Children in small classes have changed from a family atmosphere to a new group, and they have more contacts with people. Their range of activities has expanded, and their social communication activities have become more extensive and in-depth, so it seems that they still lack their initial social communication ability. I want to make friends, but I don't know where to start, which leads to some children's inadaptability to the new environment or communication obstacles.
Phenomenon (1): Playing an important role in the game is often self-centered;
(2): I can't communicate, and I often take other people's things without others' permission, so that there is competition;
(3): I want to play with others, but I can't express it in the right way. I have the phenomenon of hitting and robbing others, which causes others' resentment and lacks companions;
(d) Others seem a little withdrawn and unsociable, often sitting silently without playing with their children or rarely communicating with their peers in various forms.
Therefore, it is of great significance to cultivate small class children to master the initial social communication ability for their growth and future integration into society.
First, grasp the needs of young children for communication.
Children's need for communication often goes through the following process: need to be close to peers → need to work together and cooperate with each other → need to master preliminary communication skills. This is a gradual process. As a teacher, we should take some measures to stabilize our mood, so that every child can adapt to kindergarten life well and gradually like kindergarten life. Then design a series of teaching or game activities, one-day activities, so that children can meet the needs of communication in the activities. For example, in order to make children familiar with the kindergarten environment and know their peers as soon as possible, a series of activities can be designed. Such as: morning activities, playing with toys, teaching and games. "What is this?" "Do you know me", "I like you", "Who are you hiding from", "Calling" and so on. Eliminate children's initial fears and tensions, let them know each other in the game, know the names of their peers, and let individuals contact each other, thus taking the first step to communicate with others. Most freshmen are transferred directly from home to kindergarten. In addition, each family has different views on children and family education, and each child's performance in kindergarten is also very different: the speed of adapting to kindergarten life; Some are extroverted, some are introverted, some are gregarious, some are unsociable and so on. For example, a child bites someone while playing with a toy. They are usually very good friends. After asking, it turned out that the child wanted to give his toy to his good friend, but he didn't know how to express it and his good friend didn't want to play, so something happened. His motivation was good, but he didn't master the skills and strategies in communication, so he had a dispute. Therefore, teachers should capture children's performance in time, analyze the reasons, avoid misdiagnosis, and understand the real problems in children's communication, so as to cultivate children's communication ability more purposefully.
Second, cultivate children's communicative competence through teaching activities and game activities.
Teaching and game activities are very effective ways to cultivate children's communicative competence. Through regional games, cooperative outdoor sports games and some life games, let children understand why and how to communicate, and let children use the communication skills they have learned to consolidate in practice. It also improved communication skills faster. In a series of activities, through personal dialogue, situational performance, participation in games, etc. It can make children understand and master the communication skills with others more visually, increase the opportunities and time for communication between children, and cultivate children's active communication awareness and communication ability through various ways and methods. Children will encounter all kinds of problems and scenes when playing games, so it provides conditions for children's social development, especially the development of social communication ability. Among many games, regional game is an effective means.
For example, children are free to play roles in the "doll house" so that they can play and talk together. At the same time, because the activity materials are relatively sufficient, the competition phenomenon is reduced, and children can experience the joy of communication and cooperation with their peers. With the growth of children's knowledge and experience and the improvement of communication ability, children learn cross-group games, which greatly enhances the communication between children and their peers and develops their language skills. In addition, some sports games can also promote mutual assistance and cooperation between peers, learn to follow simple rules, and let children feel the fun brought by communication. Children's communicative competence is not innate, but gradually developed through continuous learning. This requires us to organize teaching activities carefully, teach them some necessary communication languages (green kindergarten primary and secondary education network/thread-160138-1.html), and cultivate children's initial communication ability step by step through teaching. For example, there are activities to cultivate children's ability to cooperate and share in communication; There are activities to educate children to get along well with their peers and communicate with each other. In the activities, we increase the opportunities for children to communicate with each other and cultivate their cooperation ability by letting them accompany or discuss in groups freely. Let children master communication skills through conversation activities, and at the same time use situational performances to make children's understanding more intuitive and clear, and let children perform their own performances to deepen their understanding. Therefore, the use of teaching activities to organically infiltrate the cultivation of communication skills and communication strategies can well promote the development of children's communicative competence.
Third, attach importance to the role of teachers.
