Pre-school education social practice survey report
A full of social practice and come to an end, review this period of time, the practical activities, the harvest is not half a star, write a practice report, record the harvest and pay it. For their own future can be better to the community to prepare for it! The following is my collection of pre-school education social practice survey report, I hope to help you. Strong> Place:
xx Kindergarten
Subject:
Kindergarteners
Why is it that there is often such an embarrassing scene: after the teacher has finished playing with the children, the children will ask: Teacher, can we play now?
Why are so many young children deprived of playtime and forced to learn English, play the piano, draw, and so on?
Children's play becomes homework or class in disguise.
A kindergarten teacher designed a game situation: the teacher played "chicken mother", children wearing headdresses as "chickens", "chicken mother" led the "chickens", "chickens", "chickens", "chickens", "chickens", "chickens", "chickens", "chickens", "chickens", "chickens", "chickens". "Chickens" to the kitten's home, the kitten is not at home, but in the home of the floor to leave some of the cards written with the number, so that the "chickens" to find out these cards, and according to these numbers on the floor embroidery, the card wrote a few, on the embroidery of a few flowers.
"Such a game is very typical of kindergartens today, and the teacher is trying to check whether the children have grasped simple number concepts through this game." Huang Jin, Department of Education, Nanjing Normal University, said, "but we can not help but ask: the children in the teacher designed the game, under the leadership of the teacher did not have a little bit of their own to develop new ideas for the game plot, such a game of its own has no meaning of existence, is not become a kind of embellishment?"
Some experts believe that many early childhood educators take the game as a "sugar-coated", rely on "sugar-coated" to entice children to swallow the knowledge of this "bitter". "People think that play is important for learning in kindergarten because they want it to give children experience, skills and knowledge," Huang said. But this overlooks the most important aspect of play, which is the autonomous, joyful experience that children have during play," Huang said.
In the recent "China's early childhood education centennial conference and symposium", many experts and scholars mentioned the current pre-school education in the lack of game phenomenon.
Li Jimei, a professor of the Department of Pre-school at East China Normal University, said that the so-called game is missing, more from the perspective of the game is controlled by adults. Many experts believe that the teacher has become the designer of the game, the game has become a teacher-directed "a play", an externally imposed activity, a disguised homework or class.
"The game should be a child's spontaneous fun behavior, but now many kindergarten games are played according to the wishes of adults. Often after the teacher has finished playing with the child, the child will say: teacher, can we play now? The children don't even think of it as a game, as play. Play is used as a tool."
Prof. Lee said, "Of course there is something reasonable about teaching for fun, but it can't all be this so-called 'game', and most of it should also be spontaneous play by children."
Let the children play their own games. She told this story to a reporter. Once, she was eating brined peanuts with the children in her class, and a child suddenly asked: how are these peanuts with many flavors made? So the children began to discuss it, and soon the children were divided into two factions: one thought that the peanuts were grown, and the other thought that they were boiled. Mr. Cao suggested that the children simply come together to do an experiment to see how the peanuts are made. So one group of children began to grow peanuts, while the other group began to boil them. The answer, of course, came quickly, but the children who boiled the peanuts joined in the peanut growing with great interest. The process of planting peanuts encountered a lot of problems, such as how to make the planted peanuts have a flavor? Some children said that they added chili peppers and peppercorns directly to the soil, but immediately another child said that is not right, you should soak the chili peppers and peppercorns in water and poured them into the soil; then a new problem arose: soak in hot water, lukewarm water, or cold water?
"These questions, I let them solve themselves." Cao Wei said, "They are perfectly capable of solving them, and the children's ability and creativity will often surprise you."
Cao Wei said that the theme of the games played by the children in her class is often found in the topics of interest discussed by the children, the game plot how to develop and carry on is also decided by the children, who plays what role in the organization of the game is not assigned by the teacher, but by the children to decide on their own, and then finally the game is done, and then let the children make their own evaluation. "And you? Play a guiding role?" The reporter asked her. "Strictly speaking, the word 'guide' is inaccurate, not guide, I just need to observe and discover them from the sidelines, let them find their own problems to solve them, and give them some advice and help when necessary." Cao Wei said, "I am equal to them, is one of their playmates, play with them."
