Pre-meal organization

1. Use music rhythm and finger games to organize children's washing to reduce waiting.

Washing before each meal is an essential procedure. In the past, teachers always maintained the order of children and washed in groups. One teacher took care of the children in the classroom, and the other Teachers should pay attention to the safety of children going to the toilet and the washing of children's hands.

There is a gap between the time when the first child washes his hands and when the last child washes his hands, and there is also a gap between when the first child washes his hands and when he takes the bowl to eat. This is a link where children wait more passively. If the teacher organizes it improperly, the children's previously washed hands will be contaminated again.

In order to reduce the unnecessary waiting of most children, teachers can actively use their brains to form each class's own unique organizational method. For example, some classes group children into roles under the names of different animals. Observe and summarize the appropriate number of children and the time required for entering the bathroom each time. Then adjust the length of the music, record the tape and play it, and mobilize the children in an orderly manner with the corresponding animal music. There are purposeful intersperses in between that require review and consolidation. rhythm.

While two groups of children were doing toiletry activities, the other children were concentrating on doing rhythmic movements. Children who come back from bathing are followed up at any time, which not only takes into account the difference in the length of washing time between children, but also takes care of all children. There is no needless waiting time, and the children's clean hands will not be contaminated again. The music rhythms interspersed in the middle will be changed regularly. Some classes use finger games as an interlude to mobilize the enthusiasm of children. Children learn happily and teachers organize easily. Link transition is no longer a problem.

2. Create a relaxed dining environment and carry out pre-meal recipe broadcast activities to stimulate children's appetite.

Helping young children regulate their emotions and allowing them to eat in a good and happy mood is the main purpose of pre-meal activities.

The main method is to carry out pre-meal broadcasting activities. The children in the upper class have a certain degree of independence. In order to exercise the children's expression ability, the students on duty will collect the relevant nutrition of the day's recipes at home one day in advance with their parents every day. Knowledge, act as a little information broadcaster before each meal, broadcasting the meal recipes and nutritional value to all companions.

Children in primary and secondary classes do not have enough autonomy and do not have a clear understanding of the nutritional value of food. The teacher knows the day's recipes in advance, uses the Internet to search for pictures and texts on the nutritional value of the dishes, and shows them to the children before the meal. The colorful pictures and teachers' vivid descriptions not only allow children to understand the benefits of each dish to their physical growth, but also create a psychological atmosphere in which children want to eat, enjoy eating, and love to eat. In class, use the aroma of food to stimulate the children's appetite again.

Detailed organization of meals

1. Grasp the children's meal time and master the correct meal method.

Experts point out that too little or too much meal time will affect the child's reasonable intake of nutrients. Due to insufficient iron intake, the prevalence of iron deficiency anemia will increase. Child care experts advocate that children should develop good eating hygiene habits from an early age and that it is appropriate for children to spend 30 to 40 minutes at each meal.

Therefore, class teachers and caregivers promptly remind children who eat too quickly to chew slowly and carefully, and respond to children who eat while playing, looking around, and holding rice in their mouths without restraint. For children who are willing to swallow and take too long to eat, find out the specific reasons and conduct a detailed analysis. The teacher may try to reward the children who have made progress with progress stars, extra fruits or snacks in lunch, or post-meal activities such as toy sharing and independent games. Wait to attract them and try to eat them as fast as possible.

Let children gradually and consciously adjust their meal times. Children in the small class eat with spoons, while those in the middle and upper class eat with chopsticks. In the small class, children are mainly taught the methods and requirements for each link of eating, such as sitting upright on a chair, holding the bowl in one hand and holding the spoon in the other, and feeding rice to the mouth. Next, use a bowl to catch the falling rice grains, etc. When I arrive in the middle and upper classes, I learn how to use chopsticks to eat correctly.

2. Standardize the route for children to serve meals to ensure safety during meals.

There is always a headache for teachers during the meal process, and that is unsafe factors. Although children are very orderly and follow the order, there will inevitably be spills or collisions caused by serving meals, and so will teachers. Safety is emphasized every day, but it is still not satisfactory. How to solve this problem?

The trick is that if all children can move around a fixed line (such as counterclockwise from back to front), then there will be no crossover and artificial collisions can be avoided. Teachers can uniformly standardize the routes for serving meals to children in groups. Each group is led by a team leader and proceeds in a fixed order. No matter who is the team leader, the position adjustment will not affect the route, so that every child can quickly To understand where to sit and how to move, the teacher needs to constantly remind you in the first few days, but it will get better gradually. This is not a restriction on young children, but an excellent link in cultivating rule awareness.

3. Pay attention to children’s mental health during meals.

Modern 'health' is not only a strong body, normal development, and no defects in the traditional sense, but also includes mental health, which involves many aspects such as cognition, emotion, emotion, and personality.

To ensure the healthy development of children in kindergarten, teachers not only take care of their physical development, but also protect their psychology. Therefore, eating issues can no longer be considered only from the perspective of physical health, but must be re-understood from the perspective of mental health. When eating in kindergarten, I often hear such kind reminders: "Eat well, don't talk" and "Don't scatter rice grains on the table"... The originally happy eating suddenly turned serious.

Because in people's traditional concepts, it is generally believed that eating without talking is a virtue and is good for health. Therefore, young children must abide by this traditional virtue and always remind themselves to eat as required. From the perspective of physiological characteristics, when a person is depressed, the digestive glands are suppressed and there is no appetite.

The teacher’s urging of slow-eating children and frequent reminders of the rules put the children’s nerves in a state of tension, affecting their appetite, causing their emotional aversion and tension, and causing anorexia and food fear. Research by University of Chicago psychologist Chisikson Mohei has confirmed this and believes that talking while eating can make people feel happy, active in thinking, and full of creative associations.

Through observation, teachers will find that children in small classes do not talk much, while children in middle and large classes often talk quietly during meals. Giving children the right to speak freely reflects respect for children and the openness of education. So, does the teacher take it easy on the children's eating? Giving children a relaxed dining environment does not mean letting them go. Teachers must understand when and what needs to be done to maintain discipline.

During meal activities, children are willing to communicate with each other or talk to themselves without affecting other children or disrupting eating activities. Personal behavior should not be restricted by discipline. In daily life, if some children like to interfere with other children's eating, the teacher needs to maintain discipline and let the children understand the importance of discipline so that they can consciously abide by it and gradually learn self-control so that the children can develop harmoniously physically and mentally.