Children's learning process is highly imitative, and teachers are the "authority" in children's hearts. In the activities of cultivating communicative competence, teachers' words and deeds are the objects of children's imitation, and teachers should take the lead in setting an example in this special position. For example, in the first stage of school, the teacher kissed and hugged the children to say "I like you" through the activity of "I like you", which not only narrowed the distance between the children and the teacher, but also showed the communication between the children, and the children's companions also narrowed the distance by kissing and hugging each other. For example, in "making a phone call", the teacher showed the children how to make a phone call, gave hints on how to ask and answer questions politely and how to use polite language in communication, and also made the children more interested in activities under the guidance of the teacher. In the process of talking on the phone, children have the opportunity to communicate with each other, and their communication language has been developed.
In daily life, teachers should set an example and ask children to do what they should do first. Sometimes children will do something for you, even if it's just to help you pick up the book and throw the garbage in your hand into the trash can. You casually said "thank you" and accidentally bumped into a child and said "sorry". Although these things are small, children will see them. When they encounter the same thing, they will do it like you. Teachers' words and deeds can help children quickly understand and learn many basic communication strategies.
The cultivation of children's social communication ability is to let children learn in the process of experience and perception. In this process, teachers should play the role of bystanders and guides. Teachers should boldly let children deal with contradictions and disputes in communication. Sometimes teachers can guide children to treat events as friends correctly and prompt them with their own words and deeds in time, thus prompting children to learn to communicate better and master communication skills.
Fourth, provide convenient places and expand the scope of communication.
We increase children's communication opportunities through festivals and monthly grade group activities. Because festival activities are beneficial activities to create happy communication opportunities for children and improve their communication and cooperation ability. For example, in the parent-child activity on March 8, children and parents, children and children launched a series of activities, which increased the emotional exchange between parents and children and the cooperation and exchange between peers in the game; The "June 1st" fun activities for the young and the old have increased the emotion and communication between children and grandparents. Another example is to carry out parallel class activities every month to provide exchanges and cooperation for children of the same age. Activities such as "Celebrating June 1st", "Peeling Eggs" and "Buffet" can make children experience the joy of friendship and mutual assistance and develop their communication and cooperation skills. ?
In order to expand the scope of common activities, we organize children to carry out the activity of "taking the big ones with the small ones" to promote children's communication with peers of different ages. We organize a "happy string string string" mixed-age activity once a month: let the children of primary and secondary schools go to the park to see the spring and autumn scenery and pick up garbage; Go to the nursing home to express condolences to grandparents; Watch my brothers and sisters draw, sing and dance, and play games with them; Bring your own fruit, and cooperate with middle-class brothers and sisters to "fruit platter" and taste and share together; So as to gain group consciousness and cooperative spirit. In a big family with brothers and sisters, brothers and sisters, children are completely in an equal and harmonious atmosphere and learn to communicate, cooperate and share.
Five, family cooperation, play an important role in parents' resources.
Su Holinsky said: "School education without family education, family education without school education, is unable to complete the extremely detailed and complicated task of educating people.". The study of social behavior and the cultivation of communicative competence are a long-term and continuous process. Only when parents and teachers have the same requirements and cultivate together can we achieve better results. In order to coordinate family and kindergarten education, we do a good job in parents' work by holding parent-teacher conferences, giving lectures to parents' schools, writing children's growth books every month, parents visiting the park, opening half-day activities to parents, parents' opinion polls, parent-child activities and so on. We often remind parents to let their children communicate with their peers in their usual conversations, from which they can learn to be polite and humble and encourage parents to take their children to social activities. For example, keep good relations with neighbors and visit friends' homes. Family members should have the spirit of mutual communication and cooperation, celebrate their own or friends' birthdays and share beautiful things. Publicize the importance of setting an example in front of children to parents through various forms, and give full play to the interaction between children, children and parents, neighbors and other aspects in relaxed and happy activities.
The cultivation of children's communicative competence should not be rushed, but should follow the principle of step by step. According to children's age characteristics and development level, from shallow to deep, step by step, from cognition to language, let children change from "peer acquaintance" to "peer communication", which is helpful to gradually improve children's communication awareness and communication ability. This requires teachers to be caring people in the long-term educational practice, always create various communication environments for children, encourage children to communicate actively and independently in time, and carefully observe and guide them. I think children's communication skills will develop to a certain extent under a good environment and with our unremitting efforts.