#parent-child education# Introduction Kindergarten education, as the foundation of the entire education system, is a preparatory education for children. There are no clear distinctions in its educational curriculum, which is roughly composed of five areas: language, science, art, health and society, as well as various activities. The various fields are integrated with each other to determine the teaching content. So, how to write observation records for large classes? Below I share with you four articles of daily observation records and analysis of children in the upper class. Everyone is welcome to pay attention.

Daily Observation Record and Analysis of Children in the Big Class One

Observation Fragment One:

While eating snacks, the teacher brought out a plate of strawberries. The teacher asked the children, which one do you want? The children argued that they wanted the big one, the small one, and the reddest one. The teacher asked the younger children to raise their hands, and then handed out the big, red strawberries to them, but gave the small strawberries to the children who wanted red and bigger strawberries. When the children were eating strawberries, the teacher said: "Good children must learn to give good things to others and not think about themselves first." The teacher looked at the remaining strawberries on the plate and said: "How many more are there? "You want more?" This time, only five children said no, and the other children said they wanted it. As a result, the teacher gave the remaining few to the children who said no. But one of the children said: "Teacher, I really don't want it anymore." The teacher was surprised. When he saw that the original strawberry was only half eaten, he probably really didn't want it anymore! The other four children who said they didn't want it happily ate the last few strawberries the teacher gave them.

Observation fragment two:

Zhang Jiayi’s father came back from Xiamen and brought some gifts to the children in the class, including toys and food. The children were all vying for toys. , but it’s not enough to distribute toys to every child. So the teacher took the toy in his hand and said: "If you want to get it, you have to participate in a competition. Each child comes to tidy up his bed and clothes. Whoever tidies up quickly and well will get the toy." , some children got toys, and other children got food. The teacher also told the children that if you want to get something, you must do it.

Reflection:

Two examples prove an educational principle, that is, education should start from the essential needs of human beings, pay attention to stimulating people's creativity, and encourage children to strive for first place. Let the child grow into an enterprising person, instead of needlessly suppressing the child's desires, let alone encourage lying. Fighting for what you want legitimately and fairly can stimulate children's creativity, mobilize their subjective initiative, and bring out their potential instincts.

It is true that in our country’s traditional education, moral qualities such as humility, altruism, and self-denial are highly respected. We do not deny the benefits and effects of traditional Chinese virtues on people's success in life, but we should also see the negative impact of this traditional virtue on cultivating children's creativity. In an era of competition, children are required to be benevolent and give in. The children may develop the quality of humility, but they may become inactive. Human instinct is to pursue material satisfaction. If the normal way of obtaining satisfaction is replaced by humility, he may change his way to obtain it, which may easily lead to a child's dual personality. In Case 1, the teacher asked "Who wants it more?" One of the five children who said he didn't want it really didn't want it, and the other four might have used "outsmarting" methods to get what they wanted. The teacher's approach is actually strengthening the children to be needlessly humble. It is very likely that these four children have learned to deceive and lie through such reinforcement, and other children may also use it next time.

"outwit" the way. The teacher knows that the children all want to eat strawberries, so why must the children tell lies? Even if someone is sincerely humble, from the perspective of the beneficiary, it is easily obtained due to the humility of others. They have not put in any effort, and there is no intentional benefit to their own development. What teachers should really do is respect children, create a relaxed and equal environment, meet their needs, and attach great importance to children's mental health.

The education of children should establish such a guiding ideology: fair competition, competition to unleash potential, is a virtue. Morality development should not be independent of creativity development. Fair competition and getting paid according to work are not only virtues, but also an excellent quality, a kind of wisdom and potential. We should allow our children to improve their morality and abilities simultaneously through such efforts and progress.

Daily Observation Record and Analysis of Senior Class Children Part 2

Observation Purpose: Whether they concentrate on playing with toys during outdoor activities, or whether they chase blindly.

Observation record:

On this day, Tingting chose the flash jump during outdoor activities. First she put the flash jump on her foot, then shook the flash jump with her hand and lifted the other foot. After she tried several times without success, Tingting stopped. She saw Jiayi playing very skillfully next to her and stopped to watch Jiayi play. While demonstrating, Jiayi said, "Play like me." Tingting said, "Okay." She tried a few more times. Jiayi walked away and went to play somewhere else. Tingting played for a while longer. She ran to the basket where the toys were placed, put the flash jumper in her hand into the basket, took a rope and started playing with it. She ran to the middle of the field and threw the rope with her hands. When she fell to the front, her foot touched the rope and she stopped.

Yueyue came over, and Tingting said, "Yueyue, come and pull my rope!" Yueyue pulled Tingting's rope, and the two played the game of pulling a carriage. After playing for a while, she put the rope aside. She changed another toy and started playing with it. After a while, when the time was up, she put the toy in the basket.

Situation analysis:

1. From the above situation, it can be seen that Tingting is able to play with toys more attentively during outdoor activities, rather than chasing after them blindly.

2. When playing, Tingting's motor skills were still relatively weak. She couldn't do flash jump, so she changed the rope, but she couldn't jump on the rope either.

Educational measures:

1. The teacher tutored her individually during outdoor activities and taught her step by step, slowly improving her motor skills.

2. Give full play to the power of parents' resources and let the child jump rope and exercise together with her parents at home, thereby enhancing her motor skills.

Daily Observation Record and Analysis of Children in the Large Class Part 3

Jia Nan was inserted into our class this semester. He is a new student, so of course we have to take "personal care" of him, but I found that he always refused "intimate contact" with the teacher, intentionally or unintentionally. Seeing that several other transfer students have become close to the children and have established a relatively close relationship with the teacher, Jianan is still so out of place. How can we establish a close relationship with him? I see it in my eyes and feel anxious in my heart.

