The first question is: "Who am I?" To answer this question, young children need to consciously understand themselves-understand their own body, strengths and weaknesses, interests, hobbies, and understand the people in their life circle. Parents, teachers, peers, etc. The second question: "What kind of child am I?" After the children understand themselves, they gradually understand that "the original me is like this." But whether they can correctly understand themselves and accept themselves on this basis is largely influenced by adults and peers. The third question is: "Where am I going?" After children understand and accept themselves, they also have a vague and hazy awareness of their future goals and plans, and they have questions about what they want to do in the future and what achievements they want to achieve. Started to get interested. Help young children form a healthy self. The so-called "self" refers to the emotions and attitudes about oneself that people form based on the development of their surrounding environment. The "healthy self" refers to the correct understanding and positive emotions and attitudes about oneself that people develop based on the reaction of the surrounding environment. If young children form a healthy self, they will realize that they are valuable, powerful, capable, positional, useful and indispensable in this world. This will help them establish self-esteem and self-confidence, obtain objective self-perception, positive self-intention and fair self-evaluation, and lay a solid foundation for the harmonious development of their personality. On the contrary, it will make them feel inferior, lose their basic self-esteem and self-confidence, and lead to distortion of self-perception, negative self-intention, and unfair self-evaluation, thus making the development of personality fall into chaos. The process of children's self-understanding generally includes the answers to the following three questions. The first question is: "Who am I?" To answer this question, young children need to consciously understand themselves—understand their own body, strengths and weaknesses, interests, hobbies, and understand their parents, teachers, peers, etc. in their life circle. . The second question: "What kind of child am I?" After the children understand themselves, they gradually understand that "the original me is like this." But whether they can correctly understand themselves and accept themselves on this basis is largely influenced by adults and peers. The third question is: "Where am I going?" After children understand and accept themselves, they also have a vague and hazy awareness of their future goals and plans, and they have questions about what they want to do in the future and what achievements they want to achieve. Started to get interested. To sum up, children’s understanding and evaluation of themselves gradually develop and internalize. The formation of self begins at the earliest stage of life. As experience increases, children gradually form a self-system to ensure the internal consistency of the self. Any new experience a child gets is understood through all the beliefs and attitudes he has accumulated. If the new experience is inconsistent with the original self, the child will ignore or abandon the new experience, or adjust the original self. As a result, children's self gradually forms a whole during the development process, and any major changes require adjustment of the system, which makes the change of self-concept extremely difficult. In the development of children's self, due to the limitations of their own psychological development level, especially the level of cognitive development, the overall level of children's self-understanding development is still relatively low. They are not yet able to objectively evaluate themselves, but often based on Evaluate yourself based on adult evaluations. Especially in the second stage of children's self-formation, at this stage, adults' encouragement and support can promote their positive emotions and attitudes towards themselves, and children can accept themselves and form positive emotions and attitudes towards themselves, then They are more likely to develop a healthy self. A healthy self has a good role in promoting the physical and mental development of young children. First of all, a healthy self can enhance self-confidence. Children's self-confidence is positively related to their understanding and evaluation of themselves. If a child has a negative view of himself, then the child has low self-esteem. Secondly, from the perspective of self-development, the self of young children has formed a whole. Future changes require the adjustment of the entire system. The formation of self in early childhood plays an important role in the development and improvement of self in the future, so promoting it in early childhood It is especially important for young children to develop healthy selves. Third, a healthy self can promote the creative development of young children. Only when children develop a healthy self can they carry out creative activities with confidence and unleash their huge creative potential. Fourth, a healthy self can promote the social development of young children. This is because self-development is an important aspect of social development and a manifestation of socialization. Young children have realized their own existence and can experience and control themselves.

