Gao Meixia
Independent kindergarten teacher
"Don't worry, you're in class like you were in kindergarten, thinking like this, answering questions like this, drawing like this, doing math assignments... There is no problem in the first grade. ”
When the anxiety of young connections gradually spreads to children, I often say this to children.
But it seems that the effect is not large, the anxiety is still anxious, and the one who should learn in advance is still learning in advance.
▉▏Traceability
I have always wondered, young and young, when does the young need to connect? When did the young articulation become a problem?
All problems need to be found from their source.
In the 1990s, kindergarten was taught 6 single rhyme mothers, and there was no reason for the connection between young and young, probably because when the children reached the second semester of the kindergarten, they began to have an inherent need for abstract symbols. Children naturally become interested in some words. To recognize words, it is natural to grasp the crutch of word recognition - Pinyin.
However, there are always some children with a relatively long growth period, whose minds have not yet reached the sensitive period of abstract symbols, and inevitably have no interest, and in the state of education required by unified requirements, they are not so dominant at the beginning. Anxious parents began to find someone to make up.
The result of the supplement is that some children have learned 6 single rhyme mothers, and the children who make up have learned all the pinyin, so everyone's appetite has begun to change, the appetite of the first-grade teacher has changed, they have learned, and the review and consolidation is relatively easy; the appetite of parents has changed, they have learned, and in the first grade, it seems that it is easier to get double hundred than others.
The requirements are born: can you kindergarten teachers teach more? Teach the vowel mother, and teach the compound mother? Just teach all the pinyin?
I can say that the formulation of young articulation begins with pinyin. The heat of the young articulation begins to ferment from the needs of adults. The main body of this demand is gradually changing, from individual teachers, to individual parents, from more parents, to more training structures. The content of this demand ranges from a single pinyin content to more subject content such as addition and subtraction, literacy, and writing. Moreover, the intensity of this demand is because of the huge tension between the resources we put in, the expectations we put in, and the children's endurance.
▉▏ Bottom up
As far as children are concerned:
In my own school experience, I instinctively wanted to grow up. In terms of my own child's experience of entering first grade, there was an instinctive desire and anticipation. Curious, excited, expectant, waiting, observing, every time people want to talk about the feeling of going to school, they have to draw the discovery of going to school when they go home. The excitement and joy infected all around us.
First-year teaching building
The person who was going to enter the elementary school was completely overwhelmed by our anxiety! How would they instinctively react without the influence of our state? Will they still be the same as when they entered the park?
Curiosity about new environments hasn't changed!
The ability to accept new environments has changed! After three years of kindergarten life, they have the ability to explore the world and face problems!
believe! Children who get faith will have a better sense of self, will feel the inner strength of the self, and have a sense of control over the surrounding environment and things, that is, self-confidence from real feelings.
As far as kindergartens are concerned:
In the last month of kindergarten, there is usually a curriculum that connects primary school life. The curriculum is not to teach the children anything, but between every detail of the day's life, the teacher guides the children to observe and feel the difference between kindergarten life and primary school life, and in the process of speculation, to experience the differences in work and rest time, seating style, learning style, snack time (the biggest difference I feel after so many students enter primary school is that there is no snack to eat in the afternoon) and so on. In this difference, it triggers the child's mental state of immediately entering primary school learning, and triggers the child's longing, pride and yearning to enter the real primary school life. When children take the initiative to adjust their own life schedules and so on from their own hearts, they form an internal driving force for learning.
Believe, believe, or believe, children who are believed, will realize the difference between elementary school and kindergarten, breed positive emotions of "I can", "I can", "I can", and enter elementary school with a state of great pride. Children's instincts are not to be left behind, which is why some children who cannot enter school because of their young age do not want to repeat the large class.
In general, entering elementary school, like entering kindergarten, requires a sense of autonomy for children. Does the child have such a sense of autonomy. The difference is that the sense of autonomy when entering the kindergarten needs the support and help of our adults. And for admission, what is needed is the support and trust of our adults.
