1. Basic information
Qiang Qiang (pseudonym), 4 years and 8 months old, is a child who just entered the Integration Park of Area B in September 2021, and has been briefly intervening in the Fusion Park of Area A for more than 2 months, and has not carried out systematic behavioral intervention for 3 months in the middle, and has been resting in his hometown. Strong overall cognitive ability is good, children's self-control is low, and the awareness of behavioral rules is very poor. The ability to understand and abide by the rules of the classroom is relatively lacking, but because the child's cognitive ability is better, he can keep up with the content of the teacher's class, and the participation in the overall classroom and the perception of the classroom links are better.
2. Description of behavior
When Qiang Qiang is ready to drink water and when he is ready to wash his hands, he will directly cross the children in line, grab the water and wash his hands in front of the tap, disobey the instructions required by the teacher to queue, and correct and criticize other children. When Qiang Qiang was waiting for the handing out of the drawing paper, he saw that there were children around him who got the drawing paper, and immediately could not accept this situation, the mouth would say "the teacher forgot me", he would directly grab the color pen that others had just taken out, and the mouth would say "This is my blue!" ”。
After a period of observation and analysis, as well as the understanding of strong family parenting styles and children's educational experiences, the following problem-generating factors have been drawn.
1. Poor ability to understand and comply with the rules
Qiang Qiang's rest time at home is relatively long, so the child's regression is relatively large, and many kindergarten rules are not willing to follow.
2. The ability to wait is relatively weak
Qiangqiang at home and brother age gap is relatively large, so delicious fun will give Qiangqiang first, at home such a situation is not a problem, but for a strong and strong lineage children will think that I get XX before others is normal, but in the fusion environment there are more children, will not let him be the first every time, then the child will cause a lot of problem behavior because of not understanding.
3. Excessive satisfaction at home
In the three months of time back to the hometown, mainly living with grandparents, there will be the elderly to the strong and strong, no matter what requirements the strong and strong will be satisfied, resulting in children will not think differently, too self, do not consider the personality of others. In kindergartens, there will also be cases of tantrums that do not meet the requirements.
Third, the ideal goal:
In the collective environment where it is necessary to wait, be able to wait without scrambling;
IV. Intervention Process:
1. Delayed gratification
In the usual activities, consciously increase the time they wait and reinforce the waiting process. Establish cooperation with general education teachers to improve the ability to wait and reduce the occurrence of problem behaviors. For example, when drinking yogurt, communicate with the class teacher, use the way of roll call to drink milk, at the beginning, Qiang Qiang is the first to take it, the second is other children, and at the same time give the second child a reward teacher to guide him, and after accepting the arrangement until the delay time is longer.
At the same time, when children learn in the new classroom, they will be eager and expect to receive the attention and recognition of general education teachers. Therefore, in daily activities, we can treat all people equally, and give appropriate attention and encouragement to the strong. At the same time, it also communicates with the class teacher, and after the establishment of delayed gratification in daily life, the teacher gives the child the appropriate opportunity.
For the problem of delayed gratification, the most likely problem is emotional problems, so the teacher should be sensitive to feel strong emotions. Wait in time to cooperate with the class teacher to give him the opportunity to express, wait to follow the specified rules to implement, strengthen in a timely manner.
2. Home cooperation
Communicate with parents, it is recommended that parents can also use the method of delayed gratification at home, and for some of the strong requirements made by parents, if unreasonable, they can reject their children. At the same time, the guiding principles for parents' family behavior intervention should be clear: not to combat the rejection of children, but to guide the child's positive behavior, temper tantrums will not let qiang qiang get the results they want, and solve the child's emotional behavior at home.
3． Reinforce positive behavior
In the integration garden, you should immediately praise the strong and good behavior, encourage the child to "what you just did), very good", help the child understand and distinguish the life process in the kindergarten, which behavior is right, and what should be done to get the praise of the teacher and get everyone's love. At the same time, with the small seal that the child likes, "You are awesome", stamping on the medal book, for the strong and strong to get great psychological satisfaction.
Fourth, the results after the intervention
After a period of intervention, Qiang Qiang can now line up to drink water, line up to wash his hands, and wait for himself to hand out drawing papers and exercise books later than the children in the same group.