The relationship between "learning" and "development": The Guide not only guides children's learning, but also guides children's development achievements through learning. In this way, "guidance" has become the goal orientation of children's learning and development.
Attachment: The nearest development zone
1. The significance of Vygotsky's zone of proximal development to children's education and the theory of zone of proximal development are important theories in Vygotsky's development view. As far as conditions are concerned, Vygotsky believes that teaching must be ahead of children's development if it wants to play a leading and promoting role in children's development. Therefore, teachers should first establish two levels of children's development: the existing development level of children, that is, the development level of children's psychological function formed by a certain and complete development system; The first is the level of development that children can achieve, that is, the level of development that children can achieve with the help of others. With the help of others. Children show a higher level of intelligence, which is different from their cognitive level. Vygotsky called this gap the "zone of proximal development" for children.
2. On the basis of the theory of zone of proximal development, teaching is not only to follow the achievements of children's development, nor to mechanically instill children, but to build a bridge between teaching and children's development and actively develop children's intellectual potential. The zone of proximal development refers to the development level that children may reach in the near future, which contains the potential of children's development and can be used to mark the development trend of children. Just like the transition from bud to flower blooming is bud, to a certain extent, the development of bud determines the degree of flowering, and the potential in this bud is a positive force, which can be used in teaching and comes from the internal development of children.
3. The typical teacher with stronger teaching ability is the teacher. With the help of teachers, children can accomplish tasks that they can't accomplish independently, thus showing a higher level of development that can be achieved. In other words, teachers can establish a "zone of proximal development" for children by providing help in the process of cooperative problem solving. Teachers play the roles of "promoters" and "helpers", guiding, motivating and helping students to develop in an all-round way. It can be guided by asking questions, encouraging and suggesting strategies, such as expressing "what is this?" "What should I do next?" Instead of "this should be here" and "this should be like this", let the children find a higher-level solution to the problem step by step under the guidance of the teacher. For example, when a child puzzles, guide him to pay attention to the picture connection on the puzzle, the direction and position of each puzzle, instead of directly putting the piece he can't spell on it.
4. The practice in the new development field requires teachers and children to construct knowledge together. For example, in class, some shells can be classified by size or color. The teacher found that a child had two piles of shells, one was the answer and the other was small, so he asked him, "What are you doing?" The child replied: "Shell". The teacher pointed to a pile of big shells and said, "yes, these are all shells, but this pile is not." At this time, the teacher did not rush to tell him the answer, but deliberately stretched his voice and waited for him to think. He picked up a big shell and a small shell, pointed to the pile of big shells and said, "Do you want to put this here? "Oh, those are big!" The child finally put the big shells in the pile. In this process, although children can't fully understand the teaching objectives, and teachers are not sure about the level of children's behavior and how children are constructed, both children and teachers try to understand each other in the recent development zone, children try to understand the tasks and teachers' intentions, and teachers try to understand children's thinking process.
5. For teachers, in order to help children cross their "zone of proximal development" and change from "no" at the beginning to "yes" at the end, the most important help is to show a higher level of intelligence or problem-solving ability at the right time and in an appropriate way, to completely and correctly show the advanced mental functions that children have not yet mastered and their operation process, and to provide direct objects for children's imitation and internalization. It is to provide a scaffold in the child's recent development area, which can make the child's behavior at a higher level. Using scaffolding is not to tell children the way to solve problems directly, but to point out the direction through clever hints, so that children can guide them to solve problems by themselves with the help of teachers, and in the process of guiding children, they can build knowledge with them and participate in their problem situations. For example, if a child wants to count, the task is to count to 10. At first, the teacher grabbed the child's finger, counted loudly with him and pulled his finger. At this time, the teacher assumed almost all the counting responsibilities. Later, I gradually reduced my help to the children. When counting, I stopped counting with her, but helped her count with a wrench, and then let him pull the index completely. This is just like teachers should not wait for children to develop naturally to the next stage of development, but promote children's development through scaffolding teaching in the nearest development area. This is a challenge for teachers. They should not only know their children's learning and doing ability, but also know when to dismantle scaffolding, give them the responsibility of learning participation and internalization, and realize their self-development in the nearest development zone.
Second, the framework and content of the guide:
Three, the implementation guide should grasp several aspects:
1. Pay attention to the integrity of children's learning and development. Children's development is a whole, so we should pay attention to the mutual penetration and integration between fields and goals, and promote the all-round and coordinated development of children's body and mind, rather than unilaterally pursuing one or several aspects of development.