▉▏Tracing roots
Of course, I know that some people will say that the key to your lightness lies in your child's learning! Kindergarten early childhood articulation, not articulated learning? Well! Yes, because the difference between primary school and kindergarten is not in the learning itself, the difference is only the way of learning. Kindergarten games, which are also a way of learning, are not kindergartens only play (the play of each population, the meaning is very different), kindergarten play, is a kind of order play, is a kind of creative play, fundamentally, is the play of learning. Therefore, the ability to learn is cultivated throughout, rather than waiting for the big class to be cultivated. It can even be said that cultivating children's learning ability and thinking habits is only done in large classes, and it is too late. Because the ability to observe, the quality of thinking, the consciousness of feeling, the idea of creation, etc., they begin their journey of tempering from the time they enter the park.
Most of the early childhood articulation is concentrated in the teaching of pinyin, literacy, writing, and addition and subtraction of knowledge content. Let's try to think about a few questions:
To learn pinyin well is to learn a good language?
Can read, can write, is to learn the language well?
Will you be proficient in memorizing additions and subtractions, is it to learn mathematics well?
There are two examples:
First, such as language, language and literature, ultimately to be able to feel and understand the words of others, and ultimately to be able to express their own lives with their own words. There are two major blocks of liberal arts learning, one is understanding and interpretation, and the other is description and expression. The former is a variety of reading comprehension questions, and the latter is a variety of essay questions. Man learns languages for this ultimate purpose. Then the fundamental ability is to feel, to understand, and to express. In fact, this ability is cultivated from the moment of entering the kindergarten, in the curriculum. For example, when the children enter the kindergarten, they feel the mood of the bear in the story of "Mom Forgot to Say I Love You" for the first time in kindergarten, so that their feelings of entering the kindergarten for the first time are cathartic and empathetic, and in catharsis and empathy, they once again confirm their mother's love for themselves. At the same time of confirmation, experience the power of the bear to adapt to kindergarten life by relying on the toy rabbit, experience the bear to say the companionship of the rabbit in an orderly language, and then, the children also try to see who is accompanying their kindergarten life, and also try to express it in the language of the sequence.
feel
Me and my good friends
Author: Chen
My little tiger
Take a shower with me
Pillow pillow with me
Sleep with me
Sleep every night
Also play with me
accept
Author: Qian
My little bunny
Get up with me
Accompany me to school happily
Play with my toys
Read a book with me
body
Author: Oh
My McQueen racing
Eat donuts with me
Eat lollipops with me
Stay with me in the car
Play games with me
examine
Author: 浠
My good friend is Billy
It got up with me
It accompanied me to breakfast
It accompanies me to eat donuts
It accompanied me to eat ice cream
reason
Author: Poetry
My good friend is a giraffe
It accompanied me in the shower
It sleeps with me
My good friend Giraffe
It accompanied me in doing my laundry
It accompanies me to play with toys
untie
Author: Shaw
My good friend is a baby elephant
It sleeps with me
It accompanies me to eat watermelon
It accompanied me in hide-and-seek
think
Author: Orange
My good friend is Emily
It washes my hands with me
It accompanied me to school
test
Author: Boulder
My doll
I'll hold it and catch it
He slept with me
Eat with me
He will still wait for me
catch
Author: Kai
My dinosaurs
Eat ice cream with me
Play dinosaur wars with me
Watch cartoons with me
Accompany me to super flying man
catch
Author: Good
My good friend is my sister
She slept with me
She accompanied me to dinner
She brushed my teeth with me
She dressed me
lean
Author: Chen
My unicorn
Dress with me
Wash my face with me
Accompany me to incense
Accompany me to school
listen
Author: Han
My puppy, my bunny
Brush my teeth with me
They slept with me every day
And accompany me to school
taste
Author: Howe
My good friend is the pillow
It accompanies me to eat
It hugs me
try
Author: Ze
My tiger
Brush your teeth with me
Also accompanied me to take a shower
table
Author: Yi
My good friend is a panda
It dressed me
It accompanied me to a happy breakfast
reach
Author: Fruit
My good friend is a bear
It accompanied me to dinner
It accompanies me in drawing
It accompanies me to play games
You see, this is the root of language learning, that is, in the small class, this little seed has been slowly planted. Entering primary school is nothing more than continuing to give such soil and letting this seed germinate and grow well. This is a process of continuation, not a process of breaking and starting over.
