Learn about the most common methods used by teachers of early childhood behavior

1.Holistic approach.

The holistic approach mainly records children's activities in the form of symbols, and the teacher needs to take turns scanning and observing each child, and each subject can be observed for a few minutes, so as to understand the play situation of all children.

The overall method is generally used at the beginning and end of the game, the teacher needs to prepare the content to be observed in the form of ** in advance, and the game starts directly with the content they see in the ** to make a mark (such as playing), or according to the actual needs, with a different color of the pen to make a mark.

2.Written Law.

Written law is the recording of young children's activities in the form of texts. There are several forms:

Structured recording: Teachers observe children's participation in play in a purposeful and planned manner, usually for a specific reason.

Unstructured Recording: This is used when there is no predetermined destination to observe a young child or group of young children. Such observations are spontaneous, often due to something interesting or unexpected happening suddenly.

It is recommended that teachers always have a small notebook and pen in their pockets so that they can take notes at any time.

Comparative observation records: It can be to observe the different performance of different children in the same situation, or it can be to observe the performance of the same child in different stages at intervals. This observation and recording method allows teachers to see the differences in the abilities of different children, which is conducive to teaching children according to their aptitude. The progress of the children can also be observed, which is conducive to the development of individualized guidance strategies for the children.

3.Charting method.

There are two main forms: tracking charts and pie charts, which are clearer and more purposeful than written methods.

Tracking map: Record the movement of the toddler during the play time, which areas they went to, and what they did.

Pie chart: Shows the amount of time children spend in different activities, so that they can understand their interests and better guide them. The recording of pie charts is very simple, it can clearly and intuitively show the results of observations, and can be supplemented with text.

4.Sampling.

Sampling refers to the sampling of a part of the sample units from the research object for recording and analysis, mainly time sampling and event sampling.

Time sampling: Records are made at regular intervals throughout the game, either for a toddler or a group of toddlers. If you don't have to keep a narrative continuously, you won't be able to keep both recording and observing.

Event sampling: It is often used to observe young children who have a tendency to undesirable behaviors, such as being short-tempered and aggressive. The purpose of these observations is to keep a record of all the events and see if there is a pattern to follow in the occurrence of events, which in turn can help to develop effective corrective strategies.

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.

Behaviorism plays a role in promoting children's learning in teaching methods, which will be elaborated below. 1. A brief overview of the theory of behaviorism.

Behaviorist psychology emerged in the twenties and thirties of the twentieth century, and once it was produced, it had a profound impact and was called the "first force" psychology. Behaviorist psychology emphasizes the importance of behavioral research, and it believes that the study of psychology should not be about consciousness, but behavior. Specifically, this behavior refers to the various reactions of the organism in the body in order to adapt to the changes in the environment, which is mainly manifested in the contraction of the body's muscles and the secretion of glands.

2. The use of behaviorist theory in preschool education.

1.The dominant role of preschool teachers in educational and teaching activities.

Preschool children are physically and psychologically in an immature stage of development, which determines that everything in this period is in its infancy. Correspondingly, during this period, children's self-control and self-learning ability are very low. Young children are not able to choose appropriate learning materials for themselves and purposefully construct their own knowledge system.

Therefore, preschool teachers often need to play a leading role in children's life and learning. On the other hand, the teacher-led teaching method ignores the differences and imbalances in children's development, which is not conducive to the sustainable and healthy development of children.

2.Pay attention to the role of the environment in education and teaching activities.

Watson, the founder of behaviorism, once said that if he was given 12 healthy babies, raised in an environment of his own making, and picked any baby among them, he could train them into any type of character he set out, regardless of his talents, talents, and other aspects, as well as the occupations and races of their parents. This sentence reflects the behaviorist theory, which emphasizes the great role of the environment in human development, and believes that the environment is the decisive factor affecting the physical and mental development of young children. Children's behavior is malleable and controllable, and can be corrected and shaped by external factors.

At the same time, the psychological development of preschool children is specific and involuntary, and it is easy to be affected by the external environment, so the environment occupies a very important position in the development of young children.

Observation is the purposeful and planned examination of preschoolers' 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.

Like a parent who takes care of a child.

1. Based on the practical training principle of class management standards, teachers in small classes of a nursery brigade should meet the needs of children for safety, trust, love and independence. Remembering the order, B Kindergarten teachers should meet children's needs for self-awareness and inner independence. , remember to establish a safe and trusting relationship is also a premise, specific operations, a every Wednesday teaching and research meeting, the manager put forward the teaching and research theme, the head of the teaching and research meeting in the teaching and research meeting for teachers to work together for ten minutes, the formation of countermeasures b teachers in stages training teaching and research content, 1, how to pay equal attention to the needs of young children and teaching 2, how to respect children's rights more than respect themselves, starting from the day 3, teachers should respect facts and record early childhood development 4, how teachers can be children's guides, friends, Facilitator 5, how can teachers help children socialize, pay attention to the two sides of discipline and children's intentions, 6, teachers need to realize that conflict is inevitable, and the key is how to deal with conflict positively.

7. What kind of environment can teachers build so that children can develop a sense of order early in the tour 8, how can teachers achieve a harmonious and healthy interpersonal relationship

Teachers can promote children's teacher-child interaction through observation and behavior, consider the characteristics of the age of the children in the class, ask different levels of questions, ask questions to be inspiring, can stimulate children's positive thinking, ask questions to pay attention to language arts, and ask questions to be open-minded, so that children can think positively and fully imagine.

1. Consider the characteristics of the age of the children in the class and ask questions at different levels.

Teachers often have to prepare lessons before activities, and they will also ask some questions related to teaching activities in the preparation of lessons. In the preparation of questions, it is necessary to organically combine the problems with the children.

Teachers should understand each child's different experience, different levels, and different personalities, correctly estimate the child's ability, and ask questions of different depths.

2. Asking questions should be inspiring and can stimulate children's positive thinking.

Heuristic questions can open children's minds, make children happy and eager to learn, and can guide children's thinking step by step. It can change the state of children's passive listening to stories, and stimulate children's enthusiasm and initiative to think. On this basis, the teacher asks some "big" and "deep" questions to the children, and gradually guides the children to transition from intuitive visual thinking to abstract logical thinking.

3. Pay attention to language arts when asking questions.

In group teaching activities, children often think about questions and problems based on the teacher's questions. Therefore, the language of the teacher's questions is crucial. First of all, the teacher's questioning language must be scientific and accurate, so as not to cause children to understand the wrong or difficult to understand.

Secondly, because the teacher's teaching language is restricted by the specific teaching content and teaching time, the teacher must convey the most knowledge and information in the most concise language, and must make the language concise and fluent, easy to understand, especially the oral question sentence should not be too long, otherwise it will make it difficult for children to remember and understand, and it is difficult to find the core of the problem.

4. Ask questions openly, so that children can think positively and fully imagine.

Open-ended questions are very different from traditional questions, traditional questions are often an answer to a question, focusing on the transfer of knowledge, and open-ended questions can have a variety of answers, Yuyu focuses on the cultivation of children's creative thinking ability, teachers should design more open-ended questions with thinking orientation.

Children should not only understand the story, but also express the content of the understanding in words, which is conducive to the cultivation of children's positive thinking and language expression skills.