The content and form of observation records reflecting development will also change due to different recording purposes. If the purpose of recording is to explain and show the progress of children's knowledge, skills, tendencies and feelings, teachers can regularly and systematically record children's songs, words, network diagrams, pictures, buildings and other works, and add teachers' and children's narratives to let people see children's learning experiences. It can be said that recording is also a window to understand children's learning experience.
Xiao Ming is a child in the middle class of kindergarten. Before, he was not interested in building activities, but this time he was very interested in building block competitions. It took him several days to build a church. After that, he said, "This is the best thing I have done." The teacher thought it was a very important self-evaluation, so he wrote down Xiao Ming's self-evaluation in his diary and made notes at the same time, and provided other materials for Xiao Ming to cultivate his interest in constructing three-dimensional objects, and recorded them in Xiao Ming's growth record bag and development checklist. The teacher thinks that this building activity is a very important event for Xiaoming's development, so he shows photos of Xiaoming's church in the corridor, hoping his parents can see them.
From this case, we can see that the children's individual records form a window through which teachers can see the children's progress and share it with their parents. Similarly, by recording the behaviors and works of children in specific events, the accuracy of children's understanding can be improved. In the library role activities of large-class children in the flower kindergarten affiliated to Suzhou Teachers College, through the detailed description of children's activities and the record of children's work, let others see the children's learning experience.
At first, I (referring to the teacher) found the child's problem in the role game. Children lack basic rules for borrowing and returning books in the library, and books are not returned and destroyed in library games. So, I decided to let the children consult the materials and master the rules of the library before continuing the game. When children master the basic rules, role activities begin again, but a new problem arises-children as library staff have to explain the rules to everyone who borrows books in order to ensure that the rules are understood. This not only affects work efficiency, but also makes children as staff feel bored and tired. What should I do? I didn't intervene immediately. The next day, I found a picture of a child's work in front of the library (pictured). The children told me that yesterday afternoon, the whole class discussed and formulated the rules of the library, drew the rules on paper and asked parents to help write.
The rule 1 stipulates that everyone can borrow only one book at a time, and each book can be borrowed for three days;
Rule (2) states that library staff should keep a record of daily book borrowing, and rule (3) states that they should take good care of the borrowed books, and are not allowed to scribble on the borrowed books or fold corners on the borrowed books. They put up pictures in front of the library to remind every child who comes to borrow books. In the subsequent activities, I found that almost all children can borrow and exchange books according to the rules of the library, and the staff also kept a clean record of borrowing and returning books.
If the purpose of recording is to reflect the teacher's role in children's learning experience and to evaluate and improve the teacher's role, it can be achieved by recording colleagues' suggestions, parents' feedback, children's evaluation of teachers, and the analysis and observation of the record itself. It can be said that records are also a window for teachers to know themselves.
In the first case, when the teachers watched the video repeatedly, they said with emotion that this video not only made them clearly see the learning process of "taking shoes under the bed", but more importantly, let them start to correct their original views on children's learning. They began to realize that the learning potential of children exceeded their original estimates, and a child over 2 years old would explore independently. At the same time, they have a deeper understanding that for young children, a lot of meaningful learning happens directly in natural life; The purpose of recording is not only to pay attention to and appreciate children, but also to understand children, so as to provide a basis for teachers to better give children an educational response suitable for their needs and development level. Recording the discussion process and discussing it afterwards also promotes teachers' reflection.
Lillian Katz believes that recording can "turn children's experiences in class into something that can be seen and understood". Observing and recording can not only let us see children's learning experience and development, but also help teachers to interpret children's behavior and the way children construct knowledge, and promote teachers to reflect on and improve their own educational behavior, thus further promoting children's better development.
In the first three cases, the usual results of field observation are presented in the form of "sample record" and "situation record". Sample records mainly record the environment and various life behaviors of the observed objects from morning till night. In this kind of record, the subject remains unchanged and the environment in which the subject lives has changed. Generally speaking, the observation of individual cases is put forward in this way. Situational recording is a record of the behavior and background of the observed object at all times in a specific environment, that is, observing and recording each subject in the same environment.
In the actual observation process, teachers are often influenced by their own interests and attention. They observe in anticipation and record selectively, and the recorded content is fixed on the expected results, ignoring the exceptions; Make up for the missing information based on "theoretical knowledge" and judge the child based on the first impression. Without observing and recording the environment, the reliability is likely to be affected. Psychologists Barker and Wright pointed out that compared with being familiar with children's personality, individual behavior and situation are inseparable, and observing children's environment can better explain children's behavior at that time. Many times, the environment has a strong influence on most individuals, and individuals will change and adjust their behavior to adapt to the environment. In any environment, the individual's behavior mainly depends on the overall environment and is less influenced by the individual himself. The behavior of the same individual in different environments is obviously different; Different individuals have similar behaviors in the same environment. Therefore, when observing, teachers should not only look at behavior, but also look at the environment.
Observing and recording children scientifically is a basic skill that every kindergarten teacher needs to constantly temper in practice. In the process of recording, preschool teachers should weaken the above-mentioned influencing factors as much as possible, guide their educational behavior with correct views on children and education, truly reveal the growth of children with records, and open a window to understand children and themselves.