Preschool education should not only enable young children to develop comprehensively, but also enable them to develop vividly, lively and actively. All kinds of kindergarten activities should reflect the initiative, independence and creativity of young children, and give young children the space and time for free and independent activities. Young children's creative play should reflect creativity without imposing adult expectations and ideas on them. Teachers should not organize and guide children's play in the same way as they organize homework or lessons. The tendency to emphasize teacher-made teaching games over children's spontaneous free play should be changed.
But kindergarten teachers also have a lot of pain. It is said that if the child in the kindergarten to do more games, literacy and numeracy less, there will be parents to come to the door to comment, "I let the child to come here is educated, not to play.
Prof. Yan Liu said, "start early", "the earlier the better" has become a common creed of modern people for infant and toddler education, and parents who want their children to grow up hope that through this "early start" learning, they will be able to learn more about their children.
Despite the fact that the Kindergarten Work Regulations issued in 19xx mentioned "play as the basic activity" as one of the principles of kindergarten education, Prof. Liu pointed out that theoretically and verbally attaching importance to play, and belittling or even neglecting play in practice, has become a widespread contradiction in the field of pre-school education today. phenomenon.
"Play in kindergarten classrooms is rapidly decreasing, and the use of pens and worksheets is growing exponentially." Prof. Yan Liu of the School of Education at Beijing Normal University said, "Early childhood education has also been put on the track of test-based education."
Preschool Education Social Practice Survey Report 2I. The Problem
In today's diversified and highly competitive early childhood education market context, the frequent mobilization of early childhood teachers has become a private kindergarten human resources managers have to face the thorny issue. There is no doubt that the departure of kindergarten teachers has a significant impact on the overall development of kindergartens, kindergarten management, and even the healthy growth of children.
In many years of kindergarten teacher management, whenever the end of the semester to receive the teachers to submit a separation report and the beginning of the semester to arrange for the newly hired new teachers, will continue to prompt me to reflect on: why they will leave? What are the main reasons for their departure? How can we minimize this high turnover?
The reasons for the departure of early childhood teachers
The human resource management theory of modern organizational management that if members of the organization suffered from too much pressure or too long-lasting, it will cause a variety of physiological and psychological reactions, which in turn produce defection psychology and even defection behavior. Established research results also show that excessive stress can have a negative impact on individuals and a tendency to leave the organization. The heavy work pressure, heavy workload and low social status of the early childhood teaching force as well as the lack of security in old age are enough to make them have a tendency to leave.
I. Social status at the bottom.
Early childhood teachers feel that their social status is low. Although, in recent years, China has attached more and more importance to early childhood education, the status of early childhood teachers has also been improved, but people's view of early childhood teachers are just aunts, senior "nanny" is y rooted, this view makes many teachers often fall into the situation of self-denial. In the eyes of parents, the status of kindergarten teachers is no different from that of babysitters at home, except that one is at home and the other is at kindergarten. The low social status does plague the majority of kindergarten teachers. If they make the slightest mistake in their work, parents will go to the kindergartens to find the leaders "to blame". In this is not recognized by others, the low social status of the situation affects the early childhood teachers in the practice of firmness, resulting in many early childhood teachers "in the Cao camp in the heart of the Han". According to the survey: preschool education graduates, after graduation into the private kindergarten can work more than 3 years, less than 80%. The transfer rate is much higher than other industries.
Second, the children's self-protection ability is poor, the teacher's safety responsibility
The safety of young children is the fatal killer of early childhood teachers, work hard, and then heart, an accidental error is enough to make the kindergarten and teacher's reputation, kindergarten education, this work, it seems very simple to take care of the children on the line, the reality is far from being as simple as some people think. According to the age characteristics of young children, 3 - 6 years old children are in the age of curiosity, active age, driven by curiosity they are always non-stop. Children and children are often scratching, biting, hitting and other behaviors that are prone to accidents. One major accident is enough to make a team of teachers reflect on whether the job they have chosen is worthwhile? Some people say, "If I could have a chance to change my job, I wouldn't be a kindergarten teacher no matter what." It is true that parents react very strongly to the slightest mishap of their only child. The security responsibility makes teachers always in a highly stressful state in their work, which is almost unbearable for teachers. It can be seen that the stress due to major safety responsibilities is one of the main reasons for teachers' tendency to leave the profession.
iii. Unbearable workload.
