Children in kindergarten are not obedient and are reflected on
It was a common phenomenon for kindergarten children to be disobedient. They needed to reflect on it from many aspects. From the perspective of the family, the education method and family environment of the family had a far-reaching impact on the child. If the parents were too controlling, it might lead to an over-limit reaction or Pandora effect, causing the child to be more rebellious. For example, if the parents overly restricted the child from eating snacks or looking at the phone, the child would be more eager to do these things. Therefore, children should be given alternative choices in education. For example, when they can't watch Ultraman cartoons, they can play Ultraman war games. At the same time, they should be restrained in discussing agreements, such as agreeing that they can only eat one lollipop and let the child choose when to eat it. They should also make up for the lack of emotions and give the child enough emotional attention and high-quality companionship. Some children's disobedience may be due to the unfulfilled promises in family education, causing the child's lack of awareness of the rules. For example, some children deliberately broke the rules in kindergarten because their parents 'promises were not fulfilled. In addition, if there was a lack of positive guidance in the family, such as when the child was not properly guided, it might also affect the child's performance in kindergarten. From the perspective of kindergarten education, it was also worth considering whether the education management method of the kindergarten was appropriate. Some kindergarten management methods, such as corporal punishment, may have a negative impact on the child's psychology and personality. It may cause the child to become weak, timid, unconfident, and tired of learning. On the surface, they are obedient but actually cope with it, lacking initiative. From the perspective of the child's own development, the child was in the kindergarten stage where the rule awareness and personality were gradually formed. Their self-awareness began to develop, and there might be some seemingly disobedient behavior. This required parents and kindergarten teachers to correctly understand and guide, rather than simply attribute it to disobedience. Read more exciting novels for free
The kindergarten recorded the stories between me and the children and reflected on the teaching plan.
The following is a reflection on the kindergarten records and the stories between the children: ** I. Reflection on the handling of textbooks ** If the story with the children involved the content of the textbook, for example, the story material came from the textbook, or the educational concept in the textbook guided the story-telling process. They had to reflect on whether the choice of teaching materials was appropriate and whether they were adjusted according to the children's age and cognitive level. If the story in the textbook was difficult, would it be effective to help the children understand it after being simplified or supplemented? Would it help to achieve the teaching goal? ** 2. Reflection on the effectiveness of the teaching process ** 1. ** Success ** - In the process of telling the story, if the suspense at the beginning successfully attracted the children's attention, it was a successful segment design. For example, start the story with a mysterious voice or question to make the children instantly quiet down and actively participate in the story. - If there were interaction segments in the storytelling, such as asking questions and letting the children imitate the actions of the story characters, and these interaction segments achieved the desired effect and allowed the children to actively participate, this was also a success. 2. ** Where I failed ** - Perhaps a certain segment was arranged for too long, causing the children to be distracted. For example, if a plot in the story was explained in too much detail, the children would lose interest. - The original design was to let the children discuss a plot in the story in groups, but in practice, the children did not discuss it well. Perhaps the grouping was unreasonable or the guidance was not enough. This required thinking about how to improve. ** 3. Reflection on teaching details ** 1. ** Focus ** - When telling the story, was the attention paid to the children's eyes, expressions, and other details targeted? If you see some children showing a puzzled expression, do you adjust the way you explain or explain in more detail? - Whether the vocabulary in the story was suitable for the children's vocabulary. If they chose unfamiliar words, the children would have difficulty understanding them, which meant that they did not grasp the details accurately enough. 2. ** In terms of effectiveness ** - Whether the body language during the storytelling process effectively assisted the delivery of the story content. For example, imitating the actions of small animals in the story could help children better understand the characteristics of the characters in the story. - Whether or not the change of voice effectively created the atmosphere of the story. If it was a scary plot, would the voice be so low and gloomy that the children would feel the tension of the story? ** IV. Reflection on the accuracy of teaching objectives and the effectiveness of teaching results ** 1. ** Accuracy of teaching objectives ** - If the teaching goal was to let the children understand a certain principle in the story, such as sharing, friendship, etc. Then, after the story was told, they had to reflect on whether the story had really conveyed this truth and whether the children understood it. - If the goal was to improve the children's ability to express themselves, would the interaction in the storytelling help achieve this goal? Would it allow the children to participate more in expressing themselves? 