The two year old baby plays very well at home, what if he doesn t play with other children when he g

Let him eliminate the resistance to strange peers, slowly integrate into it, and feel happy.

Usually, the mother can also give proper guidance, take the baby out outdoors to get in touch with new things, and also take the baby out for a walk, so that he can see other children.

In such a situation, I think that mothers should spend more time with their children, and should also take their children out to play, and should also let their children get in touch with some peers and learn to get along and play with their peers.

It shows that the child does not like strangers very much, and because the child lacks this exercise, as a mother, she should guide the child well, let the child have more contact with strangers around him, so that the child will become more cheerful.

If you have time, you can spend more time with your baby, so that you can establish a good parent-child relationship with your baby, but let your baby get used to playing with multiple family members, for example, other family members other than the mother can also accompany the baby to do more games. In addition, you can also take your baby out to play with children, which can cultivate your baby's social awareness.

Parents should play with their children, children at this time need some sense of security and the company of others, which is very good for children's growth.

This is because the baby is not aware of this aspect now, and the baby should be taken to a place with more people to let the baby exercise his expression ability.

Parents can tell their children that the gods are very happy to play with other children, parents can also take their children to get along with other children, and they can also get some toys for their children, and they should encourage their children to play with their little friends who bother him, so that children can slowly integrate with other children.

The two-year-old child is more withdrawn and holds the cherry blossom, so he doesn't like to play with other children, and his parents must learn to enlighten him and let him understand the joy of making friends, so that he can become cheerful.

The child should be enlightened only after playing with other children, will he become particularly fun, and only Yu Qing should enlighten the child, and other children want to play with him.

You should tell your child that every child will have their own good friends, and we should also make friends, and you can also tell your children some books about making friends or show them some cartoons about making friends.

You can tell your child about the benefits of playing with others, you can play with your child more, and tell your child that the same is true when others play with you, and your child may accept others.

Children should be enlightened with the right attitude, and things should also shape children's good character, and children should be made more cheerful, and children should learn to take the initiative to communicate with others. Children should also learn to share.

Parents should actively guide their children, and at the same time, they should also improve their children's social skills, improve their children's oral expression skills, and encourage their children to contact and play with children of the same age.

For children with a certain level of understanding, it is possible to attract children's attention to sounds, objects, and to play alternate and imaginative games with others, and the following strategies are commonly used:

Clause. 1. Listening bombing, that is, repeatedly using words or overlapping words as the training language.

Clause. 2. Combine words with food, and match the items and toys that children are interested in with words.

Clause. 3. Body language, encourage children to communicate with posture and voice.

Clause. 4. Emotional control, correcting children's bad communication methods such as crying, getting angry, and throwing things.

Clause. 5. Situational communication: Create situations for children to communicate with others and respond quickly. For children who already have language, but the language content is small, and the form is simple, the intervention strategy is to let children imitate in imaginative games, such as asking children to imitate the teacher's words, gradually guide children to take the initiative to express, and can apply in life, use hand gestures and movements to strengthen children's language feelings, encourage children to communicate consciously, create various opportunities to dialogue with children, and let children learn life language in store shopping, receiving friends, and etiquette role-playing games.

Regardless of the intervention, it is necessary to pay attention to individual differences and use language appropriate to the child's individual developmental level.

1. Create a relaxed environment. In view of the psychological characteristics of withdrawn children, when children enter the kindergarten group from their own small home, they should be considered to adapt to group life as soon as possible. The first is that the attitude of the teacher should contribute to the formation of a safe and welcoming psychological environment.

Yan Shi said, "It is no longer applicable. Surveys show that almost every child likes a teacher who is kind, kind and laughing, like a mother's teacher to give children a sense of security and trust. The second is the teacher-student relationship.

The teacher is no longer a person who gives orders and assigns tasks, but should "squat down and talk to the children", sing and dance with the children, have unrestrained conversations, and be their bosom friends. A good teacher-student relationship and peer relationship can make children feel warm and happy in group life. Teachers with a heart are often good at creating an atmosphere that makes every child feel relaxed and free as if they were at home.

A good environment makes children yearn for and love kindergarten life, which can produce positive psychological factors and help withdrawn children take the first step.

2. Provide opportunities for performance. When listening to the teacher's lessons, it is often seen that the active children receive much attention, and the performances, games, and questions are turned again and again, while the withdrawn children are not cared for, but the more this happens, the more the withdrawn children are more timid and withdrawn, which is a vicious circle process.

In education and teaching, teachers should be fully aware of this, pay attention to the development of special children, and leave more opportunities for them. You can use a step-by-step principle, patiently induce your child, encourage them to express themselves, and give them opportunities to perform. For example, guide them to carry out activities in the activity area, and ask them to play roles, ask questions, and act as teachers' assistants.

Don't ignore your child's progress, praise it in front of everyone in a timely manner, and when your child's self-confidence is regained, he will become cheerful, generous, and eager to socialize.

3. Influence children with love. Seedlings need to be watered with love, and withdrawn children need the nourishment of love. The teachers all agreed:

Withdrawn children are very stubborn, will not be easily obedient, and are not easy to change. We must find out their temperament and preferences, first of all, we must do what they like, and then slowly guide them to treat them as our own children, and touch them with motherly love.