When I see the "typical performances of all ages" in the Guide, I will relate these performances to the indicators for a period of time, and I will use these performances to see whether the children in the class have reached it. Fortunately, I just give my parents some advice and tell them what they can do to help their children develop further without damaging their self-confidence. Teacher Li gave an example of using a guide as the criterion, which I still remember vividly. There is a kindergarten teacher who "has certain strength and endurance" in the development of sub-target movements in the field of health guidance. There is a typical performance of arm strength at all ages: 3 ~ 4 years old, he can hang his hands 10 seconds; 4 ~ 5 years old, he can hang with his hands 15 seconds or so; 5 ~ 6 years old, you can hang by hand for about 20 seconds. So I began to organize classes to test whether children can meet this standard. The teacher said in front of the child who couldn't reach it or who fell first after the measurement. When the children leave the park, they tell their parents what they did today, who fell on it for a long time, who fell first and so on. A child who didn't stick to his "goal" was very depressed when he left the garden. His parents asked him if he hadn't hung up long enough, and then he started talking about the children, where the food went and so on.
It can be seen that this is a great obliteration of children's self-esteem, self-confidence and self-efficacy. For teachers, it is unscientific, inaccurate and extremely inappropriate to mistakenly take the Guide as a yardstick to measure and grade children, completely misunderstand the nature and function of the Guide, hurt a large number of children, fail to do their duty of carefully observing and understanding children, and turn lively children into cold scores. The performance of all ages in the Guide is not an indicator or ruler, nor is it the decomposition and refinement of goals, but a direction guide. It is not appropriate to "understand" children by the method of unified examination, nor is it appropriate to use it as an evaluation tool. This is an educational document and a guide to promote every child's better study and development.
This table is the structural framework of the guide, in which the typical performance of children of all ages refers to some examples of the universal, important and key performance of children of all ages under this goal. It is divided into three age groups: 3 ~ 4 years old, 4 ~ 5 years old and 5 ~ 6 years old. In other words, it is not a static and ultimate result, but a process that is gradually achieved in a year. Teacher Li gave an example of eating with chopsticks. In the health field of the guide, "Flexible and coordinated hand movements", he mentioned that he would eat with chopsticks at the age of 4-5, and he would be proficient in using chopsticks at the age of 5-6. Some children can't use chopsticks, but their hand movements are also flexible and coordinated in other aspects. For example, a child who has lived abroad for a long time has no habit of eating with chopsticks, but his hand movements are also very coordinated and flexible. We can't say that his hands are uncoordinated and inflexible just because he can't use chopsticks. In other words, what is displayed in each era is universal, important and crucial.
The above is the harvest of "typical performance of each age stage" in the Guide, and there are still many places worth learning. Keep diving. Come on.