That time, because Jianan changed clothes faster than before, I awarded him a red star. The moment he took the red star, I saw a smile on his lips. Children all have one instinct: they are eager to be praised and affirmed by their teachers. After that, I often intentionally asked him to help the teacher with things and create opportunities for him to be praised. Slowly, he became less resistant to the teacher's intimacy than before, but he never took the initiative to get close to the teacher like other children.

On this day, I asked him to help me divide the spoons, and explained that I asked him to help because he performed well that day. Obviously, I saw his bright smile. He completed the task with great pleasure. After school, his father had already taken him down the stairs. Suddenly he let go of his father's hand and ran to me. He took my hand and quickly let go, then ran back to his father's side. It all happened so fast. By the time I reacted, Jia Nan was already gone. At that time, I was really excited. The child finally took the initiative to get close to the teacher! Our education has begun to bear fruit!

This is our first intimate contact, and I believe we will have more intimate contacts in the future.

Daily observation records and analysis of large class children Part 4

Observation records

The game activities have begun again. The two girls Jiayi and Jiang Xi from the food court are today's waiters. At first, it was relatively idle. The two of them were helping each other tie their aprons in a friendly manner, smiling at each other with satisfaction. As soon as they finished packing, Xie Xin hurried over and said, "I want two chicken legs. We have guests at home and want KFC chicken." Jiayi said, "Okay, I'll give it to you." I searched for a long time but couldn't find it. There was only a whole chicken, but no chicken legs. At this time, Jiang Xi said smartly: "Is it okay to use chicken instead of chicken legs?" "No, I must have chicken legs." Jiayi hurriedly agreed: "Isn't the whole chicken pretty good? It has two chicken legs and two chicken wings." But Xie Xin refused: "Our customers said they only want to eat chicken legs, not chicken wings. "Look at me, two salesmen. I think you can't help it." Just when they were at a loss, Jiang Xi suddenly had an idea and ran to the building block area and quickly took two "chicken legs" and said, "Here are the chicken legs!" It turned out that she used round building blocks inserted into long strips of building blocks. As the so-called "chicken legs", Xie Xin was stunned for a moment, and then immediately said excitedly: "Okay! You can eat chicken legs." After saying that, he smiled and pretended to chew the chicken legs. Finally returned home satisfied.

Analysis

In the past, the game materials we provided had many finished products and had obvious characteristics. They only focused on lifelike images and beautiful appearance, which to a certain extent limited children’s divergent thinking. , lack of innovation awareness. For example, realistic TV sets, refrigerators, doll beds, tables and chairs are naturally placed together to become a doll's home. The TV is used for watching, the refrigerator is used to store things, and the bed is used for babies to sleep. Invisibly, the teacher's stereotypes limit children's thinking. Children can only play a single boring game, let alone interesting. Because some operable materials were not provided in time, we found in the game that the children lacked the ability to replace things with things.

Xie Xin in the case is a child with a distinctive personality and his own opinions. He firmly insists on his opinions, "I want chicken legs, not the whole chicken." His persistence gives Two waiters created a problem, which tested the children's ability to imagine, create and substitute things for things in the game. In order to meet the needs of customers, Jiayi actively agreed with Jiang Xi's suggestion to use whole chickens instead of drumsticks, but the customers did not agree. The game that was in trouble could no longer be played immediately. At this time, Jiang Xi's sudden inspiration solved the problem in time. From this point of view, her gaming ability is at a relatively good level among children, she has good communication skills, and she can find ways to solve difficult problems.

When the first method didn't work, I came up with the idea of ??replacing things with things, and finally the customers returned home satisfied. The two waiters showed happy and satisfied expressions after seeing Xie Xin off. It can be seen that they have experienced the joy of the game and the relief after solving the difficulties. The experience and level of the game are improved in the process of solving problems.

Guidance strategies

1. Seize the opportunity of games, spread children’s thinking, and develop game imagination.

Seizing this opportunity, I immediately praised Jiang Xi and promoted this move, which invisibly broadened the children's thinking. Therefore, in the relaxed, free and enjoyable environment of role games, phenomena such as using building blocks as mobile phones and remote controls, moon cake boxes as cash registers and computers, and mutton skewers made of building blocks have appeared. It not only mobilizes the enthusiasm of children to a certain extent, but also allows children to better exercise their diffuse thinking.

2. Provide materials to develop children’s ability to play with objects.

As teachers, we should provide children with game materials that can suggest multiple answers and avoid being limited to one correct answer, so that children can continuously discover the same material in the process of free operation, experimentation, exploration, and improvisation. A variety of ways to play, fully exploring the potential of materials. We provide a large box, which contains some seemingly miscellaneous but very imaginative space. For example, some round and square objects can be substituted and combined into many materials needed in the game. Teachers should grasp every thing, object, emotion, and situation happening around children that can arouse their thinking, imagination, and interest, so that children's inner creativity can be fully released.

3. Share and communicate to improve your game level together.

Evaluation and communication after the game is when the value of the game is best reflected. Good creative ideas can be shared and improved through communication. In a game, a child used a cardboard box as a barbecue box. It was very vivid. After the game, I asked the children heuristically: "What other games can this cardboard box play?" The children's thinking became active. Some said: "Become a TV "It can be used as a cash register." Some said, "It can be used as a safe to store money." Children have rich imaginations. , in this way, a seemingly ordinary cardboard box plays a multi-purpose role in children's games, breaking the stereotype of thinking, not only giving full play to the utilization of toys, but also greatly enriching children's games and development The flexibility of thinking.