I have experienced an activity, and there must be many experiences worth sharing in this activity. How can the most critical activity summary fall behind at this time? So what should be included in the activity summary? The following is a summary of the activities of caring for left-behind children in send warm kindergarten (5 articles in total), hoping to help you.
Summary of Kindergarten Care for Left-behind Children in send warm 1 First, attach great importance to it and strive to create a caring atmosphere.
Caring for left-behind children, doing practical things and doing good deeds for left-behind children and promoting their healthy, happy and all-round growth are of great significance to accelerating the construction of new socialist countryside and promoting the harmony and stability of rural society. Based on this understanding, the kindergarten in the first school district of flower arrangement attaches great importance to the work of "left-behind children" and carries out caring activities in depth. In view of the difficulties and problems existing in the growth education of "left-behind children", we should take practical measures to create a caring atmosphere, focus on solving common problems such as lack of family ties and family education, pay more attention to the life and study of "left-behind children", help them solve practical difficulties and problems, and promote their happy growth.
Second, carry out caring activities and enjoy the warmth of home.
School, family and society are three important places in a child's life. Trinity can integrate resources and form an educational synergy that cares for the healthy growth of "left-behind children" Actively strive for teaching assistants from all walks of life, infiltrate the strong educational synergy into all aspects of life, study and growth of "left-behind children", and strengthen the contact and cooperation between society, schools and families, so as to realize care. Our school pays special attention to the following aspects:
1, relying on parents' schools to promote the interaction between schools and family education. On the basis of the original home visits, teachers in our school make regular home visits according to the current situation, have in-depth exchanges with the temporary guardians of "left-behind children" to enhance understanding, and give certain tutoring guidance to the elderly guardians (such as grandparents) in rural areas to help them change their educational concepts, master the scientific knowledge and skills of family education, effectively educate "left-behind children" and pay attention to guiding guardians to strengthen the cultivation of children's moral education, which is of great significance to "left-behind children".
2. Establish a file of "left-behind children". Each class conducts a detailed investigation on the situation of "left-behind children" to understand the daily ideological trend and performance of each left-behind child, and report to the school in time if there are special circumstances. Investigate and register their performance and health status in study, life and other activities, and file their parents' mailing address, telephone number, work place, physical condition, temporary guardian's educational level, etc. for tracking management. Let their parents or temporary guardians know the development of "left-behind children" in time, and realize the two-way communication between teachers and parents.
3. Every teacher visits or communicates with the parents of left-behind children at least once a week to understand their performance and living conditions at home and find out and help solve the difficulties in life in time. Teacher Yao often contacts the current guardians of left-behind children to form the integration of family and school education. Kindergarten teachers should take the initiative to pair up with left-behind children, be the "adoptive parents" of children, be the insiders of children's lives, the guides of learning and the protectors of their growth, create a "warm home" for these children and convey infinite affection and love to them. Timely feedback the study, communication and living conditions of left-behind children in kindergartens to the acting guardians, and listen to their opinions and suggestions.
4. Encourage left-behind children to actively participate in group activities, so that they can feel the warmth of the group and no longer feel lonely. Schools should give full play to their educational functions and relieve the psychological pressure of left-behind children. Because both parents go out to work, left-behind children have a lot of psychological confusion and diseases. Therefore, in addition to providing good education, schools should pay more attention to their healthy physical and mental development, pour care into them, make them feel warm in the big family of the school, make up for the lack of parent-child relationship and spiritual deficiency, and provide them with a platform for healthy growth.
5. In extracurricular time, teachers should often communicate with left-behind children, master their thoughts, life and study, make up for the lack of family education, make them get out of the shadow of loneliness and melancholy, and provide extracurricular counseling for left-behind children by telephone and home visits, so that left-behind children can grow up healthily under the care and love of teachers and classmates like other children.
6. In addition to doing everything possible to improve the academic performance of left-behind children in teaching, we should also be soberly aware that although left-behind children lack the warmth of home and the care of their parents and become a special group, schools should be their warm "home", teachers should be their "parents", and they should be "special" ordinary students, giving them meticulous care in life and giving them comprehensive and meticulous care in study.
