Zhang Jun: Retelling the basic ability of kindergarten teachers and becoming more professional teachers!

Zhang Jun

Associate professor of Nanjing Normal University and also served as the head of Nanjing Heqin Kindergarten. Participate in the formulation of documents such as the "Guidelines for the Learning and Development of Children 3-6 years" and "Development and Development Guidelines".

The most basic professional ability of children's teachers is that he can emit light and heat. He can see the child in his eyes. He can find the unique highlight of each child. He can communicate with the child with heart and heart.

1. Two basic abilities of kindergarten teachers

Observation and evaluation, practice reflection

Early childhood education is to conform to the nature of the child, and then guide him to develop. The child likes to let him do it. Of course, it is not just letting him do it. We must think of how to make him develop by letting him do what he likes.

Education does not need to be holding a shelf, nor does it need to engage in such characteristics and models. Education is to live with children and grow together. Who wouldn't this be? So, the true meaning of all kinds of early childhood education may be in those life that looks ordinary, and it looks very simple.

Therefore, it is not so difficult to be a kindergarten teacher. If our teacher wants to conform to the nature of the child and promote his development, then I think we must see the needs of the child, see the child’s interest, and at the same time you can discover the value of education from it. This is one that needs one. The ability to observe and evaluate.

You can see your child's interest, needs, and problems. You can evaluate the situation and level of your child now. You understand him, and then we think about how to support him. All this may be unknowingly happened in life. Of course, what is its actual effect, we need to reflect on whether the child has developed, and does I promote the development of children.

Evaluation is not the burden on your work, it helps you reduce the burden. why? Because through evaluation, you can better understand it, and the more you know and get familiar with the objects you educate, the easier it is to communicate between you. You have to educate him, affecting him, the premise is that you have to understand him, and this understanding is to observe and evaluate.

2. How to become a more professional early childhood teacher

I talked about observation and understanding children. It is an instinct. Of course, this is just a bottom line. To be a more professional teacher, then this PCK (subject teaching knowledge or teaching content knowledge Pedagogical Content Knowledge) is really important.

You need to know what the development process is in various fields of children's five major areas, and where is its development process, and where children are currently in this development process? This requires a professional framework to help you position. So what do we do in our kindergarten work? What is PCK in our preschool field? It is our "Guide to Learning and Development of Children 3-6". We streamlined the 32 targets of the five major fields to the concerns of 25 development, and then we put the points into a line.

For example, the first point of concern for the development of the health field is the ability to identify and regulate emotion. What is the most need for a teacher? He has to know how the kindergarten children develop and regulate the emotional identification and adjustment ability of the kindergarten.

We describe such a development process to the teacher, such as the emotional response to the scene passively, to the reason for the emotion, and can gradually express emotions in a language or insignificant way, and then to be self -reasons for emotional reasons. Adjustment, and the experience of emotions is becoming more and more complicated and fine. This is a line that must be clearly clear in the teacher's heart. After there is this line, observe the child very clearly. What stage of a crying child is in what development of a crying child but a child who can talk about the reason, a child who is good at regulating his emotions, he is again he is again What stage.

Based on this development process, we give teachers a progressive level of children. This is not what experts say, and the experts and teachers have done it together. We are not from top to bottom, but up and down, that is, the following behavior is recorded by teachers in the daily observation process. It verifies this theoretical framework and helps us better modify and improve this theoretical framework. Our evaluation guidelines are also dynamic and constantly changing. This is the work we do in helping teachers in observation and evaluation.

Thinking is human instinct, but to make this thinking a professional thinking, the premise is that you have to give the teacher's professional autonomy. This professional autonomy is not only rights, but also responsibilities. So in our kindergarten, there are two words that have become a meditation. One is "You did it, you said it." Experts are not shields, not to say what experts should do, and you do what you do. The other is "Don't ask right or wrong, just ask for thinking."

It doesn't matter if you do something wrong, but what kind of thoughts can you give you some mistakes, what can you do from it, this is what we care about. To be honest, there are a lot of teaching and research in our kindergarten. These are the opportunities for everyone to exchange their ideas. At the same time, our kindergarten course is also a class of class. Each class has the right to decide on curriculum, but the premise is also to think. Every week, the teaching plan must be considered. On the basis of last week, the child's behavior performance and existing problems decide the focus of this week's course. Therefore, all the documents we asked for the teacher to write are dry goods, not copied, and they all come up with.

We have two words, seeing children, and finding the course. In fact, this is when our teacher feels doubts about his professional self -confidence. When he cannot control his classroom, we give the teacher a slow plan.

It doesn't matter if your class is not good. Life is the course. You have no teaching skills, it doesn't matter, we start with the ability to develop teachers' observation and evaluation. So when you see your child, see your child's interest and needs, and see the child's problem, you find the possibility of education. This is the course.