1. Long working hours and excessive extra workload.
First, the children need to use the activities of watching, listening, playing, operating and other activities to grow up happily, and these need a lot of teachers to create the environment, production of teaching aids, so, invariably, the need for teachers to work after work "overtime" to prepare.
Secondly, the teachers' work is very intense and heavy. In the private sector, the ratio of kindergarten teachers to children is higher, which leads to a higher workload for teachers and a more complicated workload. Teachers are very tired after a day's work. Especially tired of heart, afraid of a little error, by parents do not understand.
2, heavy workload, too tight to complete the task, etc. will cause excessive work pressure on teachers. A survey of U.S. teachers showed that some unnecessary text work not only did not provide effective help for their work
, but also wasted a lot of valuable teaching time. Overloaded workloads can lead to a lack of rest time, physical and mental exhaustion, and even family problems. All of this is likely to lead to burnout. Teachers agree that "kindergartens are overloaded, especially with extra work". One teacher said, "If we didn't have so much extra work, it would be easier for us to fulfill our teaching tasks and we would be able to do a better job". In order to cope with supervisory inspections, open classes, and participation in various assessment activities, teachers work longer hours and even sacrifice their weekend time, while the extra workload is not matched by overtime pay. In the case of heavy workload and low wages, many teachers will choose to leave the profession of early childhood education or jump to other kindergartens with better conditions.
3. Extreme imbalance of pay and reward.
Employee satisfaction with compensation has always been an important factor affecting the tendency of employees to leave, and the idea that compensation satisfaction helps reduce the tendency of employees to leave has received a lot of support. According to Maslow's hierarchy of needs theory, treatment needs are the most basic human needs.
From the point of view of the amount of labor, the work of early childhood teachers belongs to a high paying profession. The average salary of a formally established teacher is about 3,000 yuan per month. The salary of a non-formal establishment teacher is about half of that of a formal establishment teacher. The salaries of private early childhood teachers are relatively low. As one private teacher said, "We early childhood teachers wear the hat of teachers and do the work of nannies. We bear the responsibility of parents and enjoy the treatment of cleaners." Private teachers are quite vocal about their treatment. It can be seen that dissatisfaction with their own remuneration is also one of the main factors in teachers' tendency to leave.
4, duplication of labor, no sense of professional achievement
Many gardeners for kindergarten teachers to leave the problem, the general feeling of headache. A large shopping plaza, a once very good early childhood teachers are selling milk, she said, when the kindergarten teacher, only to find that with their previous imagination there is a big difference, people say that when the teacher is great and sacred, but when you have to wear clothes every day for so small children, coaxing him to eat, to help him into the toilet, cleaning dirty items, accompanied by children to sleep, etc., every day to repeat to do these things! The first thing you need to do is to get a good deal on a new product, and then you'll be able to get a good deal on a new product.
I remember once, a baby in the park nap suddenly high fever, the teacher responsible for the child's parents rushed to notify the parents, the results of the parents rushed to the child's teacher without saying anything to start the fire, has been pestered, the impact of this incident on the teachers are not small, the teachers repeat every day to do the same thing, but once there is a little bit of negligence, sometimes in exchange for the understanding of the non-support, not feeling the professionalism of the teachers, and the teachers will not be able to understand the situation. The first time I saw this was when I was a student at the University of California, Berkeley, and I was a student at the University of California, Berkeley.
There is also a teacher who is leaving, when I asked her why she wanted to leave, she told me: every time a parent tells me that their child needs help, they always order me to "feed my child", "have you given her water today" and even ask the child "have you eaten" in front of her. face to ask the child "you eat enough, the teacher has not given you to add food" and so on, I did so much can not get the parents' trust, there is no mutual respect, I might as well go to buy clothes, earn money and more points.
