First, the basic situation of the case
Far (pseudonym), male, 5 years old, emotionally stable, no obvious stereotypes. Have strong language skills, can take the initiative to greet people, chat (where did this buy, where did the XX teacher go, when the XX students come back, etc.) and can express their wishes and needs clearly (such as the teacher I want to go to the toilet, the teacher I draw well, when the teacher redeems the sticker, etc.).
However, the awareness of rules is weak, and the awareness of actively abiding by the class routine is not strong and unwilling to follow. In terms of socialization, young children will take the initiative to play with partners, such as discussing the content of their respective drawings. Be able to pay attention to changes in the surrounding environment (it is raining outside) and observe whether students in the class have come to school.
There is self-stimulation behavior of flicking or bouncing the wrist, which usually occurs when excited, but the frequency is not high, about 3 times a day at school for 1-2 seconds each time. When writing, there is a wrist-cutting appearance, and the pen control ability is not strong.
2. Behavioral performance
In school, sitting posture is poor, and tables and chairs are shaken frequently. Shake the chair back and forth with both hands on the front of the table. If the teacher does not remind, he will always maintain this posture. This happens both in class and after class.
Third, analyze the causes of problems
1, the generalization of tables and chairs is not good, do not know the correct sitting posture when sitting desks and chairs. Young children are promoted from a small group to a preschool and have a certain ability to sit. Because the group was a low plastic chair, there was no desk. But preschool is a set of iron tables and chairs. So the desk became a distraction.
2. Do not adapt to the change of course time and course content. Groups are 20-minute lessons. Preschool is a 40-minute lesson. The group does not have cultural lessons or writing, and there are special sessions for playing games and toys. However, the preschool only takes the children to play games in physical education class. Due to the reduction of play time, the child uses the table as a fulcrum, and shaking the table and chair is like playing seesaw.
3. The generalization of the character is not good, and the preschool teacher has not established cooperation. Do not complete the instructions of the main teacher or do not cooperate with the assistance of the auxiliary teacher.
4. Lack of self-management and restraint of young children. There is no self-control without the request of others. When the behavior of shaking the table and chair appears, the teacher will guide the child to sit down positively, but the child does not persist for a long time and lacks motivation.
Fourth, intervene in the implementation process
1. Antecedent intervention: In class, use the prompt cards of the classroom rules to help children understand the rules
Before the lesson, the child will be asked what the class routine is. Through interactive games such as 1-minute hourglass games and sitting challenges of 60 seconds, we help young children understand and practice correct sitting postures. In the course of class, the main teacher strengthens the children in a timely manner (sitting far away is very straight, far behind the small hands is awesome, children like far learning, etc.)
After class, the teacher takes the initiative to chat with the children or play games, so as to gradually establish cooperation
2. Passive intervention: After the behavior occurs, the teacher positively guides the child to make the correct behavior
Lead teacher: Use nursery rhymes such as "123 on the mountain" or "small hand clapping" to help children adjust their sitting posture
Auxiliary teacher: Without affecting the classroom, language, physical, and visual cards assist children in adjusting their sitting posture
3. Active intervention: Use the combination of token board and token book to establish cooperation with young children, and improve self-control ability while helping children understand the rules of the classroom
Rules for Redeeming Rewards:
Stage 1: Token Board. A class sticks 1 Peppa Pig on the token board for every 10 minutes, and those who get more than 3 Peppa Pig can be exchanged for 1 piece of drawing paper during recess
Stage 2: The token board is used in conjunction with the token book. If you get more than 3 Peppa Pig in one class, you can exchange it for drawing paper between classes or paste a small red flower on the token book. Collect 4 small red flowers on the token book, which can be exchanged for cartoon stick figures drawn by the teacher for coloring. Filled with 2 small red flowers, you can redeem your finished painting and seal it.
Rewarded for getting tokens, young children manage and discipline their own behavior autonomously. The intensity of the teacher's assistance is gradually decreasing.
V. Analysis of the effect of intervention
After half a month of hard work, young children can do without shaking the table and chair. However, the sitting posture is still sometimes not correct, such as the body is not sitting straight, the feet are not put on the equal foot problem or need to be reminded by the teacher, but the number of reminders is not much, about 3 times per lesson.