Does your child's perspective stand up to the test
Her cousin's son's teacher recently reported to her: since the beginning of this semester, when children choose to play games in kindergarten, they only play plug-in plastic (transformers war), but do not "catch cold" to other games.
My cousin went home to chat with the child, and the child calmly replied, "in kindergarten, I only like playing the role of a doctor and a role of a plastic game."
"Then why didn't you play the doctor once?"
The child sighed and said, "well, every time the first and the second row go first, and when we go to the third row, the doctor will have been chosen!"
"You can play the role of a patient and see a doctor!"
"It's so crowded in the classroom! Didn't you find that the building area outside our classroom was demolished? The children are all playing in the classroom. They are so crowded! "
As a kindergarten teacher, I get some "new knowledge" related to my work from my children. In our work, as teachers, we often do this: habitually let "the first and second row to choose first" or "the red and yellow teams to choose first". I always think that this is a good way for us to divide a large number of children fairly and prevent crowding in the game. However, my cousin's son's answer made me start to reflect on the educational behavior that I was used to, and even felt good about myself for a time: did children really experience "fairness" in such "fair management"?
The answer seems to be No.
So, have children never expressed similar worries to teachers, or do we always say, "well, you go to other play areas today, and then you will be a doctor tomorrow (next time)? It seemed to me that the children's faces, when they were active, were still in silence. In the face of children's doubts, we sometimes take it for granted that this is not a problem, and it will always be your turn next time. There are only a few popular game posts. You can learn to discuss, take turns and wait But in fact, we are more in the implementation of a measure from the perspective of management, rather than from the perspective of child development.
It reminds me of another thing.
When it comes to outdoor activities, the focus of outdoor sports in the park was climbing. The teacher has discussed the corresponding game methods and precautions with the children before That day, Mr. Zhang decided to take the children to the climbing area to practice, and the children were very happy. However, the nursery teacher raised objections: there was fog in the morning, and the ground around the climbing area was a little damp. It was suggested not to go, otherwise the children would inevitably step on some mud, and the floor of the activity room would be cleaned again. Mr. Zhang immediately discussed with the nursery teacher in a friendly way: "I have visited the climbing area. The ground is very dry, which does not affect the children's activities at all, nor will I step on a lot of mud." Therefore, Mr. Zhang persuaded the nursery teacher to take the children to play as scheduled. However, in the end, the teacher was not very happy, because some children did step on a little mud on their shoes, while the children in other classes played games on the plastic field, and their shoes were very clean.
We always say "all for children", but in fact, as adults, we often inadvertently ask children to adapt to us - to adapt to our emotional, health work requirements, education progress When we educate and guide our children, we may think more about safety and health, but less about the elements of challenge and adaptation to nature. In fact, we often intentionally or unintentionally interfere with children's interests, stifle children's needs, even at the expense of adding a grand reason. Education and influence, in fact, are implicit in all kinds of activities. If we deprive children of their rights at will because we are afraid of trouble, what children lose is not only an experience, but also a variety of implicit growth opportunities.
Adhering to the perspective of children has become the consensus of all preschool teachers, but can what we call the perspective of children stand the test? Listen to the children's voices more, maybe you will know the answer.