The gains and reflections of the teaching and research activities of the nursery teachers

Answer 1

There were many gains and reflections from the teaching and research activities of the nursery teachers:

** 1. Harvest **

1. ** Profession skill upgrade **
- Enhanced skills for specific work in early childhood care. For example, in terms of disinfection work, they could learn the disinfection methods of different types of toys (such as wooden, plastic, plush, and iron toys), including the disinfection time, the ratio of disinfectant, and the operation process, which would help to improve the standard of daily disinfection work in the class.
- Master more strategies in child care, such as the strategy to make children fall in love with drinking water. Through the process of observation, thinking, adjustment, and reflection, they could better solve the problem of drinking water for children. They could also conduct in-depth discussions and gain experience in special child care, child clothing cleaning, and the use of sweat towels.
2. ** Education Concept Upgraded **
- He had a deeper understanding of the combination of early childhood education and child care. He realized that child care was not only about life care, but also should cooperate with educational activities to achieve the combination of child care and education. For example, in large classes, the nurses would cooperate with the environment to create an environment that would provide children with a rich knowledge and a warm feeling of home by maintaining the hygiene of the activity area and enriching the activity corners.
- In terms of early childhood development, more attention was paid to designing different forms of care according to the different levels of development of children to meet the needs of children's growth.
3. ** Enhanced communication and cooperation abilities **
- During the teaching and research activities, there were opportunities for teachers to exchange experiences and share their insights. For example, in the nursery education and research activities of the kindergarten, the nursery teachers could share their own teaching and research stories, and other teachers could learn from them and make suggestions.
- The ability to cooperate and communicate with health care doctors, main class teachers, and sub-class teachers had also improved. For example, they could work better together in early childhood health care, educational activities, and other aspects.

** 2. Reflection **

1. ** Problems in actual operation **
- Although he had learned a lot of theoretical knowledge and operational norms in teaching and research activities, he might encounter some challenges in practical conservation work. For example, in the actual operation of disinfection, equipment failure, tight schedule and other problems may affect the standard implementation of disinfection work.
- In the correction work of children's meals, although the method of combining encouragement and praise was used, it might be difficult to completely solve the problem of individual children's meals due to the large individual differences of children.
2. ** The necessity of continuous learning **
- As the concept of early childhood education was constantly updated and the standards of hygiene and health were improved, nursery teachers realized that they needed to continue learning. For example, in the face of different situations during the high epidemic season and new educational inspection requirements, nursery teachers needed to constantly update their knowledge and skills to adapt to the new nursery work needs.
3. ** Exploration of Personalized Conservation **
- The learning methods and strategies in group teaching and research activities may be universal, but every child has unique needs. Childcare teachers needed to reflect on how to better meet the individual needs of children in their daily work, such as special care methods for special children, how to give individual attention in group care work, and so on.
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