How to write a paper for preschool teachers

The ultimate goal of preschool education is to follow the characteristics of children's physical and mental development and cognitive level, and gradually improve and change children's cognitive and behavioral level. The following is the content of the thesis on early childhood education that I collected for you. Welcome to read the reference!

Articles on early childhood education 1

Significance and implementation of life-oriented preschool education

With the social attention to education democratization, return to life education and sustainable development education, the basic concept of modern curriculum development presents many new features, and the educational concept of return to life curriculum has attracted more and more attention. "Returning to the life world" has become the common desire of many experts, scholars and educators in the education field, which has been reflected through the curriculum and has become a core concept of the curriculum reform of basic education. Therefore, the kindergarten curriculum should be life-oriented, so that children can develop harmoniously in physiology, cognition, emotion, socialization and other aspects during the day's activities.

1. The relationship between early childhood education and early childhood development

The selection and organization of preschool education content should fully consider children's learning characteristics and children's cognitive laws, and the selected content should be interrelated, and the interest and activity of the selected educational content should be emphasized, so that preschool education can run through life and children's games. Therefore, in the process of implementing preschool education, we should pay attention to collecting educational resources from real life and infiltrating moral education, intellectual education and aesthetic education from children's daily life. Closely link children's education with life, help them get and experience more education in various life situations, and promote the continuous development of children's wisdom. In the process of children's life education, teachers should fully embody the educational value through life practice, help children obtain and develop children's life education from activities, and stimulate children's interest because of changeable things and interesting behaviors in life. Children can be guided to participate, so that children can unconsciously experience all kinds of knowledge and skills in life. In the process of implementing early childhood education activities, we should pay attention to stimulating children's interest. This is because when children accept the development and changes of knowledge characteristics, we should create a living teaching situation, so that children can expand and improve their knowledge and skills in a subtle way. Kindergarten teachers need to actively participate in the teaching process.

2. The implementation strategy of children's life education.

2. 1 Life-oriented choice of kindergarten curriculum content.

In Mr. Tao Xingzhi's view, education can only become real education if it exerts its strength through life. This clearly tells us that when organizing the implementation of kindergarten curriculum, the educational content in the five fields must be based on children's existing life experience and consistent with children's growth and development, because children's growth and development is to gain various experiences, especially direct experience, from various activities in life, so as to continuously improve their abilities. For example, some parents in large classes often complain that their children are slow to do things, wear clothes for half a day, don't brush their teeth several times, or dawdle while playing.

To this end, in the theme course "I am a big brother and a big sister" which started in September, we specially designed a social activity "Magic Minute". There is such a link in the activity: give children a minute to choose building blocks, arrange flowers, play with balls, origami and draw pictures freely, and try what everyone can do in one minute. Surprisingly, one minute later, the children finished surprisingly well. Many children build houses and flowers with building blocks and flowers. Some children quickly drew a picture and folded clothes. Others took nearly 20 ~ 30 balls. Even Xiao Xuan, Zheng Zheng, Xiao Xiao and Xiao Jian, who are usually slow, have finished a job.

In the following exchange activities, the children raised their hands and proudly told their wonderful discoveries in one minute, full of surprises and surprises: I can do so many things in one minute. In the next few days, we consciously strengthen some training about time, such as closing our eyes to feel how long a minute is, what we can do in a minute, and telling our children the tasks to be completed in a month or a week by turning over calendars and monthly calendars. In the usual teaching, explain the activities of the whole morning or afternoon to the children. These practices make children psychologically form the concept of doing things on time and in an orderly manner, learn to concentrate on completing a task in a limited time, enhance their sense of responsibility, make children change from passive obedience to adaptation to active action, ensure that tasks are completed within the specified time, and make children acquire a successful experience while developing good habits of punctuality.

2.2 the use of kindergarten life curriculum resources.

Mr. Tao Xingzhi advocates that "the society is the school", and thinks that the education of preschool education institutions should not be confined to narrow classrooms, and children should return to the embrace of nature and the big society. Through the exploration, expansion and integration of the curriculum, we can take children to nature and integrate into the big society, and realize that the resources of the curriculum come from the real life around children, which is closely related to children's lives and has the characteristics of sustainable development. With the changes of children's living conditions and interests, the educational curriculum can cross the kindergarten wall.

