Ways and means of kindergarten education

Lead: We should guide our children's educational methods in a proper way. The following are the ways and means of kindergarten education that I share with you. Welcome to learn from them!

1. Practice method

This is a way to cultivate children's basic social life skills, enhance their relevant knowledge and stimulate their social emotions through real life events and life situations. This feature is to make full use of real life, make full use of all available opportunities in life events and activities, and let children practice and practice, thus forming a basic social behavior that consolidates or changes children. This practice method is typical of learning by doing. For example, students are on duty, self-service, public welfare work in the park, dealing with people and solving contradictions.

The practical methods in social education in kindergartens are different from the life activities in general. It contains the purpose of education and sometimes needs the guidance and help of teachers. Different life events have different values for children of different ages. Choosing interesting and challenging life activities and events for children is an important prerequisite for the effectiveness of practical activities. The practice of social behavior is a continuous process from familiarity to proficiency, and the practice of some social behaviors will last a person's life.

2. Investigation methods.

In view of social environment, social things and social phenomena, teachers guide and inspire children to collect relevant materials through various channels and means, and think and analyze the materials, so as to find out the existing state of social phenomena, the causes of social problems or the links between social phenomena. The investigation method in children's social education is mainly to solve the problems of "what" and "why". Therefore, the survey method is problem-oriented. Through investigation, children have a perceptual and concrete understanding of social life. Therefore, the survey method is important for children's social education. The survey of children's participation is different from that of adults. On the one hand, the survey content is simple, easy to find, directly related to life, and the implied relationship should be relatively clear. On the other hand, the survey methods are mainly visual and perceptual, and it is important to see, ask and listen.

3. Access method.

Visiting method in the social field refers to the scene where children enter a certain realistic social scene and perceive social phenomena through various senses. The observation method in the social field is mainly aimed at the in-depth observation of one or two social things or phenomena, with vision as the main perceptual channel. That is, according to the purpose and task of social education, children are organized in or outside the park, so that children can acquire new social knowledge and social norms education through observation and thinking of actual things and phenomena. It can make children's educational activities closely related to their real life, and get in touch with society and receive education through being there, hearing and seeing. The application of visiting method must obey the purpose of education and be carried out according to the requirements of education. Before the visit, the teacher's preparation work is to determine the place, the steps of the object and the plan of the visit according to the requirements of educational purposes. When visiting, children should be guided to observe and feel around the purpose of the visit. After the visit, teachers should help children to summarize the contents of the visit, so that children can have a general understanding of the contents of the visit.

4. Performance method.

Teachers guide children to experience and feel the emotional behavior of a role through body movements, language and expressions in a planned and purposeful way, so as to achieve the goal of social-emotional development. Generally, there should be a clear theme. The theme can be agreed by the child, or it can be decided by the teacher and the child together. Children can determine their roles according to this theme or with the help of teachers. The performance of social education in kindergartens always points to a specific development goal. Teachers can determine the corresponding role of the performance theme according to the needs of children's development and the actual situation of children's behavior and emotional development, and create or guide children to create specific scenes of children's performances to provide relevant materials for children's performances. The theme of general children's performances comes from real life events or works of art (literary works, television, etc.). Paying attention to children's real life is helpful to enrich the performance theme and stimulate children's desire to perform.

5. Explain the law.

The explanation method is to explain some simple basic knowledge to children, let them understand the laws and their significance, let them know some basic facts, and know the basic criteria for judging things, that is, what is right and wrong, how to do it, and why to do it. Interpretation is not the only way for sociology of childhood to learn, but it is an important way. The teacher's explanation to the children is not necessarily the explanation of the whole class, but also the individual explanation of the group. The use of interpretation method has a basic premise, that is, it is difficult to grasp the essence of facts, reasons or laws by relying on children's own exploration and thinking, or the time cost for children to achieve their goals is too high. The teacher's explanation helps to reduce the difficulty of children's understanding, or let children really master the relevant content. Teachers too deeply ignore the explanation of children's abilities and too repeatedly ignore the explanation of children's interests, which is not conducive to children's social learning. The explanation is not from reason to reason, but often needs examples. The explanation in social education in kindergartens should be emotional, vivid and concrete, and have had experience in paying attention to children's interests.