In each course story, I have to ask everyone "Soul Three questions": where is the child, where to learn, and where the course is. Including Mr. Tian's wedding, I didn't let her go, I asked her where the child was.

One day our teacher sent me a message saying, "Teacher Zhang, you always ask these three questions, but I don't know why you ask these three questions, what's the difference between them?" I think this teacher is very cute, knowing what he knows, knowing what he knows. I do n’t know, in fact, I did n’t think about this problem seriously. I said that let me think about it, and then I thought about it all night, and I answered like him.

I said that I actually asked these three questions in three different aspects, three different angles. We need to think about where children are, that is, to respect the interest and needs of children. Do you see children in your course? What kind of role is the child? Is he the sponsors of the course? Is he the ability of the course?

At the same time, we have to see the child's learning, see his experience, and grow. This is where we are going to think about where to learn.

And where the course is, in fact, to reflect on what we do for our children, our support and influence it effect.

3. In addition to professional abilities, what else do young teachers need?

I have finished talking about the professional ability of teachers. The next step is outside the exam: what is outside the ability.

Teachers who visit our kindergarten or participating in our teaching and research will have such a problem, why your teacher dares to say so, why do you think so, why can your teacher actively write a record of observation. I am particularly proud that until now, our kindergarten still has not asked to write a few things like observation diary every month. So where is the secret of the teacher who is diligent in observing and taking the initiative to think, and where does the teacher's enthusiasm come from?

To be honest, the kindergarten teacher's work is a very low and hard work, but what attracts us to stay in this position and even work for a lifetime? The most common answer that may be seen is our love for children, but I am Don't think.

In fact, there are things that our teachers teach more than love than love? What is it? It is curiosity about children, that is, such a developmental change in children, allowing us to see the power of life.

So in this sense, I think that if you choose the work of a kindergarten teacher, your life will be tied with your child's life, and your life and work cannot be separated. I often talk to the teacher, what kind of life you live, what kind of growth environment is your child, and what attitude and dreams do you have to life will be transmitted to your child.

If I let me answer where the teachers work enthusiastic from work, then I will say, from the child. It's fun to be with your children, and seeing the growth of the child is more interesting. Although many of our teachers have no children, we can learn a lot of positive power from these children.

Maybe the management of our kindergarten is a comparative Buddhist management. The teacher has no rewards for publishing papers, we have no rewards for the award -winning projects, and there is no reward for any lessons. Where do our rewards come from children? So the significance of teachers' work and the secret of our teacher's growth? I use this sentence today to answer: "This secret lies in sharing life and growing together in our teachers." At work, they are also growing up. How can they get the power of growth? It is not because the principal is filled with chicken soup, but the children let them find such a direction and motivation for growth.

Teacher Tian's lawn wedding is very hot on the Internet. I really don't want her to be too hot, because there will be a lot of misunderstandings. We really don't want to make a new uniqueness, so I hope everyone can see what it is behind this case. The teacher is the teacher. Together with children, growing up together.

Why do their class do this cultural theme? The children are paying attention to the teacher's wedding photos and getting married. Some children say, "I want to look at Teacher Tian to get married." This sentence touched the softest place in our teacher's heart She is willing to start her private life to children. What is behind this? It is our teacher -student relationship, and the common life of our teachers and children.

I went to their class to see, the exquisite wedding photo was dirty by the children, but I believe that the teacher's heart is still very sweet, because most people's wedding photos are treasured in their drawers. Very Few people will pay attention and are willing to see it. Therefore, the teacher is willing to share his life with his children, and the child is also willing to participate in the teacher's life. Isn't this what we want to see most?

The wall of our kindergarten's small class is the family portrait, which is the biggest comfort in the early days of the small class children entering the garden. However, the teacher was still taking a family portrait on the day of the children in the class, hanging on the wall, letting the child know that "home" is not only your family of three, our second class, it is also a family. The teacher's sports meeting was over, and the teacher also printed the family portrait photos of the teachers participating in the sports meeting. It was posted next to the family portrait of this class. It told us that this is our home of Crane Kindergarten. Teachers who have been to our kindergarten know that our environment is very simple, because we do not advocate that teachers work overtime, and we have to use the teacher's time to observe the children, live with children, and share our lives. But we do not say that we do n’t do environmental creation. Our philosophy is to create environmental creation with children. If the child you create, if your child cannot interact with it, you can do it for nothing. What children are not interested in, have nothing to do with children, and just show them for adults, we do not do it. Children are really concerned about the environment because this is their own environment.

What are the professional growth of teachers? It is simple and complicated. I visited a kindergarten in Japan three years ago. At that time, I was a new director. I didn't know where the road ahead was, so I asked their principals how you cultivated the teacher. He said that we did not cultivate