Therefore, they can do what they want to do; they can put forward the purpose of the activity and have their own opinions and opinions; they actively interact with the people around them as the main body of the activity and participate in various practical activities, thereby promoting social sexual development. 1. Create an equal and harmonious educational environment and establish a harmonious teacher-student relationship. The so-called equal and harmonious educational environment refers to an environment in which children can express their interests and hobbies and show their differences from others. In such an open environment, interpersonal relationships are close, stable, equal, and cooperative. Everyone respects and cares about others' selves, rather than forcing others to use their own selves. This requires teachers to put themselves and children on an equal footing when interacting with children. Respect children, rely on children, and play the role of children's autonomy in all aspects of class activities. In terms of specific practices, we must first consciously guide children to become the masters of the class. The routines and requirements of childcare work are not one-way restrictions by teachers on children, but behavioral rules based on children's wishes; the cleanliness of the class and the beautification of the environment cannot only be arranged and arranged subjectively by teachers, but should be done jointly by teachers and students. The creation and use; the setting up of activity corners, the use of toys, and the evaluation of activities should all be equal actions with the participation of teachers and children. Secondly, we must promote an atmosphere in the collective and cultivate the concept of equality. When an incident that violates the rules occurs, teachers can use collective discussion to encourage children to put forward their own opinions and form them on the basis of equal dialogue. Thirdly, children should be encouraged to boldly provide opinions and suggestions to teachers. As a teacher, you must have the courage to face up to your own shortcomings. For example, if you wrongly blame a child or forget a promise, you should immediately admit your mistakes and apologize to the children in a timely manner. Doing so can not only win the respect of children, but also eliminate the alertness between teachers and students, shorten the distance between teachers and students, and form a frank and tolerant teacher-student relationship. Only in this way will children naturally, willingly and emotionally regard themselves as a member of the class and feel proud of the group; only in this way can any unhealthy mental health and indifference of personality be eliminated, which will not damage the children's healthy self-esteem. formation and development. 2. Encourage children and make them confident. Teachers should always encourage children to do what they can, and provide guidance, support and encouragement when children lack self-confidence; more importantly, teachers should not replace the needs of children with their own needs and requirements. and requirements. It is easy to do the former, but it often creates a kind of "top versus bottom" psychological pressure on children; it is not easy to do the latter, because teachers can only be equal if they become children's "friends" rather than "authorities" Accept children’s perspectives and attitudes. In order to enhance children's self-confidence, teachers should adopt a "non-judgmental" attitude. When children have a certain experience, reaction, or feeling, teachers must accept it as a real existence or real manifestation, and encourage them to stick to their own opinions. Only when teachers truly accept the reality of children can children accept themselves and think that they are valuable people worthy of being noticed and accepted. On this basis, children can form optimistic and positive attitudes and beliefs about themselves. Of course, when there are obvious errors in children's experiences, reactions, and feelings, teachers should also adopt an objective attitude and ask children to reconsider and explore . In this process, teachers cannot use "authority" to suppress children who are not familiar with worldly affairs, but should put forward personal opinions as "friends", which is extremely important to help children build self-confidence. 3. Use love to encourage children to form good interpersonal relationships. Children’s healthy selves are formed through interactions between people. Teachers should help them approach others with enthusiasm, compassion and kindness and establish good interpersonal relationships. The only way to make love grow is to give more love. Therefore, teachers must skillfully master and use love strategies when dealing with young children. First of all, you must be good at expressing your emotions to young children. The emotional world of growth is generally relatively implicit and subtle, while children's emotional expressions are direct and explicit, which requires teachers to fully expose their emotional experiences to children in order to achieve the purpose of communication. Secondly, teachers should not only be good at sincerely revealing their feelings to children, but also express some of their own personal inner feelings, so that children can see a real image of a teacher with flesh and blood, thereby further strengthening each other's emotions. Thirdly, teachers' love for children needs to run through all kinds of activities, and avoid being hot and cold or moody. Teachers should use their own love and sincerity to encourage children to learn love and sincerity, build a good group full of love, and let children feel love and warmth.