Step 6 talk.

Conversation is the ideological and emotional exchange between teachers and children and children around a certain problem. Language communication is its core form of expression. It is often manifested in mutual questions and answers between teachers and students and between children. The use of conversation in children's social education is helpful for children to express their experience of social phenomena, to share their thoughts and feelings with kindergarten teachers, and to form some correct concepts. Teachers' guidance plays an important role in the dialogue. Teachers guide children into the topic of conversation, express their ideas and ask their own questions, so that the conversation focuses on the goals of educational activities. Topics can be initiated by teachers or raised by children, but any topic must contain the goals of social education and be negotiable, that is, the conversation can go on in depth. Generally speaking, the closer a topic is to a child's life, the more negotiable it is. The dialogue can be conducted in the whole class or in groups. Can be flexibly organized according to needs.

7. Discussion method.

Discussion refers to the ideological collision or disagreement between teachers and children around a topic. There are two kinds of discussions on social education in kindergartens: one is the discussion of value conflict, such as who is right and who is wrong; Secondly, there are many possible solutions, such as how to help children with hearing impairment in class. The similarity between these two discussions is that there is a discussion process. The premise of discussion method is that there is a topic that can be discussed, which either has value conflict or has many potential possibilities. Otherwise, the discussion will be difficult to maintain. Sometimes, the discussion becomes general, mainly because the topic is not suitable for discussion and does not have the characteristics of discussion. Therefore, it is not a real topic, but just a topic of conversation. In the process of discussion, the teacher's primary role is to guide, not to guide. When teachers participate in children's discussions, they should ask less and talk more, that is, express their personal views, which will lead children to express their personal views and influence them subtly in equal discussions.

8. Value clarification method.

The book Value and Teaching, co-authored by L.E. Lasses and others, systematically expounds it. The basic content of value clarification is that everyone has their own values and everyone acts according to their own values. Although values are relative and personal and cannot be instilled by others, rational human beings should be able to learn to use the "evaluation process" to apply this method.

In daily life, children gradually form a relatively stable attitude towards people through contact with people around them. "Value clarification" is a process of selecting and determining values through children's internal psychological activities and then putting them into external actions. There are seven steps in value clarification:

(1) Let children choose their values freely.

(2) Let children choose value from as many choices as possible.

(3) Let children think about the various selection processes and their consequences, and then make a choice.

(4) Let children cherish their choices.

(5) Let children openly express their choices and get everyone's approval.

(6) Let children act according to their own choices.

(7) Let the children repeat the action and make it a personal life.

Using the method of value clarification, we should emphasize that children's value is established through their own internal psychological activities and inner emotional experience, and then they will act. It is a process in which children actively construct value from the inside out, and their thoughts and behaviors are consistent. It attaches importance to children's value behavior and can be consistent in public and alone. However, the main deficiency of this theory is that it ignores that the establishment of individual values must be carried out under external educational conditions to achieve results. For young children, it is difficult for them to establish their own values, but they rely on the stimulation of external education or external environment, and only through their own understanding can they internalize their values. Therefore, the process of determining the value should be a process in which children's internal psychological activities conflict under the influence of education. Value clarification methods include clarification response method, value voting method and value queuing method.