During the "Golden Autumn" theme activity, I organized children to collect seeds together. During the activity, the children were surprised to find that there are so many seeds of different shapes, colors and sizes in our lives. They held the seeds affectionately and whispered to each other. Some children even suggested "I want to make a necklace with seeds" and "I want to make a toy with seeds". In line with the children's ideas, I immediately put forward: "children, let's draw with seeds!" " In this way, the artistic activity of "interesting seed painting" received enthusiastic response from children and developed smoothly. The whole activity combines the children's strong interest in seeds, takes various seeds harvested in autumn as raw materials for art activities, and patiently guides the children to discover the process and method of making seed paintings through comparison, observation, discussion and production. In the activity, children paste pictures according to the different characteristics of seeds, experience the beauty of natural material creation, gain new knowledge while improving their art skills, and then actively participate in new art creation activities.

2.3 the implementation of life-oriented kindergarten curriculum teaching.

The age characteristics of children determine that children must develop themselves through interaction with the world around them. Therefore, in the implementation of kindergarten curriculum, we have always advocated creating a variety of life-oriented learning situations for children, providing rich materials and toys, and children gain various experiences through interaction with peers, teachers and toys. For example, in the theme activity of "I found spring" in the middle class, my class leader and I took the children for a walk on the kindergarten playground after a week of continuous rain, so that they could find out "What will happen in spring after the rain?" The children found some small ponds on the grass and in the low places of the playground. When they passed by, they looked down and saw the shadow of themselves or plants, which immediately aroused their interest in exploration.

The children's enthusiasm infected me and inspired me: why not turn children's interest into an artistic activity? Let them perform creative performances on the basis of perception, experience and understanding, and they will definitely like it. Therefore, we combine the experience of middle school children in modeling upright animals, create interesting stories, design and organize the situational art teaching of "wonderful pit" in middle school, guide children to paint boldly on rice paper with colored sticks, and print underwater reflections of different animals with watercolor, so that children can improve their artistic ability and develop good behavior habits in the happy creative process.

Through practical research, we know that life is "alive" and a process of constant change and renewal. Life is not breathing, but activity, that is, using our organs, our feelings, our talents, all the parts of us that make us feel our existence. Early childhood education can't be divorced from real life, just as a fish can't be divorced from the water that feeds it. Kindergarten curriculum must start from children's life, make use of people and things around children, take advantage of children's familiar environment, seize every opportunity in a way suitable for children, help children sort out their existing, fragmented and fragmented life experiences through organized and life-oriented educational activities, and strive to make kindergarten curriculum systematic, comprehensive and life-oriented. In this way, preschool education is meaningful, children can get the real experience of life and play their own value.

3. Conclusion

Combined with the above research, we can find that the implementation of children's life is not only a simplified educational process, but also a dynamic process of children's knowledge and skills accumulation. Children's interest and ability to accept knowledge are constantly developing, and teachers should actively guide children to experience the happiness of knowledge accumulation in daily life situations. Therefore, in the process of implementing preschool education, preschool teachers should pay attention to the development of education trends and educational objects, and fully implement life-oriented education for preschool children.

Papers on early childhood education II

On the Relationship between Kindergarten Teachers and Children in Early Childhood Education

In preschool education, the relationship between teachers and children is the most basic and important interpersonal relationship in the education process, and all educational activities in kindergartens are carried out and completed in the relationship between teachers and children. Dialogue philosophy holds that a good relationship between teachers and children should be based on mutual respect for each other's personality, status and power, and open, accept and listen to each other's opinions and ideas. This good relationship between teachers and children is conducive to the all-round development of children's body and mind and the professional growth of teachers. The traditional relationship between teachers and children tends to be that teachers are the caregivers of children's lives, the decision makers, makers and executors of activities, and children are only passive recipients, so many problems often arise between teachers and children.

First, the interaction between kindergarten teachers and children in early childhood education problems

The teacher-child relationship reflects that the teacher-child relationship is in a good state. Teachers and children get along in harmony and beauty, and they face each other in a positive state. Although this state of teacher-child relationship is necessary for the smooth development of various teaching activities, both teachers and children will have an emotional experience of physical and mental pleasure. However, there are also some disharmonious factors in the daily relationship between teachers and children. The main reasons are as follows: First, there are some misunderstandings about the harmonious relationship between teachers and children. I believe that children obey teachers and the classroom is in good order. The definition of harmony is too narrow to achieve harmony in the theoretical sense. This is mainly misled by the long-standing unequal relationship between teachers and children. It is believed that teachers are the leaders and successors in the relationship between teachers and children, and children should obey teachers' right to become teachers.

Secondly, the existence of job burnout is caused by educational objects, welfare benefits, sense of accomplishment and other factors. Preschool teachers are more prone to job burnout than other occupations, which is especially obvious in old teachers. Therefore, many children prefer the new young teachers who have just engaged in this industry, and they are also caring for their children. They also try their best to meet the children's various requirements, and more often judge some inappropriate behaviors of children through words, which greatly reduces the constraints. Therefore, children are more willing to live in harmony with young teachers, but this relationship can not achieve the expected results in teaching.

Thirdly, there are some misunderstandings in the parenting concept of parents. With the popularization of family planning and the increasing competitive pressure, more families choose to raise a child and provide it with the best conditions and education. Nowadays, families usually have two generations and six adults to take care of one child, and it is inevitable that there will be some doting behaviors. Judge the behavior of other children by their own children's behavior. When a child's concept of over-protecting his children conflicts with that of many children in kindergarten, the prevalence of any concept will lead to disharmony between teachers and parents, and to a certain extent, the relationship between teachers and children.

Second, the countermeasures to maintain the harmonious relationship between kindergarten teachers and children

(A) establish an equal interactive relationship

Lavr Taylor once said: learning happens through students' active behavior, and students' learning orientation depends on what they do, not what the teacher does. ? Taylor's statement shows that the real teaching is to let students take the initiative to learn and give students the opportunity to learn. Children are the main body of learning, and their positive role is the decisive factor for the success of education. Without children's active processing and digestion, without children's assimilation and adaptation process, the educational purpose can not be achieved only by teachers' perfusion. Therefore, children should be sincerely fond of teachers and willing to talk with them. In the process of activities, teachers support children's learning, constantly observe the dynamic relationship between their own behaviors and children's reactions, constantly adjust their behaviors with the help of children's performance, further verify their behaviors through children's reactions, establish a trust and interaction relationship between teachers and students, fully mobilize children's enthusiasm in teaching, stimulate children's curiosity and exploration spirit, and let children fully realize it. Companion? And is always active.

(b) Don't observe children from the perspective of adults.

When it comes to observation, many teachers think it is a cliche. It is true that teachers often talk about observing children, but talking a lot does not mean doing well in practice. Teachers often observe children from the perspective of adults rather than children. So, often? I wonder what he is doing. , not? I saw what he was doing. . For example, a child takes a cup to wash after drinking milk. When the water drops came down, he held them down with his hand, but the water still came down from the gap. From an adult's point of view, kindergarten teachers may react by wasting water, playing with water instead of washing the milk cup properly, and the next behavior may be criticism. And from the child's point of view, what might her reaction be? Why did he do it? Then communicate with the children. It turned out that the child wanted to try to hold the water with his hand. The children's world is rich and colorful. Teachers should observe children from their perspective, and you will find the mystery.

(C) changing teachers' educational behavior

In most cases, teachers appear as commanders, demanders and initiative, and their educational behavior makes children's learning more driven and ordered, lacking initiative and consciousness. Teachers' educational behavior should be conducive to children's positive, active and effective development. Teachers are not only required to pay attention to educational methods and means in educational activities, but also to study the dynamic learning process and characteristics of children's physical and mental development. From observing children, we can understand children's ideological and psychological needs from all kinds of feedback, analyze the suitability of our own educational behavior, and adjust educational measures in time to achieve the ultimate goal of promoting children's all-round, harmonious and active development. Let me give an example to illustrate this problem.

Small class theme activities? Sweet fruit? I organized a coloring activity, and I painted the corresponding color 3 according to the fruits I had seen. This activity requires concentration and clarity, the teacher explains clearly, and the children have all had the experience of coloring. However, although they were full of enthusiasm when drawing, they didn't do it as required, and even if they were reminded repeatedly, they didn't get much. At this time, teachers should change their educational behavior. I realize that active learning is not a mechanical operation, but learning under the control of independent will. Children understand things in their own way. Teachers should take the initiative to change their behavior, fully understand the children, and make the learning tasks in harmony with the children's wishes.

Three. abstract

The harmonious relationship between teachers and children is related to the quality of teaching and the growth of teachers and children. As the initial stage of education, preschool education plays a fundamental role in children's growth in many aspects. As the main relationship other than parent-child relationship, it is of great significance to the future development of children's interpersonal relationship and socialization. Therefore, it is necessary to actively create a harmonious relationship between teachers and students in early childhood education.

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