and share according to their own interests and levels.
(1) Give children the opportunity to freely choose their forms of expression. For example, in vegetable production, children are allowed to choose their own expression freely. Can be made into a plane, three-dimensional, combined.
(2) Give children the opportunity to freely choose different materials for combination. For example, we brought toothpicks, cotton swabs, poster colors, plasticine, all kinds of colored paper, cardboard and other materials to children, so that they can choose according to their own preferences and mobilize their learning intentions.
(3) Give children the opportunity to be free together. During the activity, children can freely choose their peers to cooperate and create their own works. Children's freedom of movement is greater and their learning intention is improved.
Third, inspire and guide to promote children's autonomous learning
The Outline points out that teachers should be supporters, collaborators and guides of children's learning activities. At the same time, children are individuals with different personalities, different potentials, lack of knowledge and experience or improper cognitive strategies, and it is easy to stay on the surface or get into trouble when exploring, so it is impossible to explore things in depth. Therefore, children need proper guidance from teachers in the learning process. In other words, at an appropriate time, with the help of situations and materials to guide and ask questions, play an auxiliary role in the guidance of auxiliary mats.
1. When learning activities are confused, teachers will ask questions and give appropriate guidance.
When children are making pottery, they are sometimes bored and confused by monotonous production methods, and they will lose the necessary interest in learning pottery. At this time, teachers should give timely guidance, which can clear the obstacles for children to participate in learning, thus prompting children to participate in learning with higher enthusiasm. Of course, what we call "nudging" is not a traditional teaching method, but an emphasis on children's subjectivity, heuristic, and tiptoeing on children? Do you wander at night? The teacher gave a hint. For example, in a butterfly making activity, Mao Mao made a butterfly's body with clay, and we will make its wings with the same materials as before. Then she said, "How ugly it is to make butterfly wings out of clay!" She began to show anxiety and confusion, and lost interest in production. At this time, I said to her, "What else can we use to make its wings and make the butterfly more beautiful?" Inspired by me, she found many different materials in the corner of the area. Through constant attempts, she finally made butterfly wings out of transparent plastic film. Mao Mao solved the problem? Smoking? At the same time, it also successfully broke through the old model. The teacher's timely intervention and guidance aroused the children's interest in continuing to learn and explore, and made them understand that clay and other materials will have different effects together.
2. Ask questions to stimulate children's interest in continuing to participate in learning.
In activities, teachers can create situations by asking questions, stimulate children's imagination and creativity, and push children's enthusiasm for participating in activities to a new climax. The questions raised by our teachers should arouse children's exploration needs, stimulate children's autonomous learning, and at the same time, let children solve problems with self-centeredness, integrate the original experience with the acquired new knowledge, and promote the development of potential in all aspects. For example, when making the "funny expression" of the head, when the children shape the outline of the head, I put forward an enlightening question: "What will happen to your eyes when you cry the most sadly?" "What changes when you are angry?" "When the personality is happy, how will the face change" ... Inspired by these languages, children's thinking has been expanded and there has been a creative climax. Made all kinds of facial expressions: some laughed and bent their mouths; Some cry swollen nose; Some angry facial features are wrinkled together.
3. Positive evaluation to enhance children's confidence in autonomous learning.
Self-confidence is the driving force for children's development. Scientific and reasonable evaluation can promote and improve students' learning intention. Modern psychology believes that only in a democratic and equal educational atmosphere can students think and explore freely, ask questions and express their opinions, and make new discoveries and innovations. In the spirit of quality education and the concept of "children-oriented development", the evaluation core is put on the basis of recommendation guidance to encourage children's innovative ideas and practical potential. The performance of children's activities should be mainly encouraged and praised, and the encouraging comments should be guided as far as possible from the front. In teaching activities, the evaluation language of teachers' encouragement, praise and appreciation has a magical incentive effect on children, which can not only stimulate children to actively participate in learning and devote themselves to learning, but also enable children to establish confidence in participating in learning in the constantly encouraged emotional experience. Therefore, teachers should be good at discovering the bright spots in children's learning process and giving them praise.
Children's world is discovered by children themselves. The knowledge they seek is the real knowledge, and the world they discover is the real world. Therefore, in the activities, teachers should fully understand and respect children's hobbies, give them more freedom, give them the right and opportunity to carry out creative activities, and let them make full use of their eyes, hands and brains to discover and create in a free world and in practical activities. Only in this way can children truly become the masters of learning, and their body and mind can develop healthily and harmoniously.
As a kindergarten teacher, we are faced with dozens of famous children every day. Coupled with all kinds of complicated things in the park, naughty children sometimes can't control their emotions, and noisy children will inevitably scold them loudly. In front of some children who don't listen to you repeatedly, in front of those who don't obey the rules ... at these times, we always hope that children can obey and obey the rules well. At these times, teachers often feel depressed, weak or anxious, and then ask the children angrily.
