Traditional Culture Encyclopedia - Traditional virtues - Change the traditional home visit mode
Change the traditional home visit mode
Home visits abroad were not originally used in the field of education. 1853 to 1856 during the Crimean war, a nurse provided medical guidance and help to local families. Her behavior inspired a school in Liverpool, and the school began to train nurses for home visits, which was the embryonic form of home visits.
This mode of home visits was introduced to the United States in the late19th century. At that time, a large number of immigrants poured into the United States from southern and eastern Europe, and local nurses and related personnel in the United States visited them to help them adapt to their new living places as soon as possible. Since 1970s, home visits have been gradually applied in the field of education and become one of the ways to strengthen the contact between schools and families. Nowadays, home visits are widely used in all fields and levels of American society, especially in the fields of medicine and education, such as regular home visits by doctors and nurses to recovered patients, visits by professionals or volunteers to children and adolescents, and home visits by teachers to students.
At present, in the United States and some European countries, home visits in preschool education can be divided into two categories. One is home visits based on various national pre-school plans and projects, such as the early start-up plan for children before the age of three in the United States and the guaranteed start-up plan in the United Kingdom, all of which emphasize parents' participation in children's learning and growth. Therefore, the planning team will send special personnel to establish contact between institutions and families, and home visits are an important contact method. This kind of home visit is based on the purpose of the plan, and the children's families are visited by specialized personnel. The contents of home visits under different plans are quite different. Another kind of home visit is the teacher's home visit to the kindergarten children's home, which is the "home visit" in the general sense of our country. The home visit discussed in this paper mainly refers to the latter.
Second, foreign research on home visits to preschool education.
Foreign scholars have made relevant research on the role of home visits in preschool education. People find that home visit is an effective way of education, which can establish close ties among teachers, parents and children. George S. Morrison's research (1978) proves that home visits, especially those focusing on children, can make teachers really understand why children behave in this way or that, and the power and influence of parents on children. Through these first-hand materials, teachers can understand and tolerate children more, and are more willing to provide personalized education for children, instead of asking all children to complete the same tasks in the same way. Meyer et al. (James A.Meyer and Mary Beth Mann, 2006) investigated teachers' understanding of the significance of home visits to children's success through questionnaires. The participants were 26 preschool teachers from the Midwest school district in the United States. Participants completed a questionnaire at the beginning of the school year and completed it again at the end of the school year. The survey results show that home visit is a form of strengthening home-school cooperation, and teachers expect to establish a more positive relationship with children and their families through home visit; In addition, teachers believe that home visits can enhance communication with parents, better understand children, and further understand the influence of children's family environment on their school performance.
Some foreign scholars have studied the mode of home visit and put forward more effective suggestions for home visit. Tamar Meyer (1990) summed up his experience as a kindergarten teacher in Israel in the past ten years and developed a "children's center" home visit model. The purpose of this kind of home visit is not to investigate the situation of family or parents, but to establish a personal and pleasant teaching relationship with children through visits to them. If the home visit is rejected by the parents, you should give it up. After interviewing more than 350 children from different regions and different family backgrounds, Mel came to the conclusion that by strengthening the relationship with every child in the class, children can trust teachers in many cases; And parents will feel more relaxed when they come into contact with teachers; Positioning yourself as a "family visitor" rather than a "parent educator" can make parents more willing to share their stories.
Some scholars have analyzed the reasons why parents are unwilling to accept teachers' home visits. Croff
(Doreen J.Croft) pointed out the following eight possibilities: ① The family is a mess, and the teacher doesn't want to realize his bad family habits; (2) Worried that home visits will leave a bad impression on teachers; (3) Teachers' home visits disturb parents' lives; ④ Family culture or lifestyle may be very special, which will make teachers unable to understand; ⑤ Parents' previous home visits were negative, thinking that teachers' home visits showed that children were not doing well; ⑥ Parents don't realize the true value of teachers' home visits; ⑦ Teachers try to change their parents through home visits and tell them how to get along better with their children; My parents are too busy. Therefore, he put forward some suggestions to change this reluctant attitude: ① establishing intimate relationship through informal conversation; (2) Make clear the reasons for the home visit and tell your parents what you want to talk about and how long you want to talk about it; ③ Learn from parents' lifestyle, understand their lifestyle and establish a relationship of mutual trust.
Third, the practice of home visits to preschool education abroad.
The United States attaches great importance to parents' participation in preschool education. They believe that home visits are one of the important ways for teachers to communicate with their parents. Their home visit practice is typical and representative, which is worth learning. The following mainly combs and summarizes the practice of home visits in American child care institutions.
(A) the purpose of home visits by American child care institutions
The most important purpose of home visits in American child care institutions is to establish the connection between teachers, kindergartens, children and parents. Teachers' home visits are not to solve a specific problem, but to cultivate the close relationship among teachers, parents and children, so as to make their homes more closely linked. Specifically: ① For children, establish personal relationships with teachers, make them feel unique, encourage them to grow into active masters, and let them understand that self-expression is acceptable, interesting and enjoyable by sharing personal experiences and secrets with teachers; For parents, there are no institutional and authoritative obstacles to home visits. They can relax, talk to the teacher and confirm what they think of their children. If the teacher can listen kindly, parents will talk to the teacher in the future. For teachers, this is an opportunity to listen and observe, learn children's family situation language, share different cultures and communicate with families.
