Teachers usually say, "it's no use for children to have bad routines!" " The implication is that routine is the premise of all educational activities. Therefore, teachers often have to do a lot of routine training for children before the activities are carried out, so that children can "rest" and "sit well" repeatedly with the teacher's password. Teachers almost always let children quietly prepare for class before starting her educational activities. In educational activities, in order to criticize, blame and correct a child's illegal behavior, teachers often have to interrupt the ongoing content, "wake up" other children from the "immersion" state of learning the content, and bring them to an irrelevant time and space, just like a person being held high, and then a sudden external force pulls them down from a height. That sense of loss is self-evident. In educational activities, tutors often act as defenders of discipline and routine. They keep staring at children to see which ones are not serious and interfere, but forget that they observe and record children's learning and growth ... However, is routine really the premise of educational activities?

We can also see such a scene: when children are completely immersed in the activities they are interested in, they usually don't violate the rules. They will devote all their energy to the current activities, and naturally there is no extra energy to violate the discipline. Once, the teacher carried out the activity of "Little Baker", let the children wash their hands, mix flour and make pastry on the clean table, saying that this is a part of lunch prepared by everyone for themselves, and the children are full of energy, showing the investment that is difficult to see at ordinary times; On another occasion, the teacher divided the children into three groups, providing rice cookers, vegetables, minced meat, rice and glutinous rice paste respectively. The children cooked, boiled soup, rubbed dumplings and cooked dumplings under the guidance of the teacher. The children were very busy, but no one made trouble. It can be seen that when children devote themselves to the activities they are really interested in, they show great learning autonomy and experience the satisfaction of their needs from the heart. At this time, teachers' emphasis on routine and discipline becomes redundant. The problem of discipline has always been that people's needs have not been fully met. Therefore, the real premise of educational activities is children's real interest and intrinsic learning motivation, not routine.

On the other hand, under what circumstances does convention become the premise of educational activities? Obviously, it is when children have no real interest in activities. At this time, educational activities have become an externally imposed task. Children can't move from the heart and devote themselves wholeheartedly. In addition, they don't have the self-control ability as adults, so violations of routine and discipline occur frequently. At this time, teachers also raised the "banner" of discipline, and maintained the routine to serve the successful completion of the scheduled teaching tasks. In fact, teachers are usually busy with two things: one is racking their brains to arrange and organize the teaching content approved by teachers, and the other is to take safeguard measures to achieve this goal, one by one to maintain routine and discipline control, while avoiding possible safety accidents. So the routine naturally becomes the premise.

Second, regular education: Can it be done only by teachers' requirements? Regular education is not a prerequisite for kindergarten education activities. This does not mean that kindergartens do not need to conduct regular education for young children. Conventional education is needed, but how should teachers carry out conventional education for children? The usual practice is that teachers deliberately remind and urge children to abide by the rules, issue bans such as "Don't throw toys around" and "Don't talk loudly", and restrict children's actions. However, when children violate the rules, teachers usually take the means of reasoning or even subduing them, forcing them to "submit". In doing so, teachers actually regard the rules as an external requirement for children and think that children can passively accept this. Therefore, we can see that after teachers have repeatedly taught and emphasized the routine requirements, children can tell many of them, and seem to "understand" many of them, but it is difficult to show the corresponding behavior. When they "tell" these truths, they are actually talking about something that has nothing to do with themselves. Therefore, regular education can't rely on forced indoctrination and repeated reinforcement of rules from "outside" to "inside", and can't let children passively accept rules, but create conditions for children to "endogenous" rules and guide them to actively construct rules. To this end, teachers must:

1 Cultivate children's ability to do things independently. In places where routine and discipline are emphasized more, children's autonomy will be worse, and children with strong autonomy will have a strong sense of rules. Children's devotion to doing things in activities is a direct manifestation of their autonomy, and it is also the best way to develop a sense of rules. Doing things with devotion can enhance children's experience of concentration and self-management, which constitutes the original connotation of the rules. Therefore, teachers should observe and cultivate children's inner interests, listen to children's opinions, support children's interesting activities in time and space environment and psychological atmosphere, and give children more opportunities to do things independently.

2 Guide children to establish a "contract" for class life and experience the demand for rules. The "contract" of class life is an agreement on interpersonal relationship, a provision unanimously agreed by all children and a reservation on reward and punishment measures for performance. Learning to establish and fulfill the "contract" is the basis of honesty and trustworthiness, so that children feel that the rules are their own needs, not something that has nothing to do with them. The demand of children's experience for rules is essentially the reciprocity of experience rules, that is, rules are both altruistic and selfish. Such as "sharing", not only give your own things to others, but also get others' giving. If you don't share your own things with others, you won't be able to share others' things. The reciprocity of experience rules also enables children to establish a positive attitude towards rules.

3 From prevention, restriction and prohibition to encouragement and expectation. When teachers are used to using negative and negative language such as "don't" and "don't allow" to emphasize the rules, they are guarding against and restricting children, and they are "blocking" rather than "sparse". Over time, they tend to put the rules in an annoying situation, resulting in children's lack of sense of purpose and confusion, and children feel that teachers don't trust him, because children have a strong need to be encouraged, affirmed and trusted. Therefore, teachers should encourage young children and send them positive expectations. Teachers can say things like, "You will …, right" or "If you can …, then we will all be happy for you." Teachers often educate in this way, and the rules for children will be gradually established.