How teachers should observe and understand young children

1. Observation is the purposeful and planned examination of preschool children's performance in daily life, play, learning and labor. Including their speech, expressions and behaviors, it can analyze the laws and characteristics of children's psychological development.

2. The observation method is the most basic method to study the psychological activities of preschool children, because the mental activities of young children have outstanding explicitness, and their psychological activities can be understood by observing their external behaviors.

3. At the same time, the observation method is carried out in a natural state, and the data of preschool children's psychological activities can be obtained more realistically.

4. In early childhood education, teachers should respect children's individual differences in development level, ability, experience, and learning style, and teach children according to their needs.

5. Understanding children's interests and development levels requires careful and patient observation by teachers.

out of the finishing]. Be good at discovering the educational value hidden in the things that children are interested in, games and accidents, grasp the opportunity, and actively guide. Teachers should be supporters, collaborators, and guides of children's learning activities.

6. At the same time, the "Kindergarten Education Guidelines (Trial)" also points out that the typical children's behavior and various works accumulated by ordinary observation are an important basis for arrogance and evaluation.

7. Therefore, observation plays an important role in teachers' understanding of children, respect children, and promote children's development.

Teachers can observe children's attention from the following aspects: observe the type of attention of children in group education activities and games, the duration of attention maintenance, and the behavior of children when attention occurs.

1) External behavioural manifestations of young children.

When young children pay attention to an object, they usually develop a movement and state that is conducive to pointing and concentrating. For example, when you look at it, you "can't take your eyes off it", when you listen, you "listen attentively", and when you think, you "pay full attention". Young children stop irrelevant behaviors when they are in a state of attention.

For example, when a toddler listens attentively to the teacher, he stops playing in his hand.

2) Children's interest and enthusiasm in the activities they participate in.

When young children are interested in a certain time, they are unusually excited and energetic, have the desire to complete the activity, are difficult to be disturbed by external stimuli, and have a longer attention span.

and 3) whether the child is using methods that facilitate attention.

When young children are highly attentive, it is often accompanied by some behaviors that are conducive to attention. For example, when children are concentrating on reading picture books, they will point to the ** on the page with their fingers.

Attention and awareness.

On the one hand, attention is not the same as awareness. In general, attention is a mental activity or "mental action," while consciousness is primarily a mental content or experience. Attention is more active and easy to control than awareness.

On the other hand, attention and awareness are inextricably linked. When people are in a state of attention, the content of consciousness is clearer. From sleep to wakefulness to attention, people's states of consciousness are at different levels.

In short, under the condition of attention, consciousness and mental activities are directed and concentrated on specific objects, so that the content or object of consciousness is clear and unambiguous, the process of consciousness is tense and orderly, and the individual's behavioral activities are controlled by consciousness, while the specific process of entering consciousness may be unconscious, that is, sometimes it contains unconscious processes.

Teachers can observe whether children's attention is concentrated from these three aspects: 1. The type of attention. Look at whether the child is actively paying attention to things or passively observing.

2. Pay attention to the maintenance time. It is also a good measure to observe the length of time that young children observe things. 3. Pay attention to the behavior when it happens.

Pay attention to how your child behaves when he or she observes things.

How parents can nurture their children's attention

1. Persuade your child to realize the importance of attention. If the child has difficulty concentrating, he will not be able to listen well in class, which will affect his academic performance. Let the child notice the importance of the problem, and the child will gradually be able to improve himself psychologically.

2. Carry out attention behavior training, such as giving children single-plank bridges, puzzles and other games, so that children can develop good habits of concentration. Generally, if the child's performance has improved, parents should actively praise and encourage, and never discourage the child's enthusiasm.

If the child is a little unsatisfactory, parents should also encourage them from time to time, and do not simply and rudely blame, otherwise the child's attention will be difficult to cultivate. Generally, children should be trained to master a principle, with encouragement as the main thing and criticism as appropriate.

Teachers can observe whether young children's attention is attentive in the following ways:

1. Pay attention to the type.

When the subject has a clear purpose for the activity, and has a strong will and anti-interference ability, it can maintain a high level of intentional attention. In educational activities, teachers observe the types of children's attention, and teach children to gradually learn some attention methods in a timely manner, so as to increase the time of children's intentional attention, reduce children's unintentional attention, and make their attention more dedicated and more able to obtain information.

