Surveys show that my country’s preschool children lack sharing behavior. In my many years of early childhood education practice, I have discovered that children’s exclusive behavior (toys, food, etc.) is a very common phenomenon. I once conducted a survey on the sharing behavior of children in my class: among 25 children, 57% of children played with toys themselves and did not want to play with others; they asked for favorite toys when they saw them, and cried if they were not given to them. 32% of the children (or complained); 40% of the children competed for toys; 12% of the children wanted to play but hurt others (kicking or grabbing) without achieving their goals. These results fully show that the children in this class lack the awareness and behavior of sharing. Most of these children who showed a strong tendency to be exclusive were withdrawn, could not get along with their peers, and were always self-centered. This made me realize that this problem must be solved. This article intends to put forward some specific and practical methods on how to cultivate children's sharing behavior for reference by early childhood education colleagues.
1. Set an example.
Teachers are important objects for children to imitate. Teachers' daily behaviors, speech, behavior and emotional attitudes have a subtle impact on children's development at any time. Therefore, teachers must be thoughtful and be good at seizing all favorable opportunities to set good behavioral examples for children. For example, when distributing items, the teacher should consciously share these items; when he has a happy experience, he should share it with the children; when he sees the children playing with toys, the teacher can consciously Walk over and say to the child: "Can I play with you?" or: "Can you give me some toys?" After the child experiences the fun of sharing, the child will consciously develop the desire to share. Motivation, imitating the teacher to issue similar behaviors. Therefore, teachers must always check their own words and deeds and set a good example for children.
Peers are role models for young children to observe and learn. Teachers should set good examples of sharing behavior among their peers so that other children can learn from it. For example, when children have a certain material sharing behavior, teachers should give positive comments and encouragement, which will inspire other children to imitate and learn.
2. Positive reinforcement.
There are two commonly used positive reinforcements: verbal language reinforcement and body language reinforcement.
Oral language reinforcement means that the teacher uses appropriate language to affirm the children's sharing behavior, strengthen the children's pleasant experience, and thus stimulate the children's desire to try sharing again. For example: in daily games, we often see this situation: a child in the class brings a new toy car. When other children want to play with him but are rejected again and again, the other children will say : ""Then I won't be with you anymore. "At this time, the toy carrier immediately felt that if he did not share the toy with others, he might lose his little friend, so he agreed to give the toy to the little friend to play with. At this time, the teacher should seize this educational opportunity and ask him: "With XX Are you happy to play together? ” and further strengthened: “If you have good things, you should share them with your children. You see, because you give toys to your friends, you have so much fun together. You are amazing!” "After a similar situation occurs, if the teacher can pay attention to timely reinforcement, the children will consciously have the motivation and behavior to share in the future. However, the teacher should pay attention to the tone and intonation when evaluating, and when strengthening, the focus should be on the behavior itself rather than on the person. , so that children can develop positive sharing behaviors.
Body language reinforcement means that teachers use their movements, expressions, eyes, postures and other changes to express their affirmation of children's sharing behavior. When performing a behavior, the teacher can nod, smile, give a thumbs up, or gently pat the child's shoulder or head with his hand, etc., so that the child will be happy and satisfied with the teacher's affirmation, so that he or she will be more willing to do similar behavior in the future.
The above practices not only enable children to receive correct, appropriate, long-term, and profound behavioral reinforcement, but also help children learn to pay attention to and understand the emotions of others, and contribute to their social and emotional development. Cognitive cultivation.
3. Create sharing opportunities
① Set up a "sharing day": it means that the teacher sets up a special sharing day in a week. "Toy Sharing Day" is a day for children to bring their favorite toys and pets to share with others.
Another example is "Experience Sharing Day", a day where children show their successful experiences and recently completed works to others. In the process of showing and telling, children can not only have a sense of accomplishment, but also a sense of achievement. Because of the happiness and satisfaction brought by sharing, they can also exercise their oral expression skills.
② Hold a "birthday party": When a child needs to hold a "birthday party", we can cooperate with the parents to organize the "birthday party" into a "sharing party". At the "birthday party", cakes, drinks, candies, etc. will become the items that children can share together. When hosting a "birthday party", teachers should consciously create opportunities for children to share. For example, after the teacher asks everyone to sing the birthday song and say the congratulations, he can ask the "birthday boy" to briefly talk about a story worth sharing in his growth. Then, ask the "little birthday boy" to distribute birthday cakes to everyone. This is the moment that the children look forward to together. At this moment, everyone shares food and experiences the happy mood of the birthday person and the fun brought by sharing.
