First, the basic situation:
There are 6 children in this month's rainbow class, and some of them have weak language expression skills and average cognitive comprehension skills. The ability to follow instructions needs to be improved, and most young children are emotionally stable. Young children have a strong ability to follow and imitate, and the classroom routine is average, and it needs to be further improved. The focus needs to be strengthened in the common attention of the class, and most young children have weak social skills and a willingness to socialize, but the method is inappropriate.
II. Behavioral Analysis:
Some young children present as social impairments in their group lives and are unable to socialize in the right way. There will be abnormal contact and close behavior, which will appear excessively intimate. There is a lack of social communication, and young children do not know how to communicate socially. Lack of appropriate social responses, and some young children are unable to respond appropriately.
For example: inappropriate eye contact, not knowing how to take turns speaking, and inaccurate time to respond to others, such as responding to others too quickly or too late. For example, when I want to play with other children's toys, although I initiate communication to ask others if they would be willing to lend me the toys. However, when this sentence is expressed, whether the child wants to borrow the toy or not, it is taken directly from the hands of others. The toddler who was asked did not know how to answer.
There is a social interest, but in the wrong way. Young children like to play with others, but the way of expression is inappropriate, and they cannot be expressed in the correct language but with their limbs. For example, he always likes to kiss and hug others, and uses things to grab other people's things to attract attention and interact with them.
Third, the ideal goal
Young children are able to express the correct way of socializing with each other through play or simple language.
FOURTH, the solution measures:
1. Build a suitable social situation to stimulate children's motivation for social communication
Create an environment that young children like and motivate them to take the initiative to communicate with others: such as suddenly issuing an instruction (red light - stop) in the "Rules of the Road" game that everyone likes, waiting for the child to take the initiative to ask for it before continuing to raise the green light (continue to ride the car).
2. Social story cultivation
In the group lessons, children are trained in social skills by social picture book stories, and relevant role plays are created in combination with picture book content to help children improve their understanding and practical exercises. For example, most of the children in the class like to express their likes (kisses, hugs) with body movements, and the teacher uses relevant content picture books to help children understand the correct way to express their likes according to this situation (such as: holding hands, expressing "like you" in language or inviting favorite children to play with toys, etc.)
Related picture books "The Best Gift", "You Are My Good Friend", "Harrison is a little too enthusiastic"
Create situations where your child needs help
For example, put your child's favorite food in a bottle that is difficult to unscrew, and guide him to seek help from others. Once the toddler is more familiar, it is possible to create an opportunity for simple help between the two toddlers. For example, when the teacher issues a collective instruction, individual children do not hear, and other children can be guided to help him.
4. Character switching in interactive games
For example, when playing "The Shark Is Coming", when the children understand the rules of the game more, the teacher and the children can exchange roles. The teacher makes the shark and the toddler makes the small fish; the toddler takes turns making the shark, and the teacher and the other toddlers make the small fish. Thus promoting more attention among young children and developing children's social development.
5. Respond positively to your child's social behavior
Action responses: such as giving a thumbs up, looking at the child, patting the shoulder, kissing, etc.
Verbal responses: such as praise (you just ......, awesome) etc.
Food rewards: for example, reward food once for each active social act (food is best that he can't easily get)
6. Home cooperation
Communicate with parents and combine social picture books taught by teachers at home to continue to deepen understanding and role-play games for young children. In daily life, children are given more opportunities to play and interact with others, and a parent is used as a shadow teacher to help children carry out more practical and correct social methods.
V. Intervention Effect:
After this period of intervention, young children have made some progress in social and communication, and most children can socialize in the right way under the guidance of teachers. Young children learn how to properly seek help and know which social behaviors are inappropriate. Individual young children also need passive assistance.