2. ** Teaching effectiveness ** - He observed the children's reactions after the story ended, whether they were really attracted by the story, whether they had memories and understanding of the content of the story. It could be tested by asking simple questions or asking the children to retell the story. - Think about the quality of the teacher-student interaction in the storytelling process, whether it achieved the expected positive interaction effect, or whether it was just a superficial question and answer. ** V. Reflection on teaching gains and losses ** 1. ** Students 'understanding and acceptance of learning content ** - How well did the children understand the plot, characters, and logic of the story? Did some of the children fully understand the meaning of the story, while some of the children were still confused? - The children's acceptance of the story could be judged based on their performance after the story ended, such as the accuracy of their answers and the content of their discussions with their peers. 2. ** Students have unique insights in learning ** - During the storytelling process, did any child come up with unique ideas or different understandings of the story? For example, if the child had a different perspective on the behavior of a character in the story, he needed to think about how to treat these unique insights, encourage them, or guide them to correct them. 3. ** Students 'reactions and performance in the classroom ** - The children's concentration when listening to the story and their enthusiasm to participate in the interaction were all things that needed reflection. If there were children who were not focused, it was because the content of the story did not attract them, or because of external interference. ** 6. Teaching wit, rationality and regenerative reflection of classroom generation ** - During the storytelling process, if there was an unexpected situation, such as a child suddenly asking an interesting question that had nothing to do with the story, would the teacher handle it wisely? Should he answer in time to guide the story back to the main topic, or should he simply ignore it? - If the children came up with some new ideas or the direction of the story during the story interaction session (for example, the children proposed a new ending idea when discussing the ending of the story), would the content generated in the classroom be reasonable, and could it be used as a regenerative resource for the next storytelling or teaching activity to further expand the teaching content? <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Deputy Director of the kindergarten reflected on herself.
The following is an example of a kindergarten deputy director's self-reflection: As the deputy director of the kindergarten, I know that I shoulder an important responsibility. However, there have been many problems in my recent work performance. I am here to conduct a deep self-reflection. In terms of work attitude, the past work smoothly made me gradually lose the seriousness that I should have. In my recent work, I was lazy and careless in my work. I didn't set high standards for myself. This change in attitude directly led to frequent loopholes in my work. I even almost missed important work, affecting the development of the kindergarten and possibly damaging its reputation. This is a sign that I don't pay enough attention to my work and lack a sense of responsibility. I have seriously neglected my duties in management. I should have carefully arranged the daily affairs of the kindergarten and supervised the implementation of the teaching work, but I failed to do so. I underestimated the difficulty of the work and didn't treat it with care, resulting in disorderly management. This not only affected the normal development of the current work, but also failed to play a good role model for the teachers. This may cause the parents 'trust in me to decrease and damage the image of the kindergarten in the hearts of the parents. As the deputy principal, I should have assisted the principal in promoting the smooth progress of various tasks in the kindergarten, but I put the cart before the horse and needed the principal's help to solve my own problems. This is a sign of incompetence. I should constantly reflect and summarize in my work. I should be as strict with myself as I am with teachers in teaching. I should improve my overall quality, change my misconceptions, and treat every task with stricter standards. This will prevent similar problems from happening again and contribute to the development of the kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten lesson plan reflected on the fun rope