What will yelling bring to children?
1, hurting children's self-esteem and teacher-child relationship.
3-6 years old is a critical period for the formation of children's personality. Children spend most of their time in kindergarten and live with teachers. Yelling will do great harm to children's self-esteem, and more seriously, it will affect children's personality changes. When you yell at a child, you insult him verbally, which has seriously destroyed his fragile self-esteem. This will make a child who is usually optimistic slowly become less talkative. Being angry and yelling at children for a long time will not only affect the establishment of a good relationship between teachers and students, but also make children form a negative psychology of self-denial in the process of growing up, which will seriously affect their ability to establish close relationships with others.
2, unable to correctly handle emotions
There is a process for children to gradually accept emotional information. Children cry when they encounter difficulties, largely because they don't know how to correctly express their emotions. If the teacher stops crying by yelling at this time and doesn't conduct emotional counseling, children will blame their feelings at this time on bad and negative emotions, and even they will be confused about similar emotions when they grow up.
3. Children learn to roar
Children aged 3-6 don't have a correct view of right and wrong, and they can't tell right from wrong. And children in this period especially like to imitate. Imitation is a child's nature. If you yell at him loudly, he will yell at others outside in the future, which will affect the child's interpersonal communication and the way to deal with problems.
How to achieve zero roar?
1, listen patiently
As a teacher, when faced with disobedient children who make mistakes, the key is to find out the reasons for the children's mistakes, start from the source and remove the reasons.
At this time, the teacher should control his emotions, calm down, be more patient and ask the child what the reason is. When the teacher's mind has been focused on understanding the child's thoughts and trying to help the child solve the problem, he may find that the child's behavior is actually excusable and releases a lot of negative emotions.
Step 2 put down your body
As teachers, we should kneel down to communicate with children, understand their real thoughts, know what they want in their hearts, and communicate with them equally.
3. Let children experience the consequences.
In teaching, I found that children are particularly curious. The more you tell her not to do anything, the more she wants to try. If the child always refuses to listen to the teacher, it's no use yelling again. Then, under the premise of ensuring safety and no adverse consequences, teachers can also let children "eat their own fruit." Through their own practical experience, children will be able to deeply understand how correct and important the teacher's teaching is.
4. Learn to empathize.
In addition to the usual warnings, teachers should also teach children some truth in actual situations. Let the child have empathy, let him stand in the perspective of others and truly understand how his actions will affect others. As for the way of reasoning, the depth of explanation can be chosen according to the age of children, especially children can tell stories.
Step 5 give a choice
In other words, don't just say "no", "no", "right away" and "you give it to me", please point out a possible path for him.
Leave some room for your child at a time, instead of using a fierce attitude to stop your child's behavior and gradually develop good habits.
As teachers, we are the most glorious profession in the world, but the burden on our shoulders is also extraordinary. Our words and deeds have a profound influence on children. We should strictly control our words and deeds and be a "zero roar" teacher.
Essay on preschool teachers' educational experience 6. The fledgling girl is now a preschool teacher. It is said that kindergarten teachers are more like "mothers". Hey, I'm the mother of 23 children. Several children in our class just entered the park in September, and gradually found that for a long time, they have developed strong feelings with them. In the activity room, a pair of eyes are staring at you, waiting for the teacher's arrangement, feeling that they are their leaders and their responsibilities have become heavier.
Children who have just entered kindergarten are not familiar with the new environment of kindergarten and do not know the routines of kindergarten. Moreover, children can't eat independently. With the addition of new children, some old children are in a confused state, which makes me a little flustered. Coupled with the child's crying, I feel that my mood is very impetuous every day. Now it's slowly passing. When I think that I am dealing with a group of children who know nothing, I feel that I should do this job better.
Feeling education and teaching are also hitting a wall everywhere, and the introduction and development of activities have been exhausted. Import has always wanted to be novel and interesting for children, and found that each preset is not quite the same as the actual one. Children walk around in class, unable to sit in their own small chairs, and then go to the toilet in less than a few minutes. Some children cry to go home. These episodes will appear, so I reflect that my curriculum atmosphere is not yet in place. If the children's attention is focused on me, they will not think about other things, and these episodes will be solved. The setting of activity flow and the teacher's language all require me to learn like an old teacher.
A month has passed, and I feel a lot. The children have also made great progress. From crying at the beginning to children being able to eat independently now. Although some children haven't done this yet, when children's progress is realized, we will know that our efforts have been rewarded and happy smiles will overflow our faces.
Our work is full of love all the time, and I believe our love is mutual. I remember that one day I had a stomachache, and the strong man in our class came to ask me what was wrong and insisted on reaching out and rubbing my stomach. The children's concern for the teacher also happened one by one, and a warm current surged in their hearts. Every time I talk about this, I am very happy. Education is exchanging love for children's love for us. Love is mutual. The more we give, the more our children love us.