How to teach young children to learn to observe, how to make young children s observations

How to develop students' observation skills.

Teach students to be serious and focused.

The prerequisite for success in doing anything is that you must be serious and focused, and this requirement is even more prominent in observing things. In order to cultivate students' observation skills, teachers must first teach students to understand the truth that "you must be serious and focused in order to succeed".

Exercise students' mental concentration.

Observation is not something that ends at a glance, and the process of observation is generally relatively long, which requires students to have strong mental concentration. Teachers can exercise students' mental concentration by asking them to practice calligraphy or calligraphy.

Arouse students' curiosity and drive interest.

Before observing things, the teacher can tell the students some interesting places or stories about the object to be observed, so as to arouse the students' curiosity and arouse their desire to observe.

Remind students to observe the whole first, then the parts.

When observing, the teacher can remind students that the process of observation is to observe the whole first, have a rough understanding, and then observe the local details, and it will be smoother to follow the basic process observation.

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.

1. Make preparations before observation.

2. Use the salient characteristics of the object to stimulate children's interest in observation.

3. Guide children to observe through enlightening questions.

4. Guide children to use multiple senses to perceive the characteristics of things (that is, to make children's various senses participate in observation activities).

5. Children should be taught specific observation methods.

6. Guide children to pass the operation and fiddling with the observation object, and combine observation and operation to comprehensively observe things and understand the changes of the observation object.

As much as possible, children should be given the opportunity to do and operate on their own.

7. Encourage children to express their findings in language (i.e., to develop children's language in an intentional way).

8. Consciously develop children's thinking ability through observation.

9. Cultivate children's good observation habits.

10. Instruct children to learn to record observations in various ways.

First, we should encourage and cultivate children's interest in observation. Generally speaking, children have an interest in observation. From cultivating children's interest in observation, develop their keen observational ability.

Parents can open up a biological corner at home and let the children sow the seeds themselves and see how they sprout in a few days. If you can, help your child raise a baby turtle, a little frog, a little bird, a little grasshopper, or something, and these lives will stimulate your child's interest in observation. Parents can consciously teach their children how they exercise, what they eat, how they make sounds, etc.

The cultivation of an interest in observation enables children to learn to observe the world with an eye of exploration and curiosity.

Second, it is necessary to teach children to learn to make careful observations, so that children can pay attention to finding out the similarities of different things and the differences of similar things through observation. For example, parents can ask their children to distinguish between monkeys and orangutans, and between male and female peacocks when they visit a zoo. Children can also observe the differences between the cat's eyes at night and noon, the similarities and differences of various leaves, and the body characteristics of different types of fish.

Through this kind of fine comparison and observation, it is easy for children to remember the characteristics of things and the differences between things.

Finally, guide your child to observe with questions. There is no problem that the purpose of observation is not strong, and the gain is not large. Parents should ask their children questions and let them look for answers through observation.

For example, you can ask your child what color a cabbage sum will turn when it is placed in the sun, what color it will be when it is placed in a dark place, what color a purple morning glory will be in clear water, what color it will be in vinegar, and so on. Observation also requires tools such as magnifying glasses, telescopes, and microscopes; If possible, you can buy some observation equipment to allow your child to observe a more subtle world. For example, if you look at the feathers and cicada wings with a microscope, you will see new sights one by one, which will greatly broaden your child's horizons!

1.Diary description method: also known as children's biography method, is a method of long-term follow-up observation of the observed object and recording the behavior of the observed object in the form of a diary.

The diary description method is a traditional method of early childhood research, which is to observe and record in daily life, which can systematically obtain the continuous changes in children's physical and mental development, and can provide long-term and detailed first-hand information.

2.Anecdotal Recording Method: Anecdotal recording method is a common method used by teachers, which records both typical and abnormal behaviors. It may be an extremity that expresses a child's personality, or it may be a behavioral event that reflects an aspect of the child's physical and mental development.

It is simple, convenient and flexible, which can help teachers understand the personality characteristics of children, understand the growth and development of children, and the various factors that affect children's development, and help to carry out targeted educational interventions. However, the anecdotal recording method is also characterized by strong subjectivity.

3.Fact-Sheeting: Fact-sheeting is a method of detailing and completely recording the behavior of the observed object in its natural state, and classifying and analyzing the collected raw data.

4.Sampling and observation method: a method of taking some subjects from the research population as a sample according to the predetermined standard and inferring the overall situation from the results of the sample. This saves resources and makes observations concrete and objective.