(B) the contents of home visits by American child care institutions
Home visits by American preschool teachers mainly involve three aspects: First, about children. Including children's interests, fears, likes, attitudes towards school, eating habits and cognition. Second, about parents. Including the attitude towards the school, the way of punishment, the educational background, the understanding and preferences of the roles of parents and teachers. Third, about the family. Including family life style, the role of family members, sibling relationship, extracurricular activities, etc.
(C) Types of home visits by child care institutions in the United States
Home visits to child care institutions in the United States can be roughly divided into four types: ① Before children enter child care institutions, teachers will visit each family, which is a necessary and good opportunity to consolidate contact with parents. On the eve of the start of the school year, many kindergartens will conduct home visits, which can make children and parents feel comfortable on the first day of school. ③ Visit regularly during school. Some teachers organize home visits three or four times a year, and some even go every week. Regular visits can help teachers understand children comprehensively and objectively and maintain a lasting partnership with parents. (4) Home visits in special periods, such as serious school situations, are mostly for positive reasons, such as giving a good toy or a good book on a child's birthday; When the children are sick, the teacher will send beautiful greeting cards made by the children to work. These home visits can make parents and children feel important and encouraged.
(D) The mode of home visits by child care institutions in the United States
Home visits in American child care institutions are mainly visits to children, followed by visits to other family members, so children are present and participate in teachers' home visits. Teachers need training before home visits. Home visits are extra work for teachers, and there will be overtime pay. In America, teachers usually make home visits, and even the headmaster will visit them in person.
Some child care institutions also have another form of visit-class group visits to children's homes. This requires certain conditions, such as a large enough venue. Teachers and parents can play games with their children on the lawn, and most children will like their friends to come home to play. This is also voluntary, not compulsory.
(5) Matters needing attention in home visits of American child care institutions
Ranbo studied the cultural differences in home visits. They pointed out that home visits should consider cultural issues and adopt a "bicultural" approach (including family history and language issues) instead of imposing values on families. Only by respecting parents' culture can home visits be carried out effectively.
America is a multicultural country. Kindergarten teachers pay great attention to respect family culture, values and privacy during home visits, and take care of parents' ideas and needs. Telephone appointment before home visit will not be forced on families who are unwilling to accept home visit, but will be replaced by other home visit contact methods. If the teacher doesn't understand the language of the parents, he should bring an interpreter.
Fourth, enlightenment.
(A) both theoretical research and practical exploration.
Foreign countries not only widely use home visits as a form of cooperation in practice, but also accumulate a lot of valuable experience and conduct a lot of relevant research and summary on home visits in theory. The research on the role of home visits by foreign scholars provides a solid foundation and support for the application of home visits in kindergartens. The analysis and suggestions on the influencing factors of effective home visits are conducive to our understanding of the influencing factors of home visits and our in-depth thinking on home visits, which embodies the characteristics of close connection and mutual promotion between theoretical research and practical exploration.
In contrast, after searching and sorting out the articles published in the magazines of preschool education research in China in recent five years, the author found that there is little research on home visits in kindergartens, let alone theoretical research. In a few articles, most of them are case analysis and experience summary of kindergarten front-line teachers, which shows that the understanding of the significance of home visits in preschool theoretical circles in China is still insufficient, and the lack of theoretical guidance will affect the full play of the role of home visits, which should be paid enough attention to.
(two) standardize the system and procedures of home visits.
American child care institutions have relatively standardized home visit systems and procedures, and home visit is not an optional job. Teachers should be trained before home visits in American kindergartens to improve their quality and skills and unify the requirements for home visits; Relevant regulations have been made on the time of teachers' home visits to ensure that home visits become a continuous routine work; In addition, overtime pay for home visits will undoubtedly raise home visits to a system, which will solve teachers' worries and difficulties and improve teachers' enthusiasm.
At present, although most kindergartens in China have relevant regulations on teachers' home visits, the implementation is not strict. With the popularization of communication methods such as telephone and internet, home visits have become "a dead letter" in many kindergartens. It should be noted that the advantages of face-to-face and individual communication are irreplaceable by other communication methods. To establish a trust and cooperation relationship between teachers and parents, home visits are still indispensable. Only by strengthening the standardization and systematization of home visits can home visits become routine work and ensure the effective development of home visits.
(C) to meet the requirements of multiple values
As we all know, the United States is a multi-racial and multi-ethnic country, and the social and economic status of different social classes is very different. In such a pluralistic country, it is especially necessary to respect and meet the requirements of pluralistic values. Reflected in the work of parents, respect the religious habits of each family and do not force home visits; Give special care and arrangements to families with special needs. These practices are also effective ways to play the role of home visits. China is gradually entering a pluralistic society, and these practices of home visits abroad are worth learning from.
(d) Emphasize emotional connection in home visits.
Home visits by kindergarten teachers in China are usually to solve a specific problem. In contrast, home visits in American kindergartens are "purposeless". American teachers often do not go home with tasks, but pay more attention to strengthening emotional ties with children, parents and the whole family through home visits. Emotional maintenance requires communication, and the effect of face-to-face communication is beyond the reach of letters, telephone calls and other forms. Education based on emotion and reason will be more convincing.
(5) Pay attention to children's dominant position.
Home visits in American child care institutions not only require children to be present, but also put children at the center of home visits. Home visits, first of all, are visits to children, followed by conversations with parents. Contrary to the phenomenon of "children absent" in kindergarten family interaction in China, the United States attaches great importance to children's dominant position. Children's development is the foothold of education, and children still build a bridge between families and kindergartens. Therefore, how to use and play the role of children in home visits is worth learning and thinking by preschool teachers in China.
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