Middle class kindergarten teachers’ reading experience

Writing about reading experience can not only understand the content and purpose of the book or article, but also cultivate a clear mind and keen vision, and enable you to have your own unique opinions or insights no matter what you do in the future. , will not follow others' opinions and blindly agree. Below I will bring you some reading experience of middle class kindergarten teachers, hoping to help you.

The reading experience of middle class preschool teachers (1)

I recently read a book "A Key to Preschool Teachers", which really gave me a new perspective on early childhood education. A window opened. Each problem, each case, and each analysis in this book are examples from teacher education. Mastering and solving these problems is an educational skill that every front-line teacher must possess. The book explains it from several aspects such as teachers and children, teachers and parents, teachers and the community. In terms of teachers and parents, this book teaches teachers how to better help parents change their educational concepts and how to communicate with parents to make home-based cooperation more effective.

Parents are important educational resources and partners of kindergartens. Teachers have the responsibility to help parents understand the educational goals and tasks of kindergartens so that both parties can achieve educational knowledge, form an educational synergy, and promote the healthy physical and mental development of children.

Parents have a difficult job, but it is very important. Parents always think that their children are just playing in kindergarten. Some parents want to sleep in in the morning, so they send their children to kindergarten very late and do not pay attention to kindergarten education. While teachers have time to communicate with parents individually, they should also hold frequent parent-school exchange meetings so that parents can keep abreast of their children's performance in kindergarten. Teachers also have more time to educate and guide parents, so that parents and teachers can continue to communicate. educational concepts. Parents can personally participate in their children's activities, which can quickly change their views on early childhood education. We organize several parent-child activities every semester so that parents can participate in the activities of kindergarten children.

As every teacher engaged in the education profession, especially our preschool teachers, we should not only study school education, but also study family education and pay attention to tutoring and guidance. Therefore, the interaction and communication between teachers and parents is very important and will become an inevitable trend in education reform. Only by correctly understanding and handling the relationship between teachers and parents can we jointly do a good job in educating children. For us, how to be good at seizing the opportunity in communication between the two parties and how to naturally capture the parents' voices in casual conversations. There are still certain difficulties in how to artistically promote and guide child care knowledge to parents.

How to solve some difficulties in communicating with parents of young children. I think we should start from the communication between teachers and parents, and continuously improve the methods, methods and skills of communication with parents.

Although teachers have short contact with parents every day, some problems can also be reflected in a few words, which requires us to flexibly master conversation skills and the art of speaking. In the past, I always believed that time was short, so rather than beating around the bush, it was better to speak straightforwardly. So sometimes they complain in front of the children and their parents, which makes the parents very embarrassed and the children scared. This is not conducive to children overcoming their shortcomings, nor is it conducive to family cooperation. This book opened a window for me and became a key to learning new skills. There are many windows that need to be opened in a person's life. Since you choose a teacher, it means you have to face many challenges and need to find more keys...

Reading experience of middle class kindergarten teachers (2)

This semester I read the preschool education monograph "New Views on Early Childhood Education" written by Professor Yu Yongping and benefited a lot.

"New Views on Early Childhood Education" is a book that records the behavioral interactions between preschool teachers and children. The book records several interactive behaviors between teachers and children in the form of cases. Professor Yu uses 35 charts to show us the research results in the form of data to show us the various inner standards and expectations children hold towards people and things. Various expectations, expectations, demands, etc., present the inner world of the child.

This book discusses and explains in detail from ten aspects: children's view, education view, activity view, curriculum view, environment view, life view, game view, knowledge view, teacher view and evaluation view. It mainly expounds some basic theoretical issues of early childhood education and the new development of these issues in modern times. It is of great help to teachers to re-understand the basic issues of early childhood education, change the concepts of education, and improve the quality of early childhood education.

The new "Outline" proposes: Kindergarten education should use games as basic activities. Teachers have a direct relationship with children's games and play many leading roles in children's games. From time planning to environment creation to behavioral observation and activity guidance, teachers' support and participation are all reflected.

What impressed me most after reading this book was Chapter 7 "Game View". Not only are individual small cases common problems in our work and life, but they also bring about various problems that appear in the game. solution to the problem. I read every word and sentence carefully to get some information and experience that is beneficial or helpful to me.

I was deeply touched by the explanatory materials in the third section of Chapter 7 of the book "Creation and Observation Guidance of Game Situations in Kindergarten". In the process of children's games, teachers are not only observers and recorders, but more importantly, they should be supporters, participants and guides of children's games.

This chapter focuses on the observation and guidance of children's games, and summarizes the three most common methods of observing and recording games: overall scanning method, fixed-point observation method, and personal tracking method. Class record sheets and observation examples provide detailed analysis and guidance on teachers’ participation methods in children’s games. The author uses some real cases of teacher-child interactions that occurred in kindergartens, and descriptively records the children's joys and sorrows! Enter the real life field of teachers and children, and enter the tiny spaces where they interact. In these cases, children have unique internal dimensions, motivations, wishes, needs and impulses, and how teachers understand children's needs, understand their thoughts, grasp the rhythm of interaction with children, and use appropriate methods to intervene and guide etc. As a follower, the author expresses various foresights on the interaction between teachers and children, and uses line drawing to show the reality of the interaction between teachers and children.

I applied the insights I gained from the book to actual work. I also explored five methods to promote teacher-student interaction in kindergarten games: personification method, scene reproduction method, throwing ideas, and media. Auxiliary method, problem-posing method.

For example: Clever use of "anthropomorphism" is a way to capture the age characteristics of children during games and give small puppets, toy animals, etc. a human tone to elicit communication topics. Using anthropomorphic education, abstract principles are made simple and easy to understand, and complex preaching becomes vivid and easy for children to understand and recognize. The effect is far better than simple preaching. This method is particularly suitable for small class children who have just entered kindergarten. It can shorten the distance between teachers and students in a short period of time, thereby stimulating children's desire to talk and act with "small animals", and the interaction between teachers and students naturally occurs.

Another example is the use of the "scenario reproduction method", which is a method in which the teacher purposefully introduces or creates vivid and specific scenes during the game to arouse the necessary emotional experience for the children and participate in game sharing and discussion. method. For children in small classes, I think the scene reenactment method is more suitable. The use of the situational reproduction method is to allow children to participate in sharing discussions in an intuitive, attentive and pleasant mood. With emotional participation, children will naturally be involved in such situations, and interactive discussions with teachers can achieve twice the result with half the effort.

Several methods have their own merits. Appropriate methods can be selected according to the age characteristics and actual conditions of children to guide children to engage in autonomous games. They can be used alone or in combination according to actual needs.

The above is my experience after briefly reading this book. In the days to come, I will read many cases in detail, perceive its profound meaning, and experience the experience of being at the scene with children. Everything that happened….

I believe that through my further detailed observation, comprehensive understanding, and truly experiencing the joy of equal interaction with children in practice, I will be able to effectively promote the all-round development of young children.