Second, another example is mathematics. Mathematics, mathematics, includes not only the concept of numbers and the arithmetic of operations, but also includes sets and patterns, classification and statistics, geometric shapes, quantity comparisons and natural measurements, space and time, and so on. Not to mention so many other aspects, that is, the numbers and the number operation itself, and it is not just for children to become proficient in addition and subtraction.
A kindergarten child whose parents claimed to have learned all the divisions and were skilled in adding and subtracting within 20 years, I gave him 8 small balls and asked him to divide these small balls into two piles to see how many divisions there were. When he got the pile of beads, for a long time he told me he wouldn't divide them. Continuing with the guidance of "just divide into two piles, feel free to divide", slowly, he began to divide the beads into 4 and 4 piles. I asked him to record it in his own way. He recorded it with the numbers 4 and 4, stared at the record for half a day, and tangled up telling me that it was wrong. How can it be wrong? He said that mom said that 8 can be divided into 1 and 7, 8 can be divided into 2 and 6, 8 can be divided into 3 and 5... Well, after memorizing it all, I said, you can continue to divide in different ways, he hesitated, and finally did not know how to divide.
What's the problem? Why wouldn't a child who is familiar with dividing and adding and subtracting a bunch of things split into two piles? Why would they be guided to divide into equal parts in the first place?
First of all, there is no connection between the child's own understanding of the concept of numbers and the established concept of numbers learned externally. What the child has in mind is only the appearance of the number divided and added and subtracted, not the meaning image represented by the number. The child does not know what the number 8 represents, it can be 8 oranges, it can be 8 houses, it can be 8 elephants, it can be 8 ants, and so on. It is an abstract representation of a quantity (or set), an intuition that the number abstracts from the physical object, and the child does not form. The child is only aware of the image of the number 8. This kind of perceptual learning, then, is ineffective.
Secondly, the child himself is logical in meaning, not in mathematical logic. The adults taught him the division and addition and subtraction of 8, which is mathematically logical. And in fact, when children come to divide, why do they divide into 4 and 4 first? For children, dividing into two piles, two piles of equality, is a meaning, a feeling of life prompted. Therefore, children's learning is the logic of meaning first.
Third, to grasp the division of 8, it is necessary to build on the formation of a sense of number of 8, which needs to be cultivated from a small class. For example, feel 8 things, 8 elephants, as many as 8 ants? Children will say not as much; for example, among so many blocks in the classroom, you ask the child, is there 8 blocks in the classroom? The child will say no. In such a conflict after conflict, the child will slowly think, there will be "Oh, whether it is big or small, it is 8" "Oh, so many blocks, of course, there are 8 blocks"... Ultimately, in the child's mind, 8, like Pythagoras, the father of mathematics, felt, could be everything. Even, the different arrangements of 8, the number of points in different rows, two rows, and four rows, are all laying a solid apparent foundation for the multiplication and division learning of higher grades and even the function learning of middle and high school.
▉▏ Thinking
Feel the young connection again, what kind of feeling will you feel?
In fact, I personally do not object to children's professional learning. But you know, only perceptual learning, only external indoctrination learning, only external control learning, the psychological impact on children, only parents will experience in later time (any interest body does not need to be directly experienced).
The child is a lively individual!
The message that parents are overly anxious to give their children is: You can't! You certainly can't!
The message given to the child by the young child over-articulation is: You can't do it! You just can't!
If adults in society send such a "you can't" message to their children, then our next generation is really worried!
The future is uncertain, then there is only unconditional belief, believe that children have the ability to adapt to the new environment, believe that children can always cope with the problems of the new environment, believe that children can always do something to live a good life at a certain age, confirm that the ultimate purpose of learning is to live well, the most beneficial is ultimately parents, of course, more children.
Note: Although the Ministry of Education's regulations on the articulation of kindergartens and primary schools , "Guiding Opinions on Vigorously Promoting the Scientific Convergence of Kindergartens and Primary Schools" has come out, it is estimated that it will take a long time to truly land in everyone's heart.