③ "One-minute" sharing: It is to provide children with a short few minutes every day to carry out sharing activities. During this period, children try their best to share their favorite songs, dances, poems, riddles, stories, jokes, etc. with other children. Such sharing activities can give each child more spiritual sharing opportunities and allow them to display their talents. It not only helps to cultivate children's sharing behavior, but also helps to cultivate children's ability to express themselves boldly and enhance children's self-confidence.
④Create a pet “sharing corner”: This is to open up a small corner in the classroom to place the pet toys that children bring from home. During self-selected games, children can go to this corner area at any time to share with their friends what they or others have brought.
4． Establish sharing rules.
In order to enable children's sharing behavior to continue, it is necessary to establish certain sharing rules. The sharing rules we have established mainly include the following:
First, equal sharing. It is not easy to do this, because young children’s friendships during this period are more determined by interests, so some unequal sharing behaviors often occur when sharing. It is common to hear words such as "XX is my good friend, I want to give him the car I brought to play with" and "You are not my good friend, I can't let you play with it." When such a problem arises, the teacher can discuss it with the children: Are the sharing items brought only for good friends? What do others want to do? When others give you their toys to play with. Are you happy? Are you sad if others don't let you play? Let children experience and feel other people's psychology through emotional transposition (such as thinking about the convulsive experience when they don't have toys), and learn to think about problems from the perspective of others, thereby establishing rules of equal sharing.
The second is to share together. It means that at the same time, two or more individuals voluntarily come together to share (toys, food or other) harmoniously through mutual cooperation and coordination (including speech and behavior), and finally make each other happy. emotions are satisfied. For example, when building building blocks, everyone should discuss and divide the work; the toys you bring for everyone to play with, and the delicious food you bring should be in sufficient quantity, so as to achieve the purpose of making you happy, me happy, and everyone happy. . When we first implement this rule, we must first teach young children negotiation skills. For example, before sharing a toy with others, you must first discuss with others: "I also want to play with this toy, can I play with you?" "Can I participate in this game?" During the sharing process, the teacher must coordinate the relationship , guide the children to use it with others. After sharing, the teacher should strengthen the children's cooperative sharing behavior and the full-scale behavior achieved on the basis of cooperative sharing. In this way, the cooperative sharing system can be better Build it up. The establishment of a shared sharing system has laid the foundation for children to better cooperate with others in the future.
The third is to take turns sharing. It means that everyone will rotate the shared items at different times. When this rule is first implemented, some disputes will occur due to the poor self-control ability of young children. At this time, we can teach the children to learn who gets the toy first and plays with it first. If the person who comes after wants to play, they can say: "I also want to play with this toy. If you play for a while, can you take my turn?" Gradually, the children learn this. Through negotiation, we also learned the importance of respecting others and waiting for rotation.
The establishment of a turn-sharing system can help children solve some problems that arise during sharing, enable children to share smoothly even with a small number of toys, and lay the foundation for children to become orderly citizens in the future.
The fourth is sharing with the guest first and then the host. It means that children let others play with the toys they bring. Of course, children will feel aggrieved when this system is first implemented. Why should others play with the toys at home first? At this time, the teacher can use the method of transposition to guide the children to think. For example, you can say to young children: "Do you also want others to give you toys first?" In this way, young children can easily adjust their behavior and share their toys with others. The teacher should affirm the children's behavior of putting others before themselves, so as to strengthen the children's behavior in the future. The sharing system of first guest and then host can cultivate children to better learn the virtue of patience in real life. The famous Italian educator Dr. Montessori once pointed out: We cannot teach the virtue of "patience" to three-year-old children, but it is possible for the children themselves to experience it in real environments.
It should be noted that although the above methods all play their own unique roles in cultivating children's sharing behavior, in practice, they are always combined, influencing each other and achieving the same goal. play a role. Practice has proved that we can only guide children through appropriate methods, subjectively let children have the inner motivation and desire to share, make children's sharing behavior more stable and conscious, and objectively establish reasonable sharing rules to make children's sharing behavior more stable and conscious. Only through standardization and order can children finally consciously develop sharing behaviors.