Kindergarten children are prone to problems that they usually have

Kindergarten children are prone to problems, and some children are more active, and it is easy to say that there is a conflict between children.

The problems that kindergarten children are prone to usually have are that children are easy to be noisy, easy to fight, and easy to breed such problems.

Kindergarten children are prone to problems because they don't need to be six years old, and it's the time when they are annoying, and when they are even naughty, they say that they need to be managed by others.

The problem of China-Pakistan kindergarten is that self-discipline is not strong enough.

1. Kindergarten children tend to be "self-centered" in everything. In today's society, only children account for the vast majority, and the children of one-child families are pampered and doted on by adults, so that they form "only me" and "only me". The tendency to be "self-centered" in everything often produces the psychological requirement of "everyone for me", and in the long run, they will lack the opportunity to interact and cooperate with others, and they will be more or less in them.

There is a manifestation of unsociable, selfish influences, social processes.

2. Kindergarten children often have conflicts with their peers. So why do companions have conflicts? There are three reasons for this:

First, a strong desire to control objects: For kindergarten children at this age, there is generally a strong desire to control objects, such as food, toys and so on. And at present, most children are only children, and parents will try their best to meet the various needs of children, which further increases the desire to control items with children.

Second, differences of opinion: Differences of opinion are also a very common trigger for peer conflict in young children. In a child's peer interaction, two people have a disagreement on a certain matter.

Since young children are not yet very mature in their perception and thinking, this disagreement is very likely to turn into conflict.

Third, deliberate provocation: Some children grow up in "pampered" families with improper family education methods, which makes children develop a pampered and self-centered character, making it easy for children to interact with peers. Deliberately other young children thus establish their own authority.

3. Complaints by kindergarten children.

There must be a right response to the children's complaints. In fact, the content of children's complaints is nothing more than "trivial things" in one-day activities, but if these are not solved in time, according to the physical and mental development characteristics of kindergarten children, they may mistakenly think that the teacher does not pay attention to them, so they will make some excessive reactions.

What I heard:

Question:1Lively and active, but not strong awareness of sports safety.

2.Friction between peers increases, and they love to complain.

3.Curiosity grows stronger, and dangerous actions make parents worried.

4.I don't talk at home, but I don't talk when I go out.

For Kindergarten children, the task of parents is to hide half of their love.

Countermeasures:1Instruct your child on communication skills and develop your child's communication skills.

1) Take a correct view of the child's "complaining" behavior.

2) Help children understand their own emotions and understand the emotions that others may have in the same situation.

3) We should provide opportunities for children to interact with their peers, and pay attention to allowing them to learn the skills of interacting with their peers correctly.

2.Accompany and encourage the child and develop the child's language ability.

1) Enrich your child's life experience. We should consciously guide children to observe more things in life, encourage children to "talk", and develop children's speaking skills. For example, take your child to the park during the holidays and ask your child to talk about what they saw in the park and what people did.

2) Encourage your child to speak.

3) Give your child more opportunities to speak. Encourage children to interact freely with their peers, let children practice listening and speaking in their own interactions, and develop children's language skills.

4) Develop children's language skills through storytelling activities. Ask the child to try to repeat the story.

3.Teach your child how to observe and develop your child's ability to observe.

1) Be good at capturing what children are interested in, guiding children to make observations, and stimulating children's interest in observation.

2) In the process of observation, use words to guide.

3) In the process of children's observation, it is necessary to change the way in a variety of ways.

4.Listen patiently to your child's questions and satisfy your child's curiosity and desire for knowledge.

5.Maintain a good parent-child relationship and develop children's healthy emotions.

1) Create a joyful family atmosphere.

2) Help children learn to vent their bad feelings.

What comes to my mind: we have a good time with our children, but sometimes we can't listen patiently.

First, we must insist on taking young children as the main body.

Children in small classes have little experience in perceiving things, and their hands-on ability is weak, and most children cannot move alone. Therefore, the number of corners should not be set too much, nor should it be too complicated, and should be based on the forms that children like to see, such as: "doll's house", "story corner", "feeding corner" and so on.

Kindergarten children have the initial experience of perceiving things, and can basically carry out corner activities independently, the number of corner areas should be appropriately increased, in order to fully meet the children's curiosity and cognitive interest, and can be added to the area corners of performance, art, science, etc., such as: "** hall", "handicraft corner" and "science corner" and so on. Kindergarten children's verbal expression, hands-on operation and logical thinking.

At this time, it is necessary to add a large number of activity area corners, and appropriately increase the difficulty, such as: adding "underwater world" in the science area.

Space Exploration", "Machine Operation" and other activity corners; Military chess has been added to the chess area.

Chess, backgammon.

Wait. In the process of creating a district corner, it is necessary to pay attention to the main role of children, such as: let children come up with ideas, think of ways, collect materials and arrange the environment, etc., so as to enhance children's sense of ownership and make the district corner more attractive.

Second, it should be synchronized with the educational goals and contents.

The creation of district corners should be closely integrated with the educational content and goals, synchronized with educational activities, and turn the process of creating district corners into the process of education and teaching. For example, in the activity of "understanding the ordinal number of L 10" in the middle class, a "small railway station" can be created.

Recognize ordinal numbers by having toddlers buy tickets and find carriage seats by the numbers on the tickets. Another example: for the rhythm training of kindergarten children, you can create a "** hall" and put more different types of percussion instruments.

Third, it should be relatively dynamic.

The ever-changing and developing educational environment is conducive to stimulating children's curiosity and desire for exploration, and is conducive to the development of children's multiple intelligences and personality. Therefore, the active area angle should have a certain degree of dynamics and variability.

When some corner areas can no longer meet the actual development needs of young children, they should be replaced in time. Such as: Taipan's "doll's house", "small shop", "small photo studio" and so on.

The content of the corner should be constantly updated, such as: the wall painting should change with the change of the season; "Clothing stores" should be suitable for the season; "Doll's house" should conform to the characteristics of modern home;

Science Corner" should keep pace with the development of science and technology, and so on. The variety and quantity of materials to be put on should also change frequently, especially when children lose interest in certain activity materials.

The corner of the activity area should be constantly changing with each passing day, and the permanent setting should be always new, and it should not be immutable and once and for all, and it is necessary to ensure the strong interest of children. At the same time, it is also necessary to actively expand the corner space and pay attention to making good use of the natural environment and cultural landscape.

and the community, these have been set up in large "corners".

Summary. Hello, dear. We're happy to answer your <>

There are two common problems that Kindergarten children often have in the classroom routine: one is that some children are inattentive and always like to think or do things that are not related to the class. The second is that some children are more passive in raising their hands to speak, while some children want to speak but forget to raise their hands, and they can say very casually when they want to.

What are two common questions that Kindergarten children often have in their classroom routine?

Hello, dear. We're happy to answer your <>

Kindergarten children often guess two problems in the classroom routine: one is that some children are inattentive and always like to think about something or do something unrelated to the class. The second is that some children are more passive in raising their hands to speak, while some children want to speak but forget to raise their hands, and they can say very casually when they want to.

In order to allow children to change this state, the teaching materials we selected start from the children's interests, and try to design some lessons that the children feel are interested in and believe in the children's life. Let them use their multiple senses to actively participate in the play and learning, which in turn improves their concentration and activity interest. For children who are inactive or inattentive, I will pay attention during the lesson, talk individually after the lesson, and actively encourage them to perform better in the next lesson.

And teach children to wait for others to finish speaking before expressing their opinions, which is polite to people. <>