Good eating habits contribute to the balance of children's diet, the activity of digestive organs and the prevention of diseases, and the formation of children's good moral quality and civilized behavior. Eating habits are deeply influenced by the environment. Children's bad eating habits are often formed by imitating adults, or caused by lack of training, pampering and indulgence. There are many bad eating habits, such as partial eclipse, picky eaters, fast food, squatting, delicious snacks, salty food, scalding food, overeating on holidays, not washing hands before and after meals, drinking raw water, eating unwashed fruits and vegetables, eating spoiled and unclean food, using tableware and chopsticks, etc. Attention should be paid to adjusting various environmental factors that affect eating habits, parents and teachers should demonstrate well, and kindergartens and families should unanimously require children to eat regularly, quantitatively and at fixed points, and chew slowly; No partial eclipse, no picky eaters, no leftovers, sprinkle rice, and prepare before meals; It is not easy for children to eat for at least half an hour at a time. It is necessary to create a good environment for imitating and learning from each other, so that they can consolidate correct eating habits and promote physical and mental health during the meal.
First, creating a relaxed dining environment helps to stimulate appetite. In the dining activities, children can freely choose their seats and have lunch with their good friends. The teacher only takes necessary measures when the child asks for help. Teachers should give children more time to eat, and don't deal with disciplinary problems in dining activities, such as "eat quickly" and "keep the desktop clean". Teachers and children work together to create a warm family atmosphere. Kindergarten is the link between family and society and cannot be completely different from family. Keeping children in a relaxed and happy dining mood can promote the secretion of digestive glands and increase appetite. At the same time, experiencing the happiness of collective life is conducive to children's active adaptation to society. Sometimes when a child is sick and can't eat, the teacher will gently comfort him and let him sit together and talk with him. Half an hour later, the child finished eating and happily played with other children. This kind does not force children to eat, and there is no strict discipline. Instead, it promotes children's appetite by adjusting their emotional state.
Second, it can create an opportunity for children to serve themselves. Today, when the only child is the overwhelming majority, many young children are overprotected and locked in narrow spaces. Kindergarten teachers work very hard. They should take meals, clear the table, divide meals and vegetables for children, always pay attention to how much children have eaten, whether they need to add meals, feed children who eat slowly or have poor eating ability, clean up after eating, and organize children to sleep. Therefore, children do not need to serve themselves. In fact, children have been seeking independence from adults since they were three years old. They are willing to do their own thing and often hear their children say, "I'll do it myself." Children have a desire to serve themselves. Let children learn how to eat with the help of adults, such as clearing the tableware, helping themselves to pick vegetables, encouraging each other not to waste food and not to be picky about food. Let children develop their own things, do not rely on the good habits of adults, and do things well. Teachers often attach importance to "security" and give meticulous care to children, while ignoring "education"-educating children to be independent and confident. Too much protection deprives children of the right to explore actively, which leads to the failure of the development of children's independent consciousness.
Third, create a place for children to communicate harmoniously with their peers and actively interact with teachers and children. Make children develop in language ability, knowledge and experience, interpersonal communication and so on. In a democratic, relaxed and open upbringing environment, children can freely choose their partners, speak freely and exchange ideas with teachers from time to time, which is conducive to the formation of a harmonious class atmosphere.