Positive emotional communication is the basis of harmonious communication between teachers and parents, which connects teachers, parents and children like a rainbow. In the past, when we cooperated with parents, we often paid attention to the innovation of contact methods, but ignored the establishment of sincere emotional contact with parents. Therefore, in parents' work, more emotional factors should be integrated into family ties, and closer family ties from some details can achieve better results.
For example, the children in class xx are very weak. One day, she came to kindergarten just after she was ill. I rushed to meet her, took the child, and gently said to xx, "xx, you are here. We all miss you. " Then I asked my mother, "Is xx much better? Still coughing? " Our concern made mother's brow stretch a lot.
Answer us. Much better. "Do you still need to take medicine today?" Mother said, "It was left by the teacher at the doorman." "Oh, ok, she will come and feed on time at noon." Mother nodded, took a few steps and then turned around. "Teacher, if she still has a bad cough, please tell us." "Oh, ok, I'll pay attention to it, and I'll contact you immediately." Mom and mom left safely.
Second, pay special attention to individual differences.
There are always some children with outstanding characteristics in each class, that is, children with obvious personality, such as strong aggression, lack of self-confidence, slow movement development, emotional disorder or poor awareness of rules, and so on. If we only rely on home-school communication, it will be effective in a short time, but it will inevitably become a mere formality. Therefore, according to the characteristics of individual children, we adopt a step-by-step educational strategy to carry out individualized education. Practice has effectively promoted the individual development of children from the aspects of present situation, cause analysis, strategy formulation, education implementation and effect reflection.
Four-year-old J.J. has poor self-control He can't sit in class for five minutes. He is always messing with children, or pulling girls' braids, or pulling the chairs of nearby children. He laughed happily when others fell. The same is true when playing games. It is common to compete for toys. Therefore, it often attracts complaints from peers. In order to help JJ develop good social behavior habits and better integrate into the class, we actively contacted parents and formulated a series of home cooperation plans.
In the communication with parents, we learned that J.J.' s parents are very busy at work and usually neglect the education of their children. J.J. was brought up by his grandparents since he was a child. Especially grandpa took good care of J.J. Because grandpa gives J. J. everything, whether it is reasonable or unreasonable. Parents' negligence and grandpa's love make the naughty J.J. more unconstrained, which leads to J.J. going his own way in collective life now. After finding the root of the problem, the two sides of our homeland searched for study materials together, studied together, worked out educational strategies suitable for Jiejie together, and began to implement educational intervention. Such as: timely affirmation-when J.J. has good behavior, praise it in time; Environmental impact-our teacher sets an example of obeying the collective rules by his words and deeds, and drives J.J. to obey the rules by his words. Strengthen guidance-help J.J. improve his language expression and communication skills, learn to solve problems through consultation, and reduce willful behavior. After a while, J.J. changed. He began to like playing games with friends and learned to communicate with others. Although sometimes he can't control himself well when playing, once reminded, he will correct it immediately, and sometimes he will say with self-deprecation: Oh, I forgot!
Third, get to know each other face to face.
Some parents in the class are very concerned about their children's education, so they want to know about the organization and teaching of kindergarten activities. For example, is music teaching children to sing? Is the science class about science for them? In the face of parents' similar confusion, we learned about parents' worries through "parents' half-day open activities" and parent-teacher conferences, and mobilized parents to discuss and communicate at the parent-teacher conferences.
Fourth, make rational use of family resources.
Parents are important educational resources, so we teachers should try our best to guide and support parents to participate in teaching and truly regard parents as an important educational force.
For example, during planting activities, we asked our grandmother to show us how to loosen the soil and sow seeds, so that the children could observe carefully.