5, the director of the management level is not high, improper management behavior
Some teachers leave not because of the welfare benefits or the work itself, but the director of the management of the improper cause. According to the analysis, the director's mismanagement has the following situations:
① When teachers encounter difficulties and mistakes in the work process can not give help and understanding. Especially when the children had a safety accident, regardless of the size of the accident, what kind of reason, the director will blame the teacher and give severe punishment.
② The director does not respect teachers, often criticizing teachers, especially in front of parents, this criticism makes teachers lose dignity. According to Maslow's Hierarchy of Needs Theory, people have a need for respect, and Chinese people are particularly concerned about "losing face", which can lead to the breakdown of personal relationships.
③ Lack of appreciation and recognition of teachers. Every teacher wants to be appreciated and recognized by their leaders. If they work hard but are not recognized by their leaders, they will leave their jobs over time.
④ Lack of methods of praise. Praising a certain teacher hurts the self-esteem of other teachers.
6, demand exceeds supply, early childhood education practitioners high job-hopping rate
I believe that many people know that early childhood education practitioners have a long growth and training cycle. Many small-scale private kindergartens do not have the financial resources to reserve interns, hoping that after recruiting personnel can be immediately on the job to use, for the children did not enjoy the quality of teacher resources!
Pre-school education social practice survey report 3In order to understand the pre-school education majors (art education direction) college students to participate in social practice activities, this study uses a combination of questionnaires and interviews, Xuchang College pre-school education majors in the three grades of college students from freshman to junior year of the social practice activities of the situation was investigated. Now the research is reported as follows:
I. Purpose of the survey and the survey object
The purpose of this survey is to understand the situation of social practice activities of students of different grades of preschool education majors (art education direction) in Xuchang College, and at the same time, to provide a basis for educational internships and traineeships for the students of this major. The objects of the survey are the freshmen, sophomores and juniors of preschool education majors (art education direction) in Xuchang College, which are 280, 140 and 56 respectively.
Second, the survey time, method and its content
The survey was conducted from April 8 to April 20, 20xx, which lasted 21 days. A combination of questionnaires and interviews was used. The questionnaire was distributed among the students in the homemade questionnaire 476, 476 recovered, the recovery rate of 100%. The subject of the survey is the basic situation of the preschool education majors (art education direction) students of different grades in the institute who have participated in social practice activities since their enrollment in the school, and the questions are about the purpose, content, ways, means, forms, time, effects, gains, and confusions of participating in social practice activities. Interview is the questionnaire survey supplement and in-depth, on the basis of the questionnaire survey, randomly selected three grades *** 20 students for interviews, and made a detailed record of the interviews.
III. Survey results and analysis
According to the statistics of the questionnaire data and the organization of the interview records, we get the results of the survey:
(a) The purpose of the social practice activities of students of preschool education majors (direction of art education) is complex and varied
The purpose of the social practice activities of college students is complex and varied, and this study found that Xuchang College's social practice activities are complex and varied. This study found that there are three main purposes of social practice activities for students majoring in preschool education (art education direction) in Xuchang College:
I. Exercise the ability in a certain area. For example, to do part-time work in kindergartens during holidays, to participate in dance training courses, to participate in computer grade training courses and so on.
Second, to earn money. Distribute leaflets on the street, work in the supermarket, work in the school cafeteria and so on.
Third, to kill time. For example, enroll in some kind of training course, often skipping classes, not for learning effect, purely to kill time.
The questionnaire showed that 142 people in the first year of college, accounting for 51% of the total number of first-year students, said that the `purpose of participating in practical activities is mainly to earn money. Interviews with students explained that "freshman just came, there is a lot of free time, do not know what they want to do, just want to idle is idle, why not go out to earn money."
The statistics also show that only 20% of freshmen students chose to participate in practical activities for the purpose of exercising some kind of ability; 17% of students chose to participate in practical activities for the purpose of killing boredom; and 12% of students chose not to participate in any practical activities.
From the above, the first-year students to earn money to engage in social practice activities students accounted for slightly more than half of the total number of freshmen. Only 20% of the students chose to practice the purpose of the ability to exercise, while 29% of the students chose to pass the time or did not engage in practical activities. This shows that freshmen just stepped into the university, the goal of learning is not clear, career orientation is not clear.
