First, provide a safe and warm living environment for children.
Children in small classes are young, so the corresponding environment must be safe and meet their own needs. Therefore, we have created the corresponding material environment. For example, next to all the power outlets in the class, we have posted safety signs to remind children to pay attention to safety at all times. We divided the waiting areas for drinking water and washing hands and equipped them with corresponding signs. Put a size sign on the bathroom floor to remind children to queue up in turn when going to the bathroom and washing their hands to avoid crowding.
Children in small classes are young and attached to their families and parents. Considering children's psychological needs, we should try our best to create a warm, home-like living environment for them. For example, in the environment of a nap, we stick cartoon patterns of stars and the moon on the curtains around the classroom, and slowly put down the curtains during a nap, accompanied by a soft and soothing lullaby. The music faded away and the children fell asleep. In this way, it not only gives children a warm and comfortable environment, but also gives them visual and auditory hints, letting them know that they should take a gentle nap and go to bed before the music ends.
Second, create a clever living environment for children.
Environment is a talking teacher. Teachers should skillfully use the educational elements in the environment to promote the cultivation of children's living habits. For example, put a set of hand washing icons on the small mirror in the bathroom. When children wash their hands, they will naturally look at the photos and follow the steps in the photos.
(1) Encourage children to develop good eating habits.
We give priority to encouragement and set up an encouragement wall where I have made progress. Every petal on the wall has pictures of children, as well as signs of cleanliness and quietness. Children can choose the corresponding stickers according to their eating performance.
(B) Pay attention to the cultivation of details of living habits
From the beginning of small classes, we pay attention to the cultivation of children's behavior details. After the children have finished eating, we usually make such a request: please send the bowl and spoon back gently; Please bend over and rinse your mouth; Wipe your little face clean; Remember to put the used towels in order and take them home. Therefore, we have created a charm wall of details. Use the photos of children's peers to demonstrate the best image of their peers. Every time I see a photo, the child will think about whether he has noticed these details. Children in small classes are young, their movements are not perfect, and they often can't wash their faces. We cleverly remind young children by looking in a small mirror, so that they can see whether they are clean after wiping their faces. Driven by the environment and peers, children's living habits are getting better and better.
Pay attention to children's individual differences
After a period of observation, I found that many children in my class are picky eaters, especially those who don't like green vegetables. So I made a big mouth smiling face doll and a big mouth crying face doll, and put the daily recipe on the big mouth Barry of the smiling face doll. Those picky eaters very much hope that their photos can fly to smiling faces and join the ranks of their peers. The doll with big mouth and smiling face has become the best way to motivate.
The attention duration of small class children is relatively short. Some children often leave their seats when eating. To this end, I put a sign of love on their seats and told them to be good friends with the little chair, otherwise love would not be good friends with them. After a period of practice, we found that the love chair did lead some children to sit in their own chairs and finish their meals.
Third, create a good environment for children in daily activities.
For young children, the cultivation of living habits should permeate every link of daily activities. We skillfully took advantage of the time difference between children's lunch and dinner, and put some game materials that are helpful to their self-care ability. Such as feeding dolls, clips, buttons and so on. This not only ensures the safety and order after meals, but also cultivates the children's practical ability.
In kindergarten, the most frequent thing is peer interaction. Therefore, in daily life, we guide children with weak hygiene habits to play games with children with good hygiene habits, and use the mutual influence of peers to gradually develop good hygiene habits. For children who have made progress, we reward them, such as kissing their little faces and giving them five stars, so that more children who have made progress can be small helpers.
In addition to the creation of physical environment, teachers can also skillfully use language, movements and other ways to create a good psychological environment and promote the development of good habits of children. For example, when cultivating children's habit of washing their hands, we participate in the process of washing their hands while reading children's songs: rubbing hands, rubbing hands and fingers, one, two, three, shaking hands dry. Finally, let the children find a small towel to dry their hands. Through the image of words and actions, children quickly mastered the method of washing their hands.
In short, we strive to put the protection of children's lives and the promotion of children's health at the top of our work, respect children's individuality, their wishes and needs in education, respect their dominant position in activities and create a warm, safe and interactive living environment for them.