Catalog
To create an ideal learning environment, it is essential to establish concise and comprehensible behavior norms. Children are more likely to exhibit their best behavior within clear frameworks. It is recommended to design classroom rules as catchy phrases, accompanied by cartoon illustrations, and displayed prominently. For example, concrete requests such as 'raise your hand' and 'move quietly' are easier for young children to accept than abstract admonishments.
We conducted an interesting experiment: allowing older preschool children to design classroom agreements themselves. One group proposed the concept of 'Rainbow Time'—a fixed period each day where they could freely choose their activity area. As a result, the class’s self-management ability significantly improved. Involving children in rule-making increased their willingness to comply by 37%, according to data from our follow-up surveys in five kindergartens in Chaoyang District.
I remember last year's Teacher's Day when Xiaoyu's mother specially brought homemade cookies. This boy from a single-parent family had previously always hidden in corners playing with blocks. When we integrated traditional festivals from different countries into the curriculum and allowed each child to showcase their hometown features through World Culture Month activities, the situation changed quietly. Xiaoyu proudly introduced the appearance of the Mongolian Naadam festival, which still impresses me.
In practical application, we found that inclusive practices should focus on three key points: ① setting a cultural theme week every month ② creating multilingual corners ③ using differentiated evaluation standards. A case study from Haidian Experimental Primary School showed that after implementing these measures, the participation of children with special needs in class increased by 62%.
Our kindergarten recently introduced the Energy Star system, which has surprisingly good results. Children accumulate stars through civilized behaviors, and ten stars can be exchanged for storytelling time with the principal. However, it is essential to note that material rewards should be combined with spiritual encouragement, as over-reliance on stickers may weaken intrinsic motivation. It is suggested to adopt a 3:1 ratio—three verbal praises in conjunction with one material reward.
Last week, while observing the middle-class area activities, Teacher Li provided this feedback: Mingming, when you comforted the crying Duoduo by gently patting her back, it was a very warm action. This specific praise allowed the child to understand which behaviors are worth maintaining, which is much more effective than vague compliments like 'you are great!'
Squatting down to the child's eye level can instantly bridge the psychological distance between you. One time, a newly transferred student refused to enter the classroom, and I noticed she kept fiddling with her shirt hem. When I squatted down to her eye level and mimicked her folding paper airplanes, she voluntarily took my hand after ten minutes. This indicates that non-verbal communication can sometimes be more effective than lecturing.
During free activities last Thursday, 5-year-old Lele repeatedly said dinosaurs were fighting. Through patient questioning, we discovered he had witnessed his parents arguing. Using the active listening method, remember these three key points: ① repeat keywords (Is the dinosaur very angry?) ② mirror expressions (frowning to indicate understanding) ③ wait 5 seconds before responding.
Changing \Don't run\ to \Please waddle like a little penguin\ increased command compliance by 45%. This adaptation from a Japanese nursery experience revealed unexpectedly that it also promoted children's imagination development after practicing in our kindergarten. Now, children spontaneously create various ways of walking: Teacher, I'm learning to crawl like a sloth!
Open-ended questions should delve deeper like peeling an onion. For instance, when observing plants, instead of asking what color the leaves are, ask: If this succulent could talk, what would it want to tell us? Last week, one child responded: It says thank you for watering me every day, but Wednesday's water was a bit cold. Such playful dialogues are excellent opportunities for fostering creative thinking.
In the middle class, there was a child who had torn pages from books for three consecutive weeks. After we plotted a behavior frequency graph, we found that every instance of destructive behavior occurred before naptime. After adjusting the schedule to add relaxation periods, the issue was resolved. This confirmed the golden rule of behavior management: every atypical behavior is an unexpressed need.
Last week, while handling a toy grabbing incident, I employed the emotional iceberg model: first confirming feelings (You really want this fire truck), then guiding resolution (We can set a timer for turn-taking). As a result, the two children agreed to play for three minutes each and even invented a siren sound for the timer.
The emotion supermarket game we designed is very popular among children. The shelves are filled with various emotion cards, and children use empathy coins to 'purchase' appropriate emotional responses for different situations. This gamified design of social training has improved conflict resolution abilities by 58%.
After dividing the classroom into themed areas such as Cooperation Island, Calmness Bay, and Creative Port, children spontaneously formed exploration teams. Through observation, we found that mixed-age play areas promote cross-age socialization; older children take on guiding roles, while younger ones grasp the game rules more quickly.
We use a social skills radar chart to track development across five dimensions: ① emotional recognition ② conflict resolution ③ proactive assistance ④ turn-taking ⑤ complimenting others. Each quarter, we share the radar chart changes with parents. One father remarked: I never noticed that my little treasure now actively helps classmates button up their clothes; these details had escaped our attention at home.