Attachment: For example, the main goal of small class sports activity "piggy carrying cookies" is to develop children's ability to walk on the balance beam. When designing the task of "inviting pigs to deliver cookies", the teacher asked the children to arrange cookies according to their shapes. If children are only required to retrieve cookies and put them in a big basket, then the goal of children practicing balanced walking will be achieved, and teachers will further naturally combine math learning tasks with physical activities by designing such activities. In this activity, math learning is an extra task. While achieving some specific activity goals, children also consolidate some mathematics knowledge and ability learning.
2. Respect individual differences in children's development. Children's development is a continuous and gradual process, and it also shows certain stage characteristics. In the process of developing along a similar process, the development speed of each child and the time to reach a certain level are not exactly the same. We should fully understand and respect the individual differences of children's development, support and guide children to develop from the original level to a higher level, and reach the "ladder" of development presented in the Guide at their own speed and way. It is forbidden to measure all children with a ruler.
3. Understand children's learning styles and characteristics. Children's learning is based on direct experience and is carried out in games and daily life. We should cherish the unique value of games and life, create a rich educational environment, arrange a day's life reasonably, and support and meet the needs of children to gain experience through direct perception, practical operation and personal experience to the maximum extent. It is strictly forbidden to "pull out the seedlings to encourage them" and strengthen training.
4. Pay attention to children's learning quality. Children's positive attitude and good behavior tendency in the process of activities are valuable qualities necessary for lifelong learning and development. We should fully respect and protect children's curiosity and interest in learning, and help children gradually develop good learning qualities such as initiative, earnest concentration, not afraid of difficulties, courage to explore and try, and willingness to imagine and create. It is short-sighted and harmful to ignore the cultivation of children's learning quality and simply pursue knowledge and skills.
Attachment: Learning quality
Fourth, the field of health.
The guide clearly points out that "health refers to people's good physical, psychological and social adaptability", and at the same time puts forward that "well-developed body, happy mood, strong body, coordinated movements, good living habits and basic living ability are important signs of children's physical and mental health". Thus, children's health includes physical health and mental health.
Early childhood is an important period of physical and psychological development. Maintaining and promoting children's physical and mental health is not only related to children's current health status, but also has an important and far-reaching impact on their future development. Establishing a correct view of health is the cognitive basis for carrying out kindergarten health work and promoting the healthy growth of children. Children's learning and development in the field of health also revolves around such a health concept.
Verb (abbreviation of verb) The first sub-field of health: physical and mental condition.
"Physical and mental condition" includes children's physical and mental development, which is an important embodiment of the correct concept of health. Among them, according to the three dimensions of children's physical development, emotional expression and adaptability, the specific goals that children need to learn and develop are put forward, which are embodied in the basic situation of children's physical form, function and psychological development.
1. Have a healthy posture
In the field of health, the Guide puts forward the development goal of "having a healthy posture" for children, and further puts forward "appropriate height and weight" to gradually form specific requirements such as correct sitting posture, standing posture and walking posture. This goal is very important for promoting the normal growth and healthy development of young children.
Focusing on the development goal of children's healthy posture, the Guide puts forward more comprehensive guarantee requirements and clear work direction from the aspects of nutrition and healthy diet supply, sanitary requirements of tables, chairs and beds, guarantee of sleep time, regular health examination and cultivation of correct posture.
2. The development goal of children's emotional health
The guide puts forward the development goal of children's "emotional stability and happiness" in the "physical and mental condition" in the health field.
Good emotional expression is an important sign of mental health. For young children, emotional stability and happiness are important conditions for maintaining physical and mental health, promoting their social adaptive behavior and gradually forming a good personality. According to children's emotional characteristics and development needs, the Guide puts forward specific development goals for children of different ages in terms of stabilizing emotions, maintaining happy emotions, and appropriately expressing and regulating emotions. Children's emotional expression is directly related to their environment and inner feelings. Kindergartens still ignore children's emotions and inner feelings, which is not conducive to children's mental health.
For example, children who enter kindergarten for the first time often have negative emotions such as anxiety, tension, sadness and fear because they are separated from their relatives and unfamiliar environment. At this time, teachers should understand their feelings, pay extra attention to them, help them alleviate their anxiety of separation, and encourage them to experience the happiness of kindergarten life and activities by guiding them to participate in rich and interesting activities. However, some teachers ignore children's feelings and needs and make them cry or grieve, while others even scare or reprimand them. If children are in this bad mood for a long time in the early stage of entering the park, it is easy to cause physical and mental health problems such as physical dysfunction, physical discomfort, illness or night terrors, nightmares and so on.
For example, in the process of children's meals, some teachers may pay more attention to maintaining the order of meals, keeping the dining environment quiet, urging children to eat quickly, and asking children not to be picky about food or complete a certain amount of food. Although the teacher's original intention may be good, but this practice will lead to the dining environment is too tense, depressed, boring, resulting in children not feeling relaxed and happy during the dining process, thus affecting the healthy development of children's body and mind.