Therefore, it is necessary to pay attention to the freshmen and guide them correctly. Fifty-two of the sophomores chose to practice activities with the purpose of exercising some kind of ability. That is, 37% of the total number of sophomores are out of the dormitory, out of the classroom, out of school to do part-time jobs in educational institutions in order to exercise their abilities. In the junior year, 29 students (52% of the total number of juniors) have engaged in practical activities for the purpose of exercising their abilities.
The above survey results show that, from the perspective of the three grade choices, the purpose of the social practice activities of our preschool education majors (art direction) students is not very satisfactory, there are quite a number of students who do not have a clear purpose of the practice activities, there is the case of passing time, but also by a small number of students do not want to participate in the practice activities. These situations show that our college should pay attention to the students' practical activities, and provide them with scientific guidance.
(B) The content of social practice activities of preschool education majors (art education direction) students is rich and colorful
The results of the questionnaire and interviews show that the content of social practice activities of preschool education majors (art direction) students in Xuchang College is rich and colorful and is summarized in two major categories: educational practice and non-educational practice. The educational practice activities mainly include:
1, visits to various types of nursery institutions at all levels;
2, various kindergarten apprenticeship activities, such as teaching observation activities, district play activities, etc.;
3, to kindergartens and other early childhood education institutions to help teach the activities, which mainly refers to the students use the summer and winter vacations to work in a variety of early childhood institutions and so on;
4, Receive various skills training, including students to participate in various professional skills training courses related to early childhood education inside and outside the school, for example, rhythmic training courses, senior nursery classes, etc.;
5, education and research, including kindergartens, early childhood education centers, training courses for children to conduct interviews, questionnaires, etc., to understand the current situation of early childhood education and the problem, such as kindergarten toys, early childhood games, teachers in kindergartens, the development of the situation. The research includes interviews and questionnaire surveys in kindergartens, early childhood education centers and juvenile training courses to understand the current situation and problems of early education, such as the placement of toys in kindergartens, the development of games for young children, the situation of kindergarten teachers, and the teaching of Montessori classes.
Non-educational practice refers to students working in enterprises and institutions, such as bookstores, supermarkets, mobile business halls, electronic plastic factories, welcoming hotels, pharmaceutical companies, Carpenter flooring stores, etc. to do part-time work or part-time work. The statistical results show that the content of social practice activities of students in each grade of preschool education majors (art direction) in Xuchang College has its own focus.
(C) The forms and ways of social practice of preschool education majors (art education direction) students are flexible and diverse
At this stage, it is a compulsory course for college students to participate in social practice activities, and it is also a good channel to strengthen the communication between college students and the society. Just like other majors, students of preschool education majors (art direction) have a variety of forms and ways of social practice activities. The forms of their participation in social practice activities are mainly collective, group and individual; for example, the whole class collectively enrolls in the fourth and sixth grade training courses, 6-10 people in a group participate in off-campus dance training, etc.; students contact kindergartens to do part-time work by themselves. It was found that among these three forms, the social practice activities of preschool education majors in all grades were most in the form of group activities. This shows that their ability to participate in social practice activities independently is not yet very strong. Their ways of participating in social practice activities were categorized as self-scheduled and school-scheduled.
Fourth, Conclusion and Suggestions
To sum up, the overall enthusiasm of the social practice activities of the students of preschool education majors (art direction) in Xuchang College is higher, and the content of the practice activities is colorful and the forms are flexible and varied, which has already made some achievements, but there are also some shortcomings and problems. In order to make students grow up healthily and adapt to the needs of the society as soon as possible, we must give full play to the positive role of social practice activities, take advantage of the situation and make full use of the situation in guiding students' social practice activities. To this end, the author would like to put forward the following points of view:
1, regularly do a mapping survey of students' practical activities. Always pay attention to the trend of students' social practice, and guide students in a timely manner.
2, the establishment of a stable, perfect on- and off-campus practical training base. So that students often to the practical training base to visit, visit, training.
3. Encourage students to participate in other aspects of training after school.
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