7, is to strengthen safety education, first of all, insist on arranging teachers to escort left-behind students to safe sections every day. Ensure that the children are safe and sound, and also reassure parents who work outside.
Timely communication between teachers and parents and between students and parents is an important link in caring for left-behind children. Left-behind children often lack family communication and exchange, which leads to changes in consciousness, emotional dislocation and psychological distortion. Strengthening family communication is undoubtedly a good prescription. Therefore, schools should strive to create conditions and constantly enrich communication methods. In the future work, we should combine school education and teaching to promote exchanges. So as to gather the strength of many families and promote the work of left-behind children in our school. Let affection transcend the barrier of time and space, and maternal love will always accompany children.
Summary of send warm activities of caring for left-behind children in kindergartens 2 1 page. Understand the characteristics of students with learning difficulties in depth and detail;
This semester, in my new sixth grade, informed teachers will say that this class is not easy to take because there are many students with learning difficulties. At first, I went to several classes and found many problems: unclear learning purpose, incorrect attitude and scattered thoughts; Poor class rules, little tricks, stealing snacks, lying on the table at sixes and sevens; Nonstandard listening, speaking, reading and writing; Homework is delayed, not handed in in time, and written in a mess. I began to understand the reasons deeply, approached the students, and started talking to let the students have something to say to the teacher; Get close to junior teachers and understand the development of this class; Visit your family and listen to your parents. After understanding, it is found that there are three characteristics:
(1) Parents go out to work. Without monitoring, grandparents can do nothing.
(2) There are few children, and parents spoil them too much since childhood, leaving them alone and forming the habit of relaxing and hating work.
(3) Teachers change from year to year, without persistent education and lack of self-motivation.
Second, timely education.
Students with learning difficulties have an opportunity to seize the turning point of their psychological contradictions in order to educate them in time. Students with learning difficulties are eager to get people's understanding and credentials when they are troubled. The head teacher should help him with teacher's love and collective warmth. When students with learning difficulties have difficulties, the class teacher should encourage them in time and give specific help; When the students with learning difficulties are pessimistic, the class teacher should guide the students to see the light and learn from their mistakes; When the students with learning difficulties are emotional, the class teacher should seize this emotional excitement and transform him from his behavior mistakes.
Therefore, in teaching, I always insist on stimulating their interest in learning from many aspects and cultivating their active and independent thinking ability and sense of cooperation.
Third, take measures according to different people: master the ideological characteristics of students with learning difficulties and do a good job of ideological agitation with love and patience.
Caring and caring for underachievers. This is an important prerequisite for doing a good job in ideological work for students with learning difficulties, and caring for students with learning difficulties is the golden key to opening the hearts of teenagers. Students with learning difficulties need warmth, but also trust and care. Therefore, education should pay attention to art, with love in strictness and strictness in love, and patiently help them improve their ideological understanding. They should not be regarded as hopeless patients. Any underachiever can find a bright spot. For their shortcomings, he should establish the belief that their nature can be moved, and light the torch in their hearts with passionate love: self-confidence, self-esteem and self-motivation.
Summary of the activities of caring for left-behind children in kindergartens in send warm III. Left-behind children have become the focus of social attention and the focus of our class teacher's work. We should shoulder this heavy responsibility without hesitation. Then, how to pay attention to the healthy growth of left-behind children, I think we should start from the following aspects:
First of all, be caring and patient.
Educator Suhomlinski said: "The whole secret of educational skills lies in how to care for children." Loving students is a necessary psychological quality for teachers. Without true love, there is no real education. For left-behind children, they lack love more and are more eager to get the attention of teachers, classmates and society. Therefore, as a class teacher, we should pay more attention to them from the details of small things. Always pay attention to their ideological changes and communicate in time. There is a student in my class whose parents are working outside. He is often late. At first I talked to him, but he was very passive and turned around and went his own way. Later, I bought him school supplies and chatted with him. Let the class cadres accompany him to and from school; Organize classmates to celebrate his birthday ... slowly, he changed, no longer late, no longer skipping classes. As the saying goes: Sincerely opens the stone. The head teacher must have maternal love and persistent patience, and he will definitely walk into their hearts and make them feel warm.
Second, lock the mental health of left-behind children.