For another example, some teachers will show obvious preference for children who are clever, sensible, intelligent and easy-going, and give them more love and care, but they don't like children who are naughty or have a little abnormal personality, and sometimes they even unconsciously show impatient and exclusive attitudes or behaviors towards them. This unfair and unacceptable attitude and behavior of teachers is easily realized by those sensitive children, which is likely to have a negative impact on their emotional performance and personality formation.
Good feelings and experiences are the basis for children to form a stable and happy mood. If children can get good feelings and experiences regularly, it will help to form good feelings and experiences, and help to form good emotional response patterns and habits. Therefore, in the "educational suggestions", the guide emphasizes "creating a warm and relaxed psychological environment for children to form a sense of security and trust", "influencing children with positive and happy emotions", "appreciating" children and "accepting" children, which is of great significance to help children gradually form stable and happy emotions and is also an important condition for promoting children's mental health.
At the same time, the guide also emphasizes "helping children learn to express and control their emotions appropriately". According to children's age and personality characteristics, it is an important way and method to help children learn to recognize, understand and express emotions, and gradually guide children to learn and master the methods of transferring, alleviating or controlling negative emotions (such as anger and sadness).
Attachment: Ten Methods of Emotional Management:
Methods 1 Help children identify emotions.
The first step in managing emotions is to be able to identify your own emotions. We can always point out children's emotions: excitement, disappointment, pride, loneliness, expectation, etc. Constantly enrich children's emotional vocabulary. Now many parents can deliberately love their children. * * * One function of love is to help children understand the specific feelings at that time. Need to be reminded that sometimes when children are angry, they will be disgusted with this emotional identity and will not listen at all. We can calm him down first, and then come back to talk to him about his feelings after the child calms down. The more children can identify emotions, the more they can express them clearly and accurately, which is the beginning of dealing with emotions. If he can express himself, he can communicate and find a way. Sometimes, as long as you express it, your mood will be solved.
Method 2: Taste good things with children.
There are many ways to have good taste. For example, point out all kinds of savory details to children at any time. It's easy to overlook the little things in life. When we show them to children, we are prolonging these moments and expanding these details. Besides, we can also take photos, make videos, keep diaries, keep files, often watch them with children and review these wonderful moments. In addition, to improve the quality of taste, it is necessary to cultivate the habit of children doing things wholeheartedly. Nowadays, with the fast pace of life, children can learn to combine several things with adults, which seems to improve efficiency, but in fact, they have developed the habit of distraction. Concentrate on eating, talking on the phone and walking, and we can all feel more from it. Another important way to taste delicious food is sharing. We all know that children can't be forced to share. Encourage children to share actively and let him feel the fun. The reason why children sometimes don't want to share is because they still lack a sense of security about ownership, have limited logical thinking ability, and feel uncontrollable and unpredictable about the environment. These adults must understand. It is human nature to share beautiful things and double them.
Method 3: Always affirm positive character and character.
Usually, we should pay less attention to the so-called shortcomings and mistakes of children, as well as various deficiencies in ability, and pay more attention to discovering the performance of these excellent characters of children. Once found, we will confirm it in time. After such a long time, children will develop more in these directions.
Method 4 Understanding and emphasizing the sense of growth
We adults will feel very happy when we find that we have grown up. For children, growth is all they have, so it is more important. Whenever the child makes progress, we will point it out in time, let him see it and tell him, do you remember what you were like last year or last month? Now you can do it. Progress, improvement and growth can best reflect the value of children themselves. Seize the opportunity at any time, find concrete progress, and tell your children that you are better today than yesterday.
Method 5: Cultivate hobbies and provide opportunities to do things.
The cultivation of hobbies cannot be overemphasized. Psychologists have found that people who like maturity are more interested in new things and have stronger learning ability. Because their study is driven by internal motivation, they have stronger willpower and passion. The role of hobbies, in addition to puzzle, cultivate sentiment and leisure. You can also be like a spiritual friend. You can share it when you are happy and talk to it when you are sad. In addition, it may also provide people with a new identity and make you have a richer life experience.
Method 6 Give children "psychological toys"
Psychologists have some seemingly ordinary and naive practices when doing intervention experiments to improve happiness, for example, recording the good things that happened that day and explaining why you feel good; Write down things that show your good side and review them every day. According to the survey, it is effective to write down something that makes you feel good every day, and it lasts for a long time. We can do it ourselves or guide the children to do it. We can use these beautiful things as psychological toys and take them out to play when we are a little depressed. We can also organize these beautiful things in our minds before going to bed or in other free time every day. You can try. In fact, this is training our ability to change our thinking.
