Early childhood education practitioners should find direction through questioning and reflection

? Question introduction?

Director of the teaching department A: Observation is the basis of the curriculum, but when we looked at the teachers’ observation records, we found that teachers often praise children’s small actions. "flower". We want to guide teachers to see young children as active, capable learners, but should such observation records be encouraged? How should we advocate?

Teacher B: "Praise row X, row What kind of course value orientation?

? Solution strategies ?

1. Learn to discover children’s abilities and be objective and sincere.

In recent years, many teachers’ observation records and case interpretations do not praise children vigorously, as if they do not reflect the “correct view of children and education.” This phenomenon must be resisted.

Observation is the basis of the course, not a slogan. It should become a concept and be reflected in all aspects of the course. We must truly liberate teachers and not let observation records become a burden for teachers. Instead, we must make observation records the basis for teachers to make any curriculum decisions, and let observation enter teachers' daily lives. We must create conditions to encourage teachers to observe children objectively, meticulously, directly, and completely. We must effectively improve teachers’ professional abilities through training and teaching research, so that teachers can understand children.

If teachers do not have the opportunity to observe children properly, and if teachers do not have the ability to interpret children's behavior, it is easy to interpret and deal with them by using the big words in various documents, and false and empty "praise" will appear. Objective, sincere, and realistic descriptions are the most powerful. We must encourage teachers to enter children's lives realistically, observe children, and see their abilities and qualities.

2. The most authentic value orientation of the course is reflected in the most common actions and the most commonly spoken words.

Everyone expresses their own value orientation through their own behavior. If we can understand our own value orientation better, we are doing "clear education". How to provide “clear education”? Be diligent in reflection, reflect on your daily words, and reflect on your daily actions. We need to find out the values ????that guide our practice. Compared with the scientific view of children and education, we need to find the space and direction for our own progress. Therefore, recording what you often say, or asking people around you to help record it, can make you an "understanding person, always think new, and you can continue to make progress." Yu Huaijin said in "A Life Education with Teachers Leading by Example": Training By facing life ourselves, we can live more actively and make our education more positive.

Early childhood education practitioners:

Find the direction through questioning and reflection

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Socrates said that an unexamined life is not worth living. As practitioners of early childhood education, we also need to always ask ourselves during the course practice.

1. Have you ever asked yourself why you do some of the customary practices in kindergarten?

For example, kindergarten activities, group activities, regular activities, transition links, and departure links. Said: "A good life is a good education, a bad life is a bad education... An orderly life is an orderly education..." Leaving kindergarten is a life that children have to experience every day, and it is also something that children have to experience every day. educate.

If when it comes to leaving kindergarten, parents flock to the classroom door every day to pick up their children in a hurry, the children are anxiously looking forward to it, and the parents who pick up their children eagerly ask the teacher: "How is my baby today?" Then What will happen to teachers, parents, and children in such a state? If this becomes a long-term lifestyle, what kind of education will the children receive? In this case, can the departure link be changed? Is it possible to bring order, peace and stability to the departure process through farewell etiquette?

If every child has something to do during the departure period, parents will not pick up their children immediately after coming in, but wait patiently for their children to complete what they are doing, and then say goodbye to the teacher with peace of mind. We believe that no matter what the form is, when leaving kindergarten can become a peaceful and stable life form, children will definitely be able to receive a peaceful and stable education in such a form.

2. Do the lessons you implement every day come from your own thinking and the needs of your children, or because others do the same?

"We originally wanted to do this, but their class snatched it away first." "No, branches are the main material of our class's art area." "This is the suggestion of XX experts and cannot be changed... ..." "This is what XX wants." Do you often say or hear similar words, with many invisible constraints, making "liberating teachers" an empty talk? If teachers are not liberated, liberating children can only be an idle talk.

There are many reasons why teachers cannot be "liberated", and self-set "limits" may be a key factor. So why do teachers set "limits" on themselves? Set "limits" to yourself to refuse progress; set "limits" to yourself to avoid thinking (responsibility); set "limits" to yourself to refuse collisions; set "limits" to yourself to avoid facing yourself. Of course, setting "limits" for oneself may also be a way of self-protection in life. But no matter what, this should not be the state that teachers should have. Education is the pursuit of progress, education is self-acceptance, education is nothing but contentment, education is letting go and stepping out...

3. In each curriculum review, what is reviewed and what value is exerted?

***Make a weekly plan together, discuss which class should be scheduled at what time, discuss how to teach a class appropriately, and discuss the preparation of teaching tools. But if "the curriculum is to be child-centered" and "based on children's interests, needs, abilities and wishes", then we must ask, have we fully realized the value of curriculum review? Is the most important goal of our deliberations to address the question of what teachers teach, or the question of what children need? How to respond to our curriculum pursuits?

Look for the needs of the children in your class and the problems that need to be solved in the daily life of the class, and come up with those things for which you can’t find a good way yet, or you hope to find a good way through everyone’s strength* **Common review and seek your unanimous support. If there are some materials that really need to be produced, how can they be integrated into the course? Is it better to do it with your child? A grandmother said to her children: "When we go home, we criticize our mother. She is very busy with the things we have to do, cutting, cutting and pasting. Everything has been done. What do we do?" In fact, this sentence should be criticized more for just cutting and pasting. Teachers who cut and paste are so busy that they forget the needs of their children.

For early childhood education practitioners, there are too many questions worthy of questioning and reflection:

Do we feel that the work pressure is too high and the pace is too fast?

Have our daily busyness given our children higher quality companionship?

When you leave work exhausted every day, is it because of everything you have done during the day, or because of everything you have not done?

When preparing young children for school, should we teach them standards, or should we inspire their minds?

When reflecting on children’s play activities, do you truly understand how to support children’s exploration?

Does the kindergarten curriculum plan you implement truly meet the actual needs of yourself and your children?

Have the functional designs of various toys operated by young children been fixed and programmed?

Why do we need to look more closely?

Children like to "fight monsters", what should we do?

…

As long as early childhood education practitioners do more self-questioning and reflection every day, they will find ways to implement child-centered curriculum and use it better Such curriculum methods develop children's abilities, satisfy their learning interests, and achieve the purpose of education.

This article is excerpted from "Growing Up with Children in High Quality - Kindergarten Curriculum Construction and Practice Guidelines" (Authors: Li Shibiao, Wang Ying, Wu Yan). The copyright belongs to the author. Please indicate when reprinting.

The positioning of this book is to help kindergarten teachers understand what curriculum is, how to structure the curriculum, how to use the curriculum to better support children's high-quality daily life, and how to better understand the relationship between curriculum and children's high-quality life. The relationship between development and how to understand the relationship between teachers’ own development and curriculum practice. This book believes that kindergarten curriculum construction is a process and action that accompanies and joins children's lives. Curriculum is in children's lives and actions. Kindergarten curriculum should better consider how to help children live and act better by accompanying them and joining their lives. This book is based on making the curriculum better support the high-quality growth of children. Through the three modules of "problem introduction-theoretical elaboration-practical expansion", it starts from the problem, presents the theory, combines practical exploration, and guides the practical work of kindergarten curriculum.