During the May Day holiday, children in Shuimitian Kindergarten carried out some activities, all of which were children's favorite activities, such as mud, color, music and lunch. In these activities, children are sensitive to factors such as light, color and exercise. It is precisely because it conforms to the characteristics of their age development that activities are unanimously liked by children. Their performances in the process are also different. After three days of participation, I carefully followed and observed several children with special performance. Through these performances, I hope teachers and parents can pay more attention to and think about some phenomena.

Labor observation 1: children's psychology from the perspective of color

This is a color game. Normal children don't refuse color games. They had a good time. Enjoy painting with a brush or palm without worrying about getting dirty. But grandma around me sometimes says in a bigger decibel, "Oh, I got it on me. I can't wash it off. I draw on paper. " They want children to limit the scope of color games to small pieces of white paper. But children don't take such orders seriously. Obviously, this is an unreasonable intervention by adults. When observing children's color games, I noticed that boys generally like to overlap and mix concentrated colors and draw on a piece of white paper. Some boys will say, "colorful". Girls, on the other hand, like to print different personality shapes, and they will also print this color outline on their father's palm. In the morning, I observed a dozen children one by one, and the answer was yes. So, why do boys and girls use colors so differently? Faced with this confusion and single bright color, it is obvious that they are all very happy and satisfied. What kind of growth psychology does this process indicate for children?

Dr. Arxiule, a child psychologist, once conducted a one-year color tracking study on 150 children aged 2-5. The results show that for children, colors and lines have their own fixed meanings. For example, two lines with different colors overlap in the same picture, which means that children have two different wishes and feelings intertwined.

Each color represents a psychological development feature, so teachers and parents should pay attention to children's preference and persistence in color and discover their secrets.

Labor observation 2: yo-yo performance

From yesterday's mud game to today's color game, one child stands out. Since morning exercises, he has done well. The other children looked at the teacher and made no move. He first enters the state and dances with him. His movements will change in time with the teacher's direction, and he has a strong sense of rhythm. At this time, I began to pay attention to him. After that, I was very happy to print colors on the wall during the graffiti process, and my mother was also very concerned. After the color game, all the children began to sit still and stood up and walked around, but he took the initiative to collect the stool. Folding stool, where his parents sit, is very big, even higher than his height. His mother told him that the chair should be folded. He did it happily and held it high in the corner, very happy and serious. After that, there are only small stools left. What should I do? He was about to lift one and put it in the corner when his mother said, "This little chair doesn't need to be moved over there." He seemed to understand. When he saw one of them lying at the table, he put every small chair at the table.

Hearing the news of adding food, I also ran over happily and showed great interest. Concentrate on Montessori teaching AIDS when eating, not obsessed with food.

The teacher took the children to play palm games, "Little hands ready, head, racket, shoulder, head, shoulder …" Other children couldn't keep up with the rhythm at all, but he put his little hands in the corresponding position accurately, and the rhythm could basically keep up. After winning the balloon prize, he held it high and said to the teacher, "You can't reach it." That self-confidence permeated the little face.

I learned that he had attended early education when he was just three years old and three months old. Most importantly, his mother patiently and timely guided him in every link and paid enough attention to his children. Well, obviously, these two factors have played a great role in the child's performance. In the development stage of 0-3, the child's potential vitality and absorbed mind have been well guided, and her mother has been watching and inspiring every process in time, making this child obviously much better than other children. And this premise is that his mother's company does not disturb him, and it is a very appropriate guidance.

Labor observation 3: Are children who don't like music inattentive?

After the activity, the children left one after another, and only his children's teaching auxiliary area was working until he was alone. His mother repeatedly urged him to leave, but he didn't want to leave, showing great interest. After a long time, he finally agreed to leave. There is an iron lock on the gate. He looked around and found a key, so he picked it up and opened the door. He couldn't open it once, tried frequently and was full of energy.

In the face of this child who doesn't like music, I don't think he is unhealthy, but I think of a sentence that Mr. Chen Heqin said: "All healthy children instinctively love singing, whether playing games, walking or working, they show the rhythm of music." He didn't show such a rhythm, but he must have been influenced by some factors, such as the environment. He must have been focused and explored in some aspects.

When Montessori founded the first Children's Home in 1907, he did a lot of work and did some related experiments on children. When a child's attention is attracted by an object, he will focus all his attention on it, and keep a high degree of concentration and keep working. When he finishes his work, he will be very satisfied, happy and relieved.

Although the child showed no interest in music, his interest in Montessori teaching AIDS was outstanding and focused.

Labor Watch 4: Disputes caused by a car

After the activity, two children rode their bikes in the yard. It was originally a boy riding, but he walked away temporarily and was rode away by a girl. When the boy came back, he saw that it was his car, but the girl wouldn't let him drive. The two were at loggerheads. The girl held the car, and the boy fell at the back of the car and mopped the floor. After a period of stalemate, some parents went over to persuade the boy to say, "She is my sister, so leave her alone." The boy shook his head in disapproval. So the adult was helpless and said to the girl, "He rode this car originally, so you can give it to him." The girl shook her head and still sat in the car seat. At this time, adults have no choice but to let this situation continue. The teacher in the garden came up with a balloon in his hand and said to the girl, "Let's go, we won't ride a bike. Here is something better for you. Come with the teacher. " The girl hesitated a little, then gave up the car and followed the teacher into the classroom. I held the balloon in my hand and looked very happy. After a while, another car was idle, and the girl had a car to ride. So I stepped on it and ran to the boy. The two wheels wobbled and refused to give way to each other. The game is not over yet.

According to Montessori's research, children are not indifferent to the things around them, they are deeply in love. This kind of love makes children constantly moved and drives their enthusiasm. They gain motivation in their activities and are attracted by the objects around them, hoping to possess them. Just like these two locked children, they both think the car belongs to them and are ready to fight for it. They fought for the project by any means. In children's psychology, when choosing between love and possession, there will be psychological deviation, and children will show an instinct to grab what they want, even at the expense of destruction. Montessori believes that children's psychological activities need moral training, so that they should not be attached to material things. Once they become attached to something, they will become possessive. In this dispute, girls' possessiveness is relatively weak, while boys are more persistent.

As a teacher or parent, we should properly guide the child's performance in this respect, resolve his excessive dependence on things, and let him grow into an open-minded and respectful child in the future.