Method 7 Don't do emotional kidnapping.
We adults' normal emotional reactions can let our children know, so we don't have to hide them. We can be angry. However, it is not a good idea to always use parents' emotions to discipline children. Always say this, children will feel responsible for adults' emotions. He will forget the original meaning of obeying the rules, and it is easy to produce a lot of unnecessary self-blame and guilt. The correct way is to let the child see what bad results his bad behavior will have, and let him be responsible for his own behavior, not for his parents' emotions. Teach children to be responsible for their actions and emotions. If we have negative emotions because of things that have nothing to do with children, then tell the children that mom will be in a bad mood because of other things, so mom will stay alone for a while and play with you immediately. In this way, the child can also learn that when he is in a bad mood, he will calm down for a while and practice dealing with it by himself. He will also know that there is nothing wrong with being in a bad mood. We should realize that negative emotions are beneficial to children and a good opportunity for children to know themselves, improve their emotional intelligence and learn to grow. Only by accepting children's negative emotions ourselves can we not deny, suppress, belittle and doubt his emotions and teach children to accept his emotions.
Method 9: Give children a chance to deal with negative emotions by themselves.
The child lost his temper and we instinctively wanted to put out the fire. If we realize the significance of negative emotions, we know that we don't have to rush to let them disappear, but we should try our best to give children a chance to feel and identify with them, and exercise to calm down. Every time he calmed himself down, his emotional control ability was exercised. Of course, for children under two years old, parents should use transfer method to coax them first, and then make sense.
Method 10 taught him how to deal with negative emotions.
Vent method: sandbag, talk method: find someone to chat, play with toys, draw pictures; Sedation method: count and take a deep breath; Transfer method: see the scenery, listen to songs, exercise and do your own hobbies.
3. The developmental goal of children's adaptability
The Guide puts forward the development goal of promoting children's "adaptability" in the field of health.
People's adaptability not only reflects the adaptability of the body to the extremely changing internal and external environment, but also reflects the adaptability to the social environment, which is what we often call social adaptability. According to the age characteristics of children, the Guide puts forward the specific goals of children's learning and development from the aspects of human body's adaptation to extreme weather changes, daily transportation, new environment and collective life. In addition, there are some learning and development goals related to children's social adaptability, which are included in the social field of the Guide.
Focusing on the development of children's adaptability, the Guide puts forward specific teaching suggestions from the aspects of ensuring children's outdoor activities, carrying out various game activities and cultivating children's ability to adapt to changes in living environment, which has important guiding value for children to improve their adaptability. Among them, the educational suggestions to promote the development of children's balance function through some game activities (such as turning circles) and equipment activities (such as playing swings and sitting in swivel chairs) have practical guiding significance. The development of children's balance function is not only helpful to improve brain function and cognitive ability, but also of great value. Therefore, it is suggested that kindergartens should be equipped with more sports equipment such as swings, boats and swivel chairs to guide children to carry out such activities frequently.
Attachment: the establishment of a sense of security
People pay more and more attention to the problem of security, which comes from the establishment of security and will determine the development of children's life.
However, we need to correctly understand what a sense of security is, instead of attributing all the problems to the cause of security, otherwise we can't solve the problem.
In Eriksson's theory of personality development stages, it is believed that the crisis of children in the first stage is trust and doubt.
The main influence of this stage comes from the mother. If parents can meet their children's needs at this stage, children will have a preliminary sense of security. If mothers refuse their children's needs, children will form a sense of distrust.
So trust is the key to building a sense of security. Children with a sense of security will be more independent, confident, friendly and more likely to feel happy; Children who are insecure in childhood tend to feel inferior, sensitive and suspicious, and are not very good at establishing relationships with others.
So how to help children build a sense of security?
Here are three real cases to demonstrate:
Children don't like to talk in the face of authority or strangers. Parents should not feel ashamed and force their children to say hello and smile. Instead, you can kneel down and touch the child and ask the child what the reason is.
This kind of touching the child's body will make him feel more secure physically; The behavior of asking questions and analyzing reasons will help children find out what their unreasonable beliefs are and what I should do.
Children who are constantly looking for their mothers will think that once their mothers leave, the surrounding environment and people will do them harm. Actually, there is no danger.
Mothers can first try to let other family members replace themselves, and at the same time let children get rid of the habit of relying on their mothers. Secondly, let children realize that others can also become their own dependent roles.
Furthermore, parents can slowly try to leave their children alone in a space, but they need to express to their children in advance where they are going, what they are going to do and how long they will come back. Let children have a clear understanding of time and events, but those mothers who suddenly disappear will bring great insecurity to children.
Definition of security: