Excerpts from kindergarten teachers' reading notes.

Excerpts from kindergarten teachers' reading notes.

Teachers like reading very much. Here, I organize excerpts from teachers' reading notes for kindergarten teachers. Welcome to check!

Chapter one: Excerpts from kindergarten teachers' reading notes.

Reading notes on what a dumb child wants to say.

I'm reading a book recently, which is called "What the dumb child wants to say". There is a chapter about five skills of raising happy, responsible and potential children.

Before learning these five tips, we should first understand nine emotional codes that children will naturally use: curiosity, happiness, surprise, distress, anger, fear, shame, nausea and disgust.

The trick is 1, so that children can fully and reasonably express all emotional passwords (try not to suppress their emotions). Emotional passwords expressing happiness and curiosity are all positive emotional passwords; Expressing distress, anger, fear, shame, nausea and disgust are all negative emotional codes.

Trick 2: Encourage children to express curious and happy emotional passwords as much as possible (try to maximize positive emotions). For example, a child grabs a book or magazine and starts tearing it. If this book is not so precious, you might as well observe it for a period of time to see the child's reaction to the tearing sound, the feeling when tearing, and the tearing itself. Or you should ask yourself, is the child imitating his father's tearing up the newspaper? Then, let the children know that you recognize their interests and appreciate them: this magazine is great, isn't it? The pattern on it is also beautiful, and the paper is great. If you don't want your child to tear up the magazine, change it to another piece of paper and tell your child that this magazine can't be torn up. Here is a piece of paper, you can play with it.

Trick three, eliminate the factors that cause distress (try to eliminate the reasons for your negative emotions). Some children cry whenever they see someone wearing glasses. If we ignore the child's performance, or ignore the child's crying, it will make the child mistakenly think that you don't understand the emotional password sent by him. This will not only help the child, but will make the child more and more distressed. In this case, we can pick up the child, turn our back on that person, ask that person to take off his glasses, or ask that person if he mind letting the child play with glasses, so as to eliminate the negative emotions of the child.

Tip 4: Use words to help children express emotional passwords. For example, when a child is crying because of hunger, it is not good to just feed him, but take time to talk to him: I heard, son, you are hungry at the moment, right? Let's find something to eat! If the child is scared by the sound of the car horn, you can tell him that the sound is terrible and scares you. The child is swinging happily on the swing. You can use words to enhance the positive feelings brought by this experience to children, and you can make exaggerated sounds, such as wow, or say: Did you have a good time? These language descriptions not only recognize the child's feelings, but also describe the child's physical feelings in words.

Tip 5: Understand the child's wishes, he wants to be like an adult. 1 year-old Sonia walked behind the TV and looked at those wonderful wires and plugs. At this time, her father said quietly, Sonia, if you plug it into the socket, the wire will have electricity, and you will get hurt if you touch it. Come to me and I'll show you this dead wire and see what's going on. Come and play this interesting ball! Then Sonia went to her father, listened to him briefly describe the use of wires and current, and then happily played ball. At this time, my father might as well say, Sonia, thank you for not playing with those wires. I love you. In this case, first of all, the father spoke to the child in a calm tone and intervened in her dangerous behavior. Although the child could not fully understand his father's meaning, she understood the meaning and tone of his speech. Secondly, he brought Sonia a dance, a very interesting thing. Finally, thank you, I love you! He affirmed the child's behavior with such positive language, and guided Sonia to make behavioral changes and give rewards. All the actions and reactions of this father are giving Sonia some valuable experience, which will also help her grow into a kind, calm and emotionally harmonious adult in the future.

Chapter two: Excerpts from kindergarten teachers' reading notes.

Notes on Preschool Curriculum and Happy Childhood

Childhood is the most perfect time for a person to grow up. Maybe he won't remember what happened in his childhood when he grows up, even if it is only one of them, but his childhood life and growth experience will affect his later cognition, emotion and way of thinking. In the high-load modern information age, having a happy childhood is what children long for, what parents and society should give, and what a qualified teacher should cooperate with.

After reading Teacher Yu's Preschool Curriculum and Happy Childhood, combined with the practice in recent months, I have the following ideas:

First, about the performance area of kindergarten.

A scholar said that children's childhood is the exercise of adult life. I don't agree with this sentence, but I think children need to feel, recognize and understand this unfamiliar society and its various codes of conduct through performance. Therefore, it is necessary for kindergartens to create opportunities and conditions for children to perform. My kindergarten pays more attention to children's performance. In this process, I thought about such a question: how to really and effectively integrate performance into small class activities? Children in small classes are still young, and the development of language, movements and expressions is still in the primary stage. I think the performance of children at this stage is more emotional input. Among them, performance can be divided into two categories: one is based on the material brought by the teacher. Teachers can make children feel it by preparing enough performance materials and good scripts, so as to integrate their true feelings into it. In this kind of performance, the choice of the protagonist should respect the children's independent choice and can be transformed and changed with the activities. Whether a script is good or not depends on the performance of children. For example, there is a play in our class that has not been performed for about a month. A child asked me, "Teacher, why don't we perform XXX?" I haven't performed for a long time. "I asked," Do you still want to perform that? " The child nodded vigorously and said, "Hmm!" "So, I think that a classic script should make most children want to perform.

Second, about curriculum design.

It is mentioned in the book that "on the basis of observing and reconciling children, designing a curriculum that fits the actual situation of classes and kindergartens should be the basic direction of curriculum development in the future." So the course is "alive" and adapted to local conditions. In addition, I think the key to curriculum design is to pay attention to children's feedback. The basic category of a good curriculum design should be the curriculum that children love and are willing to participate in. However, for curriculum design, teachers should think about effective feedback and ineffective feedback. As a new teacher, there are still many places to think about in this link.

Third, the knowledge about preschool teachers.

Teacher Yu believes that kindergarten teachers have a wide range of knowledge, but it is not simple. Kindergarten curriculum covers many fields. Music, fine arts, sports, Chinese, mathematics, nature, science and technology, society and health are all necessary knowledge for kindergarten teachers, but this does not mean that kindergarten teachers have simple knowledge. For kindergarten teachers, it is necessary to study these materials in order to simplify profound knowledge and clarify complex language. When I first entered the park, I often got stuck when communicating with children. When talking to children, I don't know how to express it, and what kind of expression can make children understand my thoughts. These seemingly "simple" languages actually need teachers to think and temper.

The main body of preschool curriculum is children, and paying attention to children is the top priority of preschool curriculum. Preschool curriculum should be integrated into children's lives in a gamification way, so that children can feel happy in it. However, it does not mean that children should be left alone. Any activity should have a corresponding routine that children need to follow. Only in this way can children participate in activities better. Moreover, all activities in kindergartens need the support and cooperation of parents and society. Only when the three cooperate and support each other can children have a happy childhood.

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