What is the role of kindergarten teachers in early childhood conflict?

1.Parallel Intervention:

Parallel intervention refers to the teacher playing with the same or different materials with the child in the vicinity of the child, with the aim of guiding the child to imitate, and the teacher plays the role of implicit guidance, which is implicit. When children are not interested in the new materials provided by the teacher, or do not know how to play, do not like to play, and can only play in one way, the teacher can intervene in this way to instruct.

2.Cross-Intervention Method:

The cross-cutting intervention method refers to when children have the need for teacher participation or when the teacher thinks that it is necessary to guide, the child invites the teacher to enter the child's game as a role in the game or the teacher himself plays a role, and plays a role in guiding the child's play through the interaction between the teacher and the child's role.

3.Vertical Intervention:

The vertical intervention method refers to the fact that when there is a danger of serious violation of rules or aggression in the child's game, the teacher directly intervenes in the game and directly intervenes in the child's behavior, and the teacher's guidance is explicit.

1. Observe and understand the children, formulate and implement the education plan according to the kindergarten curriculum standards stipulated by the state, combined with the specific situation of the children in the class, and complete the educational tasks. It is the primary responsibility of preschool teachers to formulate teaching plans that are suitable for children's physical and mental development in accordance with the requirements of the kindergarten curriculum, and to put them into practice. Early childhood teachers should ensure the integrity of the programme when teaching the curriculum, while at the same time giving full play to their flexibility to link teaching and life practice to promote children's development.

2. Observe, analyze and record the development of young children. Early childhood development includes both physical and psychological aspects, and development will last for a long time, and at each time period, there are different developmental tasks and growth needs. When leading these children, preschool teachers need to record the children's growth in detail, indicate the tasks and implementation during the development period, and closely monitor the children's physical and mental growth.

In this way, problems and contradictions can be identified early, and energy and time can be concentrated and time to solve these existing problems, so as to promote the development of young children.

3. Strictly implement the kindergarten safety and health care system, guide and cooperate with the nursery staff to manage the life of the children in the class and do a good job in health care. The healthy and safe growth of young children depends on the environment provided for them, and a healthy and comfortable environment for them to grow up in is needed. Early childhood teachers must have this responsibility to create an environment with good hygiene, tranquility and adequate safeguards.

4. Maintain regular contact with parents, understand the teaching environment of children's families, discuss educational measures that meet the characteristics of children, and cooperate to complete educational tasks. Nowadays, the growth of young children is not only a matter of kindergarten, but also related to the children's family and a good social environment, preschool teachers in the hail period of children's education, need to take into account these external factors, strengthen the contact with parents, actively grasp the family environment of children's growth, understand the existence of problems and contradictions, and then prescribe the right medicine to solve the existing problems.

5. Participate in business learning and early childhood education research activities. The development of the future society puts forward strict requirements for the growth of preschool teachers, preschool teachers should not only complete their own work, but also actively expand themselves and improve their abilities; It is necessary not only to have good teaching ability, but also to have the ability to conduct research on actual teaching, combine teaching and research, and reflect the requirements of actual teaching. Preschool teachers also need to improve their abilities and enhance their practical abilities through part-time learning and training.

6. Report to the director regularly and accept his inspection and guidance. Kindergarten teachers need to be managed and constrained in the whole kindergarten teacher system, belong to a certain structure, enjoy rights and have corresponding responsibilities. Preschool teachers need to regularly report to the principal of the kindergarten on the actual situation of teaching and the actual situation in the kindergarten, highlight the deficiencies and existing problems, and propose corresponding solutions.

Managers need to inspect and guide the work of teachers according to the actual situation of teachers, highlight their strengths and strengths, and solve and deal with existing problems and contradictions.

Answer]: A In the process of playing, the supporting roles of the teacher are the bystander, the stage manager, the co-participant, and the game leader; Non-supporting roles include non-participants and directors.

In the process of children's play, teachers should play multiple roles such as guide, organizer, supervisor, and encourager, but should not play the following roles:

1. Intervener: Children are the main body of the game, teachers should not interfere too much in their game process, must fully respect children's wishes and creativity, and give them enough freedom and choice.

2. Judges: Teachers should not judge or compare children during their play. For young children, play is a joyful and relaxing experience and should not be seen as a form of competition or judgment.

4. Apathy: Teachers need to pay attention to children's play process at all times, give timely guidance and attention, and ensure that they play safely and happily. If teachers are indifferent and do not care about children's play activities, it will make children feel lost and helpless.

Therefore, teachers should maintain a respectful and concerned attitude in children's play, provide sufficient space and opportunities for children, encourage them to give free play to their creativity, develop their personality and strengths, and give guidance, supervision and help, so that children can fully experience happy growth in the game.

The role that teachers should not play in the process of children's play is that of the director.

When carrying out education and teaching work, teachers should put forward different requirements according to the temperament characteristics of children of their age, adopt appropriate measures, and treat them differently. There is no good or bad temperament per se, and every temperament has its advantages and disadvantages. For children with different temperament types, it is necessary to carry forward the advantages of their temperament and prevent the formation of bad qualities.

Specific educational measures for children with different temperament types are as follows: Children with choleric temperament types: cultivate enterprising and bold qualities, and prevent willfulness and rudeness.

Children with a polyamologic temperament: develop an enthusiastic and cheerful personality and stable interests, and prevent rough branches and leaves.

Children with a mucous temperament: cultivate the spirit of active exploration and the characteristics of being practical and conscientious, and prevent conformism and prudence. Children with depressive temperament type: develop resourcefulness, acuity and self-confidence, prevent doubt, loneliness.

Bear treats.

The dramatic conflict in children's drama is caused by opposing characters, which is manifested as the contradiction between truth and falsehood, good and evil, beauty and ugliness that children can understand, and the psychological conflict of their own personalities.

The main characteristics of the drama conflict are that the theme is distinct, concise and to the point, and the theme is reflected in the daily life of young children. The performance of the dramatic conflict is that it is interesting and playful.