2. Pay attention to the maintenance time.

In a good educational environment, 3-year-old children can concentrate for 3-5 minutes, 4-year-old children can concentrate for 10 minutes, 5-6 year olds can concentrate for about 15 minutes, and if the teacher organizes it properly, 5-6-year-old children can concentrate for 20 minutes. Teachers should gradually cultivate children's attention time to help them reduce cluttered and distracted attention.

3. A day in the day.

Teachers can observe whether children can follow the teacher's requirements in various aspects of their daily life.

4. Teaching activities.

Teachers can also observe whether children pay attention in teaching activities by asking questions and other means.

A common manifestation of attention problems in young children.

1. For things that you are not interested in, listening and watching cannot last for more than 5 minutes.

2. Poor interpersonal relationship with peers, often in conflict with peers.

3. There can be no beginning and end to doing things, a hammer in the east and a mallet in the west.

4. Easy to be impulsive, speak, and do things without consideration, and many behaviors seem to happen suddenly.

5. Excessive energy, too much activity, and restlessness.

6. Unable to delay gratification, crying or discouraged when needs are not met.

7. Poor self-management ability, rapid and intense emotional changes, irritability, and excitability.

8. Things are often done in a sloppy manner, lacking the necessary organization and order.

The significance of teachers observing children's behavior is as follows:

1. Teachers observe children, so as to understand and record the physical and mental development of children, and carry out targeted education on children's development weaknesses to promote children's development.

2. Teachers can observe children's behaviors to better understand children's development and children's existing experience, so as to formulate teaching goals based on children's experience.

3. According to the observation of children, teachers can start from the children's interests and choose the educational content that is more popular with children.

Observe the recording pathway.

1. Anecdotal records.

The teacher randomly records the child's meaningful behavior or speech in a natural situation, such as "childish words" and "thinking waves". These contents are a good opportunity for teachers to analyze and understand children, and they are also a true portrayal of children's personality development.

2. System**.

In order to record comprehensively and quickly, the method of systematic recording is adopted to record the children's behavior and speech in the activity in a timely manner, and the record sheet is posted in a place where children and parents can see it. This method not only expands the scope of the record, but also avoids the situation where the observation time is delayed or the content of the record is forgotten due to the written record.

Young children are in a state of continuous development, both physically and nervously, as well as mentally and intellectually, so it is of great significance for teachers to observe children's behavior when children are in school.

The Significance of Teachers' Observation of Children's BehaviorTeachers can analyze the laws and characteristics of children's psychological development and promote their understanding of children by observing children's performance in daily life, games, learning and labor in a purposeful and planned manner, including their speech, expressions and behaviors.

Summary. Hello, glad to answer for you! Principles to be followed by preschool teachers:

1 Principle of objectivity; 2 The principle of naturalness; 3. The principle of purposiveness; 4 Preparatory Principles The level of mastery and use of recording methods is an important indicator of the level of observation of teachers. From the observer's point of view: on the one hand, accurately grasp the comprehensive and important information related to the observation target; On the other hand, record the facts of the behavior as calmly as possible, do not jump to conclusions, and casually write the subjective feelings of the observer into the observation record.

What principles should preschool teachers follow when observing children's behavior, and what are the precautions?

Hello, glad to answer for you! The principles that preschool teachers should follow: 1. Objectivity and the original macro teasing rule; Space 2 Principle of naturalness; 3. The principle of purposiveness; 4 Preparatory Principles The level of mastery and use of recording methods is an important indicator of the level of observation of teachers.

From the observer's point of view: on the one hand, accurately grasp the comprehensive and important information related to the observation target; On the other hand, record the facts of the behavior as calmly as possible, do not jump to conclusions, and casually write the subjective feelings of the observer into the observation record.

The process of observing preschool children's slow rock behavior - precautions: 1. Avoid attracting attention, 2. Professional ethics and confidentiality, and respect children's rights, safety and personal privacy. The child's real name is not recorded.

Sensitivity and awareness, tiredness or physical discomfort, personality traits, control biases, and situational influences. 4. Errors in the process of observation, and mistakes that are missed: omitted certain behaviors.

The main cause of omissions is negligence in recording and errors in authority: Listing information that is not known in the actual situation, and errors in communication: only observing the results of actions.

Okay thank you. You can continue if you need anything.