9. Empathy training method.

Empathy is to put yourself in other people's position and experience other people's feelings from their perspective. Empathy training is to let children understand and share other people's emotional experiences through stories, situational performances and daily conversations, so that children can have a habitual understanding and sharing of similar emotions and feelings of others in their later lives. Cultivating children's empathy ability can form the motivation basis of children's early social behavior. Observing others' emotions, understanding others' emotions, sharing others' emotions and showing further caring behavior all require a purposeful education process. The main ways of empathy training are telling stories, making up stories and performing situations. Using empathy training method, we should first choose the emotions and emotions that can meet the needs of children's age and cognitive development according to the needs of children's social emotional development. Secondly, empathy is based on emotional identification and naming. Teachers should start with emotional identification and emotional naming for education. Third, empathy also needs to make use of children's self-centeredness, and through emotional transposition, let children understand others' emotions with their own emotions and understand others' emotional needs with their own emotional experiences. Fourthly, in empathy training, changing the identity and gender when choosing empathy objects is conducive to training children's empathy for different characters, expanding empathy objects, and making children form generalized empathy that is not affected by the relationship between empathy objects and themselves. Fifth, empathy training should be organically combined with situational demonstration and behavior practice. It can make all forms complement each other and make empathy training achieve the best effect. Sixth, empathy training should not only stop at understanding and sharing emotions, but also educate children to behave well and guide them to care for others with good social behaviors. It is worth mentioning that teachers' empathy ability and attitude towards empathy training will affect children's empathy effect. Therefore, when teachers use empathy training method, they have to put their feelings into it.

10. Observation learning method.

Observational learning was put forward by social learning psychologists. The core idea of its representative, Bantula, is observation and learning. Through pattern imitation or observation learning, individuals learn new behavior patterns directly. It is an observational learning method in which children acquire corresponding social knowledge and behaviors through observational learning. This observation learning method, which emphasizes children's subjective role, has three advantages: First, children can learn new behavior patterns immediately through observation, imitation and learning. Second, through observation and learning, we can stimulate hidden behavioral tendencies to become external practical actions. Thirdly, the imitation of behavior patterns can change, eliminate or strengthen the original behavior patterns of individuals. Social psychologists analyze the process of observational learning into four steps, and there are also some basic guiding requirements for teachers for the four steps:

A note. Children pay attention to imitation behavior patterns. Teachers should design and provide behavior patterns that are easy to attract children's attention. This behavior pattern should have distinctive features or a sense of authority.

B memory. After children pay attention to observation, the stimulus is stored in the brain, leaving an obvious memory. Teachers should give children a chance to remember, the appearance of patterns stays longer, and the behavior is slower and clearer.

C behavior is back. Observe and remember new behavior patterns, and reproduce related pattern behaviors under the action of motivation. In order to make the observed pattern show that children's own behavior needs driving force, teachers should provide children with the environment and conditions to practice the observed behavior pattern, although it is only a rough approximation at first.

Strengthen or adjust. Pattern behavior often reappears and needs to be influenced by intensive stimulus factors. If learners see that pattern behavior is rewarded by others or their own imitation behavior is rewarded, it is positive reinforcement, which will enhance children's desire to produce pattern behavior, and vice versa. The role of "strengthening or standardizing" depends on the individual's attitude towards rewards and punishments. In this process, teachers should give a positive attitude and evaluation to good example behavior, resulting in positive reinforcement. If teachers should try to suppress bad behavior patterns, they should eliminate such behavior patterns in the intermediary process of internal representation turning to external behavior.

1 1. Role playing method.

Role refers to an individual who has a corresponding position in society, assumes certain responsibilities and abides by specific social norms. Role-playing is a series of behaviors that children follow the role requirements and expectations. Role-playing method is to create a certain situation in the real society, let children play a certain social role, let children carry out social behaviors consistent with this role and conform to this role norm, and feel the relationship between roles in this process, perceive and understand the feelings and behavior experiences of others, so as to master the moral requirements of the social behavior norms that they should follow. Stopa uses experiments to test the influence of children's role-playing activities on children's moral behavior development. Experiments show that children trained in role-playing can understand the characteristics of role behavior, and by taking on a role, they put themselves in the mood of the role, which is conducive to the emergence of altruistic behavior.

"Education has laws, but there is no fixed law", which is an important feature of education. The clear choice of education is based on the regularity of the educational process itself, not arbitrary. Teachers need to give full play to their educational tact, re-create and re-process education artistically according to the needs of conditions, and apply it flexibly and artistically to educational practice.