The new semester is about to begin, and new kindergarten children will leave their familiar families and familiar environments and enter kindergarten life. When young children face unfamiliar environments and teachers, what work should we do to enable young children to successfully pass the separation anxiety period and reassure parents?
First, take the theme of "home" to highlight the feeling of cordiality and warmth
From the spiritual environment to the material environment, teachers connect with the family in an all-round way, creating a safe, comfortable, interesting and playful family activity environment to attract the attention of young children and divert their attachment to parents and families.
1. Create a regional environment
Teachers should fully understand the actual life of each child, for example, what they like toys, what they like to play with, and so on. Create activity areas with life content that young children are interested in.
Parents can be asked to bring one of their children's favorite toys to the kindergarten and place them in the area. When young children are anxious and crying, they can play with their familiar toys to increase their psychological security.
In each area of the classroom, teachers should consciously place the sound toys, electric toys, drag toys, plastic toys, etc. that young children like to play, and when children see the toys they are interested in, playful and willing to play, the attention is diverted, and the separation anxiety will be reduced. Teachers should not be too restrictive, allowing young children to freely take and put toys to play, so that children feel that this place is like home. Take the doll's home and living area environment as an example:
Doll home
Soft plush toys, cozy little sofas, brightly colored photo walls with family portraits of each toddler posted on the wall, and photos of toddlers showing their smiling faces.
When the teacher creates a photo wall, the position of the photo wall should be as high as the level of the child's line of sight, so that the child can see it at a glance, increasing the child's sense of intimacy. When young children miss their families, looking up and seeing the familiar smiling faces of their parents is conducive to their psychological comfort.
living quarters
Teachers can ask parents to bring daily necessities such as drinking cups and hand towels that young children use at home to the class, so that children can find a sense of home. When young children see these familiar supplies, they will have a sense of stability and security psychologically, and they will also reduce the emotions of separation anxiety.
Teachers can also ask parents to record a few recordings before the start of school, such as words of encouragement and comfort: "The baby is awesome today, playing with toys with the children", "Baby is good, you play with the teacher in the class for a while, and when your mother gets off work, she will come to pick you up immediately and so on." "When young children hear the voices of their parents, they also reduce their anxiety.
Teachers can maximize the restoration of the environment of children's family life, which can increase children's sense of closeness to kindergartens, easily help children form a sense of identity and belonging to the new environment, thereby alleviating the pressure brought by the unfamiliar environment and the pain of separation from their families.
Second, send feelings with scenery and highlight the warmth of teachers' and students' love
1. Theme wall decoration
Teachers can choose around the "home" theme of the creation of content. Using the animal images that young children like in life, decorate the pictures that children can understand and participate in the creation together. For example, "Chicken Family", "Guess How Much I Love You" and other decorations that show family affection, so that the environment subtly affects young children.
2. Emotional check-in wall
You can create a wall decoration of "I went to kindergarten". Decorate the walls with cute little animals, holding beautiful flowers in your hands, and you can put pictures of young children in the middle of the flowers. Hang two small pockets of different colors underneath, with a smiley face and a crying face respectively. When young children come to the kindergarten, please go to the wall decoration and paste their photos into the corresponding flowers. Then guide the toddler to recognize the emotions represented by smiling faces and crying faces. Guide young children to observe whether there are more smiling faces or more crying faces. In this way, it not only allows children to vent their emotions, but also helps teachers understand the emotions of young children on the day, so that individual children's psychological counseling can be targeted. Through interaction and dialogue with the wall environment, young children not only let children understand their own emotions, but also cultivate the habit of paying attention to the emotions of others.
3. Create a "moving" environment
Teachers can hide small gifts, such as small stickers, in the area, and play "treasure hunting" games with young children. Let the toddler devote himself to rummaging through the treasure, and briefly forget about thinking about his parents and mothers. Teachers can take the "treasures" found by young children as prizes for young children to take home, let children experience the sense of achievement of the game, obtain emotional satisfaction and pleasure, and achieve the effect of reducing children's separation anxiety.
4. Create a spiritual environment
When young children are in a new and unfamiliar environment, the psychological pressure is huge. Therefore, teachers must restrain their words and deeds, have enough love, patience and care, pay attention to and take care of newborn children, and give timely support when they need help. Make more physical contact with young children, such as kind hugs, gentle caresses, and soft comfort, to meet their physiological needs. Let the young children feel that the teacher is a person who can be trusted and relied on, and has the feeling of a mother, which can help the teacher to establish a close attachment relationship with the young child faster.
Third, the companionship of interest highlights the atmosphere of edutainment
Teachers should have a deep understanding of the age characteristics of small class children, such as their knowledge and experience, interests and hobbies, etc., and create a situational and interesting activity environment according to their development needs. For example:
1, different forms of doll home
Teachers can create several forms of doll homes. For example, kitchens, living rooms, bedrooms, bathrooms, etc. Use some cartons and other materials to combine into various shapes of the room, and then place a variety of dolls, small sofas, small beds, small quilts, small tables, small chairs, operating tables, tableware, cooking utensils, small clothes, bottles and other daily necessities, and then put a few soft small cushions, hanging cartoon patterns, brightly colored curtains. A variety of familiar small furniture creates a comfortable and free atmosphere for young children.
Or use some real activity materials, such as various fruits, vegetables, safe tableware, etc., so that children can make fruit salad, vegetable salad, etc., to stimulate children's interest in participating in activities. At the same time, it also triggers young children to imitate the scene of their parents doing housework at home, and transfer their anxiety to actively participate in interesting activities.
Teachers can also make full use of modern information means, put audio-visual equipment into the doll's home, and play some of the children's favorite audio-visual materials when the children are carrying out activities, so that they can feel that the kindergarten and home can do what they want to do and play with their favorite toys.
Through the creation of this family-oriented environment, children can not only reproduce their family life scenes in the life of kindergartens and gain a sense of security, but also transfer some of their knowledge and experience in life to regional activities, presenting life experiences and gaining new experiences at the same time.
2. Rich and sufficient activity materials
The sense of cooperation in small classes has not yet emerged, and it is basically self-centered. When they see that someone else has a new and interesting toy in their hands, they will go and get the toy in someone else's hand. Therefore, when providing materials, teachers must choose a large number of the same toy to meet the needs of young children, so as to reduce the competition between young children.
For example, the doll's home uses multiple sets of utensils, placed in the kitchen, living room, dining room and other areas, and young children can use them at the same time to operate.
When dispensing materials, pay attention to three principles:
1) The color of the activity materials should be bright.
2) Choose large pieces and more similar materials.
3) According to the activity plan, purposeful selection.
Kindergarten children are emotionally unstable, intentional attention is also very short-lived, and their participation in activities will not last long. Therefore, teachers should pay more attention to observation when young children are active, and observe their status, emotions, participation, etc. According to the actual situation and needs of young children, the environment is adjusted in time to meet the needs of young children.
By creating a fun and warm activity environment, teachers let young children participate in it and feel that the kindergarten is like my home, and the teacher is like a mother. In the process of interacting and talking with the environment, children transfer separation anxiety to operational activities to help children become familiar with the kindergarten environment as soon as possible and smoothly start a new life in kindergarten.