Break the whole into parts and promote children's self-management

How to optimize children's daily life arrangement is a problem that every kindergarten teacher should think about. ...

We first investigated the original work and rest system, and found that in real life, according to the original work and rest arrangement, there are often some situations.

Take small classes as an example. Every morning, several children are always late. When other children have started eating breakfast, they often come to the garden one after another. After eating snacks, there are morning games and morning conversations. Children who eat snacks early have to wait for their companions to enter the next link. In addition, because there is a collective teaching activity link between morning exercises and outdoor activities, a large part of the activity time is wasted in the process of constantly entering and leaving the activity room and going up and down the stairs.

Analyzing the reasons for these situations, we think that the original work and rest arrangement has divided the activities too carefully, and the time left for children in each activity is very limited.

The Guiding Outline of Kindergarten Education (for Trial Implementation) puts forward: "Arrange and organize one day's life scientifically and reasonably", "The time schedule should be relatively stable and flexible", "Minimize unnecessary collective actions and transitional links, and reduce and eliminate the phenomenon of passive waiting". Considering the children's age characteristics and daily observation of children's activities, we carefully analyzed the irrationality of the original schedule and adjusted it. The schedule of work and rest in different age groups may be different. The schedule between different classes in the same age group is relatively unified, but teachers are allowed to adjust flexibly according to the learning characteristics and needs of children in this class.

Take the small class as an example. We integrated the original morning talk, roll call, snacks, games and other activities into the "morning activities", breaking the original time limit and adjusting the original "group snacks" into "independent snacks", that is, we set up an independent snack area in the living area, so that children can decide when to eat according to their own wishes, as long as they finish the snacks before the "morning activities".

In this way, considering that each child eats snacks at different speeds, some children will choose to eat snacks leisurely before playing, and some children will flexibly choose to use snacks when there are few people. Secondly, it also reduces unnecessary waiting, and children who have finished snacks can enter the area to participate in activities at any time.

In addition, we integrate the original morning physical exercise activities and outdoor activities into one hour, because for small class children, entering and leaving an activity room requires teachers and children to do a lot of preparatory work, and the merger of links reduces unnecessary transition links, which can leave children more activity time.

In short, after optimizing the schedule of work and rest, the transition links are reduced. Teachers guide children to finish two or three things in a relatively complete time, encourage children to arrange their own time to finish what they should do, avoid unnecessary collective actions, reduce passive waiting, and promote children's self-management.

When the new timetable was first implemented, some teachers had doubts. For example, when promoting "self-eating snacks", a teacher said: "In the past, children ate snacks collectively. Although the speed of eating was different, we all knew which children ate and which children didn't. However, after the implementation of' self-eating snacks', because children are scattered in various areas after coming to the park, even if they are told to eat one by one, it is easy for some children to miss and eat. " Some nursing teachers also complained: "In the past, when I ate snacks collectively, I spent up to 20 minutes on this job, but after I finished my snacks, I needed to stay in the snack area until the last child finished eating." In this regard, we discussed it in relevant teaching and research activities and reached the understanding that the implementation of "independent snacks" is by no means to increase the burden on teachers, but to promote the improvement of children's self-management ability.

To this end, we need to create an environment that can support children to achieve self-management.

So we are equipped with tableware suitable for children to use independently, such as dim sum clips, duck-billed mini soybean milk (milk) barrels, etc., to encourage children to take snacks and receive milk or soybean milk themselves; We posted a "stick figure" on the wall of the snack area, so that children can intuitively understand the types of snacks and the amount of one intake, such as "a sugar triangle, three cherry tomatoes and a cup of soybean milk". We also guide children to separate used and unused tableware. For example, used small teacups should not be put back into the teacup holder, but should be put into a bucket for unified cleaning, so that teachers can intuitively know whether children have used snacks.

After the above adjustment, children all fall in love with this way of eating snacks independently, and teachers no longer feel burdened, because children will remind and urge each other with the support of suitable environment, which is conducive to teachers' emancipating their minds and better participating in the observation and guidance of regional activities.