After a free activity, Xin Wei limped up to Teacher Yang: "Teacher Yang, Ding Ding just tripped me." Teacher Yang immediately shouted: "Ding Ding, come here!" Tintin was still having fun. He is playing with other children. Hearing teacher Yang's cry, he immediately seemed unnatural and crept past. "Ding Ding, did you travel to Xin Wei?" Teacher Yang snapped. Tintin bowed his head and said nothing. Teacher Yang went on to say, "How many times have I told you to be careful when playing? Don't hurt yourself or others. You never listen. Now look, aren't you in trouble? " What did you say?/Sorry? "At this time, there are several children gathered around, xin wei and tintin stood there bowed their heads and said nothing. Teacher Yang added: "Don't say' sorry' to Xin Wei." Tintin raised his head slightly and whispered "I'm sorry". Teacher Yang said, "Ok, Xin Wei, go back to your seat and let Ding Ding rub it for you." So Xin Wei returned to his seat, and Ding Ding squatted in front of Xin Wei, tapping her legs gently with her hands. Teacher Yang never noticed them again. ...
From this observation, it can be seen that Mr. Yang did not understand the inner feelings of the two children in this incident at all, nor did he realize the important significance of the children's emotions to their development. Xin Wei had an unpleasant negative emotion because she tripped over Ding Ding. What she needs is the teacher's comfort, protection and even sympathy. As a teacher, first of all, we should sympathize with her experience, comfort her, and check her injured part to show the teacher's recognition of her feelings; Secondly, we should encourage her to face all kinds of difficulties bravely and overcome them; Finally, tell her that Tintin didn't mean to do it, and Tintin is also very sad, so that she can feel empathy. Ding Ding accidentally tripped Xin Wei. He should be very sorry in his heart, but he was also worried and afraid of being scolded by the teacher. Therefore, for Tintin, what he needs is not only a correct guidance in behavior, but also a comfort in mind, rather than a simple blame or punishment.
Let's look at another record.
Jia Jia is an introverted, timid, slightly retarded and short girl, who always seems to be passive in various activities. However, in today's game activities organized by the teacher, Jia Jia rarely raised his hand and asked to participate. The teacher habitually draws out a few children who are usually very active, but he doesn't notice Jia Jia's hand, or doesn't expect Jia Jia to raise his hand voluntarily. At that time, Jia Jia's face was obviously unhappy, and she was passive for a long time at the beginning of the activity, and the teacher didn't give Jia Jia any comfort.
Jia Jia can take the initiative to raise his hand in this activity. She should summon up courage to do so. She must be very upset. As a teacher, we should fully realize this and give Jia Jia a chance to express herself, which will not only make her have a positive emotional experience, but also be very important to cultivate Jia Jia's firm, brave, positive and active personality.
So as a kindergarten teacher, how should we improve our own quality and pay full attention to children's emotions in education and teaching practice?
First, teachers must pay attention to shaping their own sound and good personality characteristics. If preschool teachers have personality characteristics such as liveliness, cheerfulness, fantasy, sympathy, empathy, humor and wit, they can better understand children's thoughts, thoughts, feelings and actions, truly communicate with children from the heart, and produce heartfelt voices with children, which is conducive to children's positive emotional experience.
Second, teachers must pay attention to improving their cognitive level. First of all, we should realize the importance of children's emotions to their development. Only by recognizing this, teachers will pay attention to children's emotions in their daily communication activities, mobilize various environmental factors related to children's emotions, and promote the generation of children's positive emotional experience. If teachers don't realize the positive and important role of children's emotions in all aspects of children's development, then they will ignore children's emotions, especially the negative impact of children's negative emotions on children's development, and will not pay attention to mobilizing various environmental factors related to children's positive emotions to promote the production of children's positive emotions. Nor will we pay attention to controlling external factors related to children's negative emotions to prevent children's negative emotions. Secondly, we should enrich our knowledge and how to promote children to have a positive emotional experience. Research shows that the lack of necessary theoretical knowledge about children's emotions is an important reason why preschool teachers are indifferent to children's emotions.
Third, teachers must constantly improve their ability to regulate and control children's emotions and promote children's ability to have good and positive emotional experiences. First of all, we should constantly improve our ability to observe and judge children's emotional state. Children's emotions are explicit, changeable and obviously different. Therefore, as kindergarten teachers, we must be good at observing and judging children's emotional state, which is also the premise of promoting children to have a positive emotional experience. The variability of children's emotions is very obvious. Emotional phenomena such as "laughing through tears" and "rising in the east and falling in the west" are very common in children. On the one hand, children's emotional differences are individual differences, on the other hand, the same child shows different emotional characteristics in different time periods and different places. (2) With the change of children's age and season, every week, every day, at different times, and even at different times of each class and activity, there are different characteristics for the same child. This requires kindergarten teachers to have a strong ability to observe and judge children's emotions. Secondly, we should constantly improve our ability to regulate children's emotional state. The ability to adjust children's emotional state can only be cultivated through a large number of practical activities to control and adjust children's emotions. Therefore, as a kindergarten teacher, we should constantly explore and summarize in practical activities and gradually improve our ability in this area.
Finally, teachers must pay attention to shaping their good behavior habits. Research shows that different behavior habits have different effects on children's emotional development. If teachers' behaviors are divided into three types according to the harmonious relationship between teachers and children, then strict teacher behaviors are not conducive to the orderly and effective development of teaching activities, but to the formation of a harmonious relationship between teachers and children; Although moderate teacher behavior is conducive to the formation of a good relationship between teachers and children, it is difficult to carry out effective teaching activities; Only democratic teacher behavior is conducive to the orderly and effective development of teaching activities, to the formation of a good relationship between teachers and children, and thus to the positive emotional experience of children. If children are treated fairly or not, teachers' behaviors are divided into fairness and preference. Then the teacher's preference behavior will easily lead to children's negative emotional experience, which is not conducive to children's development.