Mental health problems are the most common problems of "left-behind children". The parents of floating population have no time to take care of their children, and their children can't communicate emotionally, get correct guidance and help, and lack the warmth and education of their parents, which has a great psychological impact on students. Left-behind children are generally introverted, inferior, sensitive and fragile. There are also some students who are parents, work outside the home and often send money home, hoping to make up for and satisfy their children materially. Coupled with the doting of guardians, children develop bad behaviors such as spending money lavishly, playing truant and giving up on themselves. Such students are often selfish, withdrawn, irritable and arrogant. In view of this feature, I use the class meeting to talk about the importance of thrift, and show some films of migrant workers working outside the home, so that they can develop frugal living habits and experience the hardships of their parents, and let them feel that their parents do not love them, but let them live better. And hold a variety of extracurricular activities to enrich students' extracurricular life. There are book corners, handwritten newspapers, and interest groups in music, sports and beauty. These activities fill the gaps in students' minds and make them feel that school life is full and beautiful. In addition, carry out psychological inquiry activities to answer their doubts in time. Help them avoid detours.
Third, strengthen the ideological and moral education of left-behind students and enhance their legal concept.
Most left-behind children, due to lack of parental supervision, poor self-control and bad temper, often fight with their classmates because of a trivial matter, which seriously affects the safety of other students and has a very bad influence. And most girls lack self-protection awareness. As a class teacher, I use the weekly legal class to educate students about the legal system and how to protect themselves. Collect more practical examples from TV and Internet to educate students.
Fourth, pay attention to students' learning interest and learning quality.
Many left-behind children are brought up by grandmothers, grandmothers and other generations of relatives, while the illiteracy rate of the elderly in rural areas is as high as over 70%, so it is difficult to give guidance to children and communicate with them, and they lack timely academic guidance and psychological communication. Many left-behind children feel tired of learning because of poor grades, and then embark on the road of dropping out of school. You can carry out a group activity or give them a small stove to really feel the warmth of the class and the fun of learning. "
In a word, as a class teacher, teachers should not only be the guides of left-behind children's ideological path, but also be the guides of children's learning and progress and the protectors of their lives. Therefore, it is very important to achieve "three more", "two knowledge" and "one communication". "Three more", that is, talking with "left-behind children" to make up for the lack of affection of "left-behind children"; Encourage and support children to participate in school activities; Make more home visits to learn about children's activities and studies at home; "Second knowledge" means understanding the basic personal situation and family situation of left-behind children; "One communication" means regular telephone communication with parents of left-behind children, taking targeted measures and providing necessary help. Create a warm family atmosphere for left-behind children with care.
Summary of Kindergarten Care for Left-behind Children in send warm 4 In recent years, with the vigorous development of economy, more and more rural surplus laborers have left their hometowns and flocked to cities. They have no time to care about their children's growth and education, leaving underage children in the care of their relatives and friends, resulting in a "realistic situation" in which "children go to school at home and their parents go out to work", and a new special group of children-left-behind children has emerged. These children are left behind, lack of complete family education and warmth, and lack of careful study guidance and management by guardians, which makes them have many problems in study, psychology and body. Many children are introverted, withdrawn, self-abased, unsociable, anxious, insecure, with poor interpersonal skills, naughty and willful, impulsive, irritable, neurotic and rebellious. In order to care for left-behind children and ensure the healthy growth of the next generation, teachers should try their best to shoulder the heavy responsibility of educating left-behind children.
First, establish files and communicate with schools in time.
At the beginning of each semester, every class in our garden should make a detailed information collection form for children, and carefully find out and record the specific situation of children in this class, especially left-behind children and single-parent children. Its main contents include: family basic information (family population, single parent or not), parents' names, children's basic information (personality, physical condition, etc. ), detailed home address, contact telephone number of guardian or entrusted guardian, parents' education mode and attitude, etc. Formulate a detailed work plan and work plan for the education of left-behind children, create an atmosphere of caring for the education of left-behind children, actively participate in it, put the education of left-behind children on the work agenda, and strengthen the contact and communication among children, parents and teachers. In addition, take advantage of the opportunity of parents returning home during the Spring Festival and holidays to hold parent-teacher conferences for left-behind children, fully communicate with parents, and ask parents to communicate with their children through various means. Such as: talking to children by phone, encouraging children, etc. Pay more attention to children's physical and mental health, so that children can realize the father's love for mother's love and form a joint force effect.
Second, pay attention with love and care with care.
What left-behind children lack most is the care of their families, as if they were unwanted children, lacking a sense of security. In my daily work, I pay special attention to these children, pay attention to the details of their lives, and understand the psychological state of young children according to their emotional expressions. For example, there is a left-behind girl in the middle class of my garden. She is withdrawn and introverted. She never takes the initiative to play with other children. When playing games or doing free activities, she always stands silently by. Whenever this time, I will hold her hand and say, shall we also play games? For example, playing the game of the eagle catching the chicken, first lead her to participate in the game, and then let her be a mother or an eagle slowly and consciously, so that she can feel her existence in the game and experience everyone's happiness together. Slowly, the little girl became happy.
Third, treat it as your own and love it sincerely.
Loving children is an essential quality for every preschool teacher. Without true love, there is no real education. For left-behind children, they lack love more and are more eager to get the attention of teachers and peers. Therefore, I regard the left-behind children as my own children and pay special attention to their words and deeds. Seeing their messy hair, I will take them aside, kneel down and kindly ask who combed their hair in the morning. Will the teacher give you a nice haircut? Or children who are not neatly dressed will also help him pull the corners of his clothes, tidy up his clothes, and talk to them gently with appropriate topics to eliminate the tension of children and soothe their lost hearts. At the same time, let the children feel the warmth of the teacher and feel that the teacher is like a mother. For example, Bernard Chow, a small class in our garden, grew up with his grandfather after his father died in a car accident and his mother went out to work. After learning about the situation through the small class children's information collection form and home visits, Teacher Zhang immediately bought new clothes for Zhou Bole and sent them to Yingjie's grandfather, saying, "Yingjie will be my child in the future." Since then, Yingjie, who has no shuttle bus, has a teacher, Zhang, who drives her car to kindergarten for free every day. She is always concerned about Yingjie's health. As long as she feels a little sick, she will be sent to see a doctor at once. Now, Yingjie always affectionately calls Teacher Zhang Mama Zhang.
Fourth, care for trust and build up self-confidence.
Teachers' care and trust can make children grow up physically and mentally healthily and establish self-confidence. Teachers should have more trusting eyes, more caring words and more words of praise and encouragement, so that children can feel concerned and happy. For example, Jiayi in this class is a timid girl. Her eyes are always evasive, and she dare not raise her hand to ask questions, let alone go near the teacher. Therefore, I often smile at her and chat with her when I have time, so that she can do what she can for me. For example: distributing books and notes to other children; Singing and storytelling competitions are held in the class. As soon as Jiayi took the stage, she led the whole class to applaud her and praised and rewarded her in time (rewarding her with a small red flower). At this time, Jiayi will smile happily and ask her some requirements, and she will try her best to do it. Now she can talk, sing and play games with other children boldly, and she is full of confidence in herself.
The education of left-behind children is a very prominent and concerned social problem in today's society. Left-behind children are also beautiful and splendid flowers of the motherland, which need careful care and social attention. Invest a hundred times of love and really pay attention to the healthy growth of left-behind children.
Summary of send warm activities of caring for left-behind children in kindergartens 5. At the beginning of the semester, our school set up a mountain middle school to care for left-behind children. Now make a summary of the work done this semester.
First of all, find out the situation and establish work objectives.
At present, there are 1349 students in our school, and there are 277 "left-behind children" whose parents work outside the home. They can't enjoy the inculcation of their parents, but they can only wander in the care of their peers or relatives, while most of the left-behind people in poor mountainous areas are old, weak, sick and illiterate. This is very unfavorable for the healthy growth of left-behind children.
Children are the future of the motherland, and students are the hope of the motherland. The problem of "left-behind children" has aroused the concern and great attention of the society and relevant leaders. Facing the present situation, through the investigation, analysis and research on the problems of left-behind children, our school finds out the reasons that affect the healthy growth of left-behind children, puts forward effective measures and methods, pays close attention to implementation, popularizes the "care project" in an all-round way, and regards creating a healthy, happy, equal and harmonious growth environment and constantly improving the comprehensive quality of the majority of minors as the working purpose of "care for left-behind children", thus giving full play to the role of the school's "care for left-behind children" warm project.
Second, the main work measures
1, establish and improve the leadership responsibility system.
The school has set up a leading group for caring for the project, worked out specific plans and implemented the education work plan for "left-behind children", which has truly made the school the main front for students to learn knowledge, learn culture and constantly improve their ideological consciousness.
2, the implementation of faculty pairing to help left-behind children system.
Each class recommends 4-5 typical students to pair up with in-service teachers in our school, and each teacher pairs up 2-3 students to help teachers often talk with left-behind children, keep abreast of the ideological trends of left-behind students, pay regular home visits, care about their lives, guide their study and guide their healthy growth. Establish a growth diary of caring for left-behind children by faculty, so that left-behind children can grow up in the collective of teachers and classmates, make up for the lack of family education, and let them get out of loneliness and depression.
3. Vigorously publicize and mobilize social forces.
Caring for left-behind children is not enough to rely on meager schools, so in this activity, village cadres, government officials, village Committee members and retired teachers were mobilized to join the "caring action", which won the enthusiastic support of relevant people and played the role of "acting parents" one after another to move towards a new tomorrow with the children.
4. Establish a system of files and contact cards for left-behind children.
Our school conducted a serious investigation and study on all the students, found out the base number of left-behind children, and established the file and contact card of each left-behind child. Through the establishment of contact card system, the school has strengthened the contact with parents and other guardians of students and formed a student-centered care network.
5. Actively carry out cultural and sports activities.
In order to make "left-behind children" grow up healthily like ordinary children and enrich their after-school life, teachers organize and arrange rich problem activities in the student activity room and playground in turn from Monday to Friday at noon and after class in the afternoon and on Saturday and Sunday. Such as: extracurricular reading, study guidance, sports activities, etc.
6. Arrange free medical examination regularly.
For the healthy growth of "left-behind children", our school will regularly arrange free physical examinations for them and conduct comprehensive physical examinations to keep abreast of their physical development and health status. Early detection and timely treatment of diseases. Completely eliminate the hidden dangers of their dropping out of school due to illness and poverty caused by illness.
7. Establish and improve the inspection and assessment mechanism.
In order to strengthen the effectiveness and long-term of this work, the school will track the pairing process between teachers and students and evaluate the results. Schools actively study scientific evaluation methods, strengthen the education and governance of left-behind children, establish and improve the work evaluation system, and regularly evaluate schools and teachers as an important basis for rewarding the excellent and punishing the poor.
8. Create a good educational environment.
Strengthen exchanges and communication with parents or guardians of left-behind children; Strengthen financial support for poor left-behind children; Establish a caring experience exchange system; Hold seminars and symposiums from time to time to exchange experiences; Constantly explore new methods and measures; Continuously improve the educational governance level of left-behind children.
Three. Achievements and difficulties
After a semester of joint efforts of people from all walks of life, our school has made certain achievements in the work of "left-behind children". Students have good behavior habits, improved grades, are polite, self-reliant, independent and self-reliant ... We have begun to care about the healthy growth of "left-behind children" in rural areas, and maybe it is only the beginning now. However, with the care and support of so many people, we are determined to continue to explore and study this work and do our best to do this project well. Make new contributions to the harmonious development of society. However, as a current social problem, left-behind children have many problems in school implementation. Schools in poor mountainous areas, like families in poor mountainous areas, can't get rid of regional poverty, which is still a big problem. In the process of carrying out the work, the big family of the school can't afford the expenses, and the lack of funds greatly restricts the progress and quality of the "Love Project". The school is so willing but powerless. At the same time, the lack of psychological education teachers and related personnel is also one of the problems that restrict the "caring project", and it is urgent to carry out professional psychological education training or be guided by professionals.
In short, left-behind students need the care, love and attention of the whole society. Schools should stand on the political height of being responsible for students and society, solve the problem of left-behind students and train a generation of qualified successors for society. Schools have an unshirkable responsibility. We should try our best to explore ways to promote the healthy development of left-behind students, treat them well and let them enjoy the same education and care as other students. Exercise their will, cultivate a tough and independent personality, form a sound personality, and promote their healthy and vigorous growth.
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