The following are some of the key points to reflect on the kindergarten lesson plan, The Playful Rope: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - For the goal of letting children know all kinds of ropes, if the lesson plan arranged a segment to show different types of ropes (such as wool rope, hemp rope, grass rope, etc.), in actual teaching, it could be observed whether the children could accurately distinguish the characteristics of different ropes, such as length, thickness, hardness, color, elasticity, raw materials, etc. If the child was able to classify the task well (such as sending the rope baby home), it meant that the goal had been achieved. - For the goal of exploring the rope play, it depended on whether the child actively participated in the free exploration and group play sessions, and whether he could create a variety of play methods (such as skipping rope for one person, jumping on the rope, long rope games for many people, etc.). If the child could constantly discover new ways to play under the guidance of the teacher and become immersed in it, then this goal would basically be achieved. 2. ** Emotions, attitudes, goals ** - From the point of view of experiencing the fun of playing with the rope, observe the emotional state of the child throughout the activity, such as whether he showed excitement, enthusiasm, and involvement. If the child continued to laugh while playing with the rope and actively participated in various rope-related activities, whether it was individual exploration or collective cooperation, it meant that the child had experienced fun. - For the goal of training children to perform boldly and express themselves in front of the group, when there was a demonstration segment (such as letting children share their own play or show what they made with a rope), see if the children were willing to take the initiative to stand up and share, and express clearly and generously. If the child was shy and did not dare to show it, he might need to strengthen his guidance in the follow-up teaching. 3. ** Social interaction goal (if it involves cooperative games, etc.)** - When there is a cooperative rope game (such as many people pulling the rope to jump or playing a group creative game with a long rope), observe whether the child has a sense of cooperation. For example, whether the children could discuss how to play, coordinate their movements, and help each other. If the children could cooperate smoothly during the game without too many contradictions and conflicts, it meant that they had achieved a certain goal in social interaction. ** 2. Teaching content ** 1. ** Adaptability of content ** - Rope was a common item in children's daily life. The teaching content with rope as the theme was close to children's life and easy for children to understand and accept. However, the difficulty level of the content should be considered whether it is suitable for the age of the child. For example, for small children, the rope play may focus on simple individual operations (such as pulling, dragging the rope, etc.), while the big children can add some cooperative and creative play. 2. ** Richness of content ** - In addition to understanding the types of ropes and how to play with them, the teaching content could be further expanded, such as increasing the application of ropes in different cultures (such as the cultural significance of China knots) or more uses of ropes in life (such as applications in construction, transportation, etc.), so that children could have a more comprehensive understanding of ropes. ** 3. Teaching methods ** 1. ** import method ** - If you use rope magic or show interesting rope products, you can attract the attention of children and stimulate their curiosity. Observe whether the child is quickly attracted during the introduction process. If the child's reaction to the introduction is dull, the introduction method may need to be adjusted. 2. ** Ways to guide children to explore ** - When letting the child explore the rope play, should he give the child sufficient free time to explore or interfere with the child's play too much? Teachers should act as guides and encourage children to discover on their own. For example, they should give appropriate hints when children encounter difficulties, rather than telling children what to do directly. 3. ** Teaching Organization Form ** - Whether it was reasonable in the organization of individual exploration, group activities, and group activities. For example, individual exploration could allow children to fully develop their imagination, group activities could help develop children's ability to cooperate, and group activities could allow children to share experiences. It was necessary to ensure that the transition between different teaching organizations was natural and that children could adapt. ** 4. Teaching Resources ** 1. ** Prepare the rope materials ** - Whether the variety of ropes prepared was sufficient and whether it could meet the needs of children to understand the characteristics of different ropes. At the same time, the safety of the rope was also a factor to consider, such as whether the length of the rope was appropriate and whether there were sharp edges. 2. ** Supporting Teaching Resources ** - If you use pictures, videos (such as showing the application of ropes in different scenes) or other rope products to assist teaching resources, you should consider whether these resources are clear, intuitive, and interesting, and whether they can help children better understand the teaching content. ** 5. Infant feedback ** 1. ** Kids 'interests ** - Observe where the child's interest lies in the process of the activity, such as whether he is more interested in the novel play of the rope or more interested in knowing different ropes. According to the interests of the children, they could further expand the relevant content in the follow-up teaching. 2. ** The confusion of a child ** - Pay attention to whether the child is confused during the activity, such as not understanding the characteristics of a certain rope or encountering difficulties in the operation of the rope. Teachers should discover and give answers and guidance in time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten snack segment reflected on the middle class
The following are some of the key points to reflect on the snack segment of the kindergarten: ** 1. Achievement of education goals ** 1. ** Mathematics and cognitive development ** - In the snack segment, if mathematical education elements were incorporated, such as distributing snacks according to quantity, would it help children understand the concept of quantity? For example, some snacks were designed to let children pack the corresponding number of biscuits according to the number on the packaging bag. This was a good way to consolidate children's understanding of numbers within 9. If the child could successfully complete the task in practice, it meant that the educational goal in this aspect was achieved. If the child had difficulties, such as not being able to distinguish the corresponding number of numbers, he needed to reflect on whether the teaching method was not intuitive enough or the foundation of the previous number cognition was not solid enough. - For statistics classes, such as voting when choosing a favorite snack, if the child could use a chart to compare the numbers and learn simple statistics of numbers within 10, then the goal would be achieved. However, if there was confusion in the counting process, such as how to correspond to the number of snacks and votes, the teaching method needed to be adjusted. 2. ** Life Skills and Self-Care Ability ** - The snack segment could train the children's self-care ability to take and eat snacks. If most children could independently complete the steps of taking snacks, using cutlery (such as spoons, cups, etc.), cleaning the table, etc., it meant that the children had better exercise in life skills. On the other hand, if many children rely on the help of teachers, they may need to reflect on whether they are given enough opportunities for autonomy, or whether they lack the corresponding guidance and practice in the early stages. 3. ** Social and emotional development ** - During the snack segment, children had the opportunity to interact with their peers. For example, sharing snacks and discussing the taste of snacks. If children can actively interact with their peers and show positive social behaviors such as friendliness and sharing, then there will be gains in social and emotional development. However, if there were situations such as competing for snacks or unwilling to share with others, they needed to think about how to better guide children's social behavior in the snack segment, such as strengthening the education of sharing awareness. ** 2. Teaching methods and activity organization ** 1. ** The effectiveness of situation creation ** - Creating scenarios such as "Pastry House" and "Pastry Shop Recruitment" could attract the interest of children. If the child actively participated in the dessert-related activities in such a situation, such as packaging the desserts according to the requirements of the situation, it meant that the situation creation was successful. However, if the child is not interested in the situation and is not fully mobilized, the content or presentation of the situation may need to be adjusted to make it more in line with the child's interest. 2. ** The continuity and rhythm of the activity segment ** - The activity design of the snack segment should be coherent, from the snack being served on the table, distributed, eaten to cleaning up. If the transition between the segments is natural and the child can smoothly follow the rhythm of the activity, then the activity is better organized. If there was a gap between the segments, such as the child waiting for the distribution of snacks for too long, or the cleaning segment was too rushed, causing the child to not develop good habits, it was necessary to re-plan the time allocation and transition method of the activity segment. 3. ** Individual differences ** - Different children might have different performances in the snack segment. Some children may move faster and understand and complete the various tasks in the snack segment very well, while others may need more time and guidance. Teachers need to reflect on whether they pay attention to these individual differences in the activities and whether they provide enough support for children who need additional help. ** 3. Safety and Health ** 1. ** Food Safety * - The selection of snacks must meet food safety standards. If there was no physical discomfort in the snack segment, it meant that the purchase, storage, and distribution of snacks were well controlled. However, if there was a problem, such as the deterioration of snacks or the fact that the allergy was not known in advance, food safety management needed to be strengthened, including communicating with parents about the child's diet taboos and carefully checking the shelf life of the snacks. 2. ** Cultivation of hygiene habits ** - During the snack segment, attention should be paid to the child's hygiene habits, such as washing hands and using tableware. If children could develop good hygiene habits, it meant that guidance in this area was effective. If children often forgot to wash their hands or randomly threw snack residue, they needed to strengthen hygiene education, and teachers could help children develop good hygiene habits through demonstration and reminders. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What if a three-year-old child is not obedient in kindergarten?
To solve the problem of three-year-old children being disobedient in kindergarten, one could start from the following aspects: ** 1. Analyzing the reason for the child's disobedience ** 1. ** Self-development characteristics ** - Children at this age were in the stage of forming their self-awareness, and there were expressions of "yes" and "no." At the " want " stage, the child began to have his own ideas. For example, in terms of diet, he would change from eating whatever his parents gave him to asking for what he liked. If he was not satisfied, he might cry. In the " no " stage, children learn to say " no " to others and establish their own rules. This is a source of disobedience. - Their comprehension ability was limited and they might not understand the more complicated instructions from their parents or teachers, resulting in them seeming disobedient. 2. ** Family environment ** - Over-indulgence in the family may cause the child to develop a willful habit. For example, everything at home was followed by the child, but when it came to kindergarten, there were rules and restrictions. - If the parents had bad habits, the child might imitate them and affect their behavior in kindergarten. 3. ** In terms of emotions ** - Children were easily agitated. When they lost control of their emotions, they would not listen to the teachers or parents 'reasoning and would not listen. - Sometimes, in order to attract the attention of their parents, children would do something disobedient. For example, if their parents always played with their phones and watched TV at home, the children might use extreme methods to attract their parents 'attention. ** 2. Take corresponding measures ** 1. ** Setting up rules ** - Parents could set some necessary rules for their children, such as arranging things, letting their children develop the habit of putting back the toys after playing; knowing to respect others, not easily interrupting others, not robbing others; doing their own things to reduce the burden on the teacher; bravely admitting mistakes and bearing the consequences after making mistakes; regulating behavior and not bullying other children. 2. ** Communication methods ** - Parents and teachers should change their communication methods. They should not always ask their children based on their own experience. They should let their children understand what they are saying. For example, don't always use instructions that start with the word " no ", such as " don't run too fast "," don't cry ", etc. This kind of instruction may cause the child's rebellious psychology, and it would be better to use positive language. - Parents should give their children a positive image, talk less and do more to avoid negative emotions affecting their children. 3. ** Homeland Cooperation ** - Parents should communicate more with the teacher and provide effective guidance according to the child's personality characteristics. Because kindergarten teachers can correctly guide the child's behavior in the kindergarten, it is very important for the family and kindergarten to cooperate with each other to avoid the situation of "5 + 2=0", that is, 5 days of kindergarten education plus 2 days of negative influence from the family will reduce the educational effect to zero. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Children in kindergarten
When the kindergarten started, the children had various performances and experiences. When the kindergarten in Songjiang District started, the children held the " class ticket " and wore the " Ultraman " and " Little Fairy " battle robes. They entered the school gate full of vitality. The children in the middle and upper classes would express their thoughts at the wish station and participate in labor at the labor station. The children in the small class would start their kindergarten life in close contact with nature at the interesting " Garden Station ". When Chang 'an Town Center kindergarten opened, the children entered the school in an orderly manner under the guidance of their parents. The kindergarten prepared wonderful performances, arranged punching points and fun sports points, and introduced AI games to bring a different experience to more than 500 students. The children of Zunyi City's First Experimental kindergarten experienced the trilogy of adapting to the new students. From the parent salon to the first meeting between the teacher and the child, to the parents 'meeting, and finally, the five rituals of the beginning of the school," serving tea to the teacher, straightening the clothes, beating the drum, pointing the mole with cinnabar, and starting the pen to enlighten the students," opened a new path of growth. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The lesson plan of spring reflected on the children
The following are some of the key points about the reflection of the lesson plan of Haruhi: ** I. Reflection on the lesson plan of "Spring Flowers" in the kindergarten class and the parts related to children ** 1. ** Knowledge and Ability Development ** - In this lesson plan, the child's understanding of spring flowers was improved. Through observing pictures of flowers and field observations, children can recognize the names and basic characteristics of common spring flowers, which helps them accumulate natural knowledge. For example, when describing the color and number of petals of peach blossoms, apricot blossoms, etc., it trained the child's observation and language skills. However, it was found that some children were afraid of difficulties in painting activities, which indicated that although the overall teaching goal could promote the development of children's observation ability, hands-on ability and creativity, more attention should be paid to individual differences. - In the game interaction segment, games such as " Flower Search " and " Flower Relay " could help children deepen their memory of the characteristics of flowers and enhance their teamwork ability. However, for those children who were shy or weaker, they might not participate enough. They needed to make adjustments in the subsequent teaching, such as providing more guidance and encouragement, or adjusting the difficulty of the game to adapt to the level of different children. 2. ** Emotions and Awareness Cultivation ** - In terms of emotional goals, children's love for spring and appreciation of natural beauty were stimulated, and by emphasizing the importance of protecting flowers, children's awareness of protecting the environment was cultivated. However, the cultivation of this awareness might need to be further strengthened in daily life, not just limited to this teaching activity. Teachers could constantly remind children of the importance of protecting flowers and the natural environment during follow-up activities or during their daily care of flowers and plants. ** II. Reflection on the teaching plan of the ancient poem "Spring" and the relevant parts of the children ** 1. ** Learning Comprehension Ability ** - In the teaching of the ancient poem " Spring Day," children needed to understand the meaning of the ancient poem and experience the emotions of the poet. For young children, it was more difficult to understand ancient poems. During the teaching process, some children might have difficulty understanding the meaning of the words in ancient poems, such as "victory day" and "easy to recognize". Teachers needed to use simpler and easier ways to explain, such as combining it with reality or using more vivid metaphor. - In terms of experiencing the poet's emotions, although the analysis of the scenes and behaviors described in the poem could guide the children to feel the happy mood of the poet searching for spring, the children might not be able to fully empathize due to their limited life experience. Teachers could get children to share their happy experiences in the spring and other ways to close the distance between children and the situation of ancient poetry. 2. ** Arouse learning interest ** - In the preparation stage, let the children collect the words and ancient poems that describe spring. This process can stimulate the children's learning initiative. However, for children who are not motivated or have weak abilities, they may need more guidance and help. For example, teachers can provide some simple tips or work with parents to give more support to children at home. Driving a train to read words in class could increase the participation of children, but it might also make some children feel nervous. Teachers needed to create a more relaxed atmosphere and encourage children to participate actively. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Bava children's songs, I will be obedient
" I Will Be Obedient " was sung by Little Smelly, and it was included in the album " Happiness at Home " released in 2013. There was also a version of the song sung in the Bava Children's Song. This was a very infectious children's song. The lyrics reflected the left-behind children's longing for their parents and expressed the children's willingness to be obedient and sensible. For example," I will be obedient and listen to my grandfather's words. I know how to be polite and not quarrel. I will listen to my grandmother's words and eat well and grow up quickly. I will listen to my teacher's words and study hard." The lyrics reflected the positive attitude of the children in the family and school. It also made many parents feel that they wanted to accompany their children to grow up. In addition, you can hear multiple versions of "I Will Be Obedient" sung by Bevaer in Kugou Music, such as AI music version, suona version, DJ version, etc.
After the outbreak of the kindergarten, the nurses reflected on the middle class
The following is an essay reflection on the kindergarten nurses after the outbreak: ** I. Work adjustments and challenges ** The post-epidemic kindergarten care work is facing many new challenges and adjustments. First of all, in terms of health management, they needed to be stricter and more meticulous. Although cleaning and disinfection work had been done in the past, after the epidemic, the frequency and scope of disinfection in classrooms, activity rooms, and nap rooms had increased. For example, in addition to the daily disinfection of tables, chairs, and toys, more attention was paid to the circulation and purification of air to ensure that the children's environment was as sterile as possible. This was a test of the nurses 'stamina and patience, and they needed to spend more time on these tasks. There were also new developments in the psychological care of young children. During the epidemic, children's social activities were limited. After returning to kindergarten, some children showed social discomfort. Some children became more timid and introverted, unwilling to take the initiative to participate in group activities. This required the nurses to pay more attention to the children's emotional changes in their daily care and give timely comfort and encouragement. For example, there was a little boy in the middle class who used to be very lively. After the epidemic, he always hid in a corner when he returned to kindergarten. After I found out, I often played with his favorite building blocks with him, slowly guiding him to build with other children, and gradually helping him reintegrate into the group. ** II. Changes in collaboration with teachers and parents ** The collaboration with teachers had also changed after the epidemic. Teachers paid more attention to the integration of health knowledge in teaching activities, which required the nurses to strengthen their daily life. For example, in the hand-washing session, in the past, they might have simply supervised the children to wash their hands. Now, they had to cooperate with the teacher's teaching and explain to the children in detail why they should wash their hands carefully according to the seven-step hand-washing method, as well as the importance of hand-washing to prevent diseases. In terms of interaction with parents, parents paid more attention to their children's health in the kindergarten. The epidemic made parents more worried about their children's safety in public places, so when they picked up their children every day, they would ask in detail about the disinfection measures in the park and the temperature of their children. This required the caretaker to record the health information of each child in more detail and give accurate feedback to the parents. At the same time, we should also actively listen to the opinions and suggestions of parents. For example, if some parents want to increase the protective measures for their children's outdoor activities, we will make adjustments within a reasonable range. ** III. Future prospects and improvements ** Looking ahead, the work of the nurses needed to be continuously improved to adapt to the new situation. In terms of hygiene management, they should continue to pay attention to the latest recommendations of the health department and continuously improve the disinfection and cleaning processes. At the same time, they should strengthen their own health management knowledge to better deal with possible health problems. In terms of caring for children, more attention should be paid to cultivating children's psychological resilience and adaptability. For example, some Mini games specifically for social recovery and psychological adjustment could be set up in daily activities to help children better adapt to kindergarten life after the epidemic. Cooperation with teachers and parents also needed to be deepened. To strengthen communication with teachers and understand the health-related content in the teaching plan in advance so that they could better cooperate in the care work. For parents, online or offline sharing sessions should be held regularly to let parents know more about the work content of the nursery staff and the real life situation of the children in the kindergarten, so as to enhance the effect of the cooperation between the home and the kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What's the matter with the child being quiet and obedient in kindergarten?
There were several reasons why children were quiet and obedient in kindergarten. From a psychological perspective, psychologist Bowlby believed that there was a special emotional attachment between children and their parents. Children would gain a sense of security through different modes of interaction with their parents. After their parents left, they would have different external manifestations according to different psychological dependence. For example, children with anxiety attachment would be anxious when they first left their parents. The sense of crisis brought by this emotion made them more obedient and sensible in kindergarten, and even pleasing adults. However, they would return to their original state after returning to the familiar environment. Children's attachment to their parents was divided into three types: security type, anxiety type, and evasive type. Children with secure attachment would seek comfort from their parents when they encountered difficulties. If they felt that they could solve the problem, they would behave as usual. Judging from the difference in environment and status, children's special status at home would always be ranked first. They would be more willful in front of their parents, but in kindergarten, there were other students competing. This competitive environment might make the child restrain himself and behave quietly and obediently. In addition, some parents might worry that the kindergarten teachers abused or severely educated their children, causing their children to be obedient in kindergarten, but this was only a misunderstanding of some parents. Another possibility was that the child was spoiled by his parents at home and was more willful at home. The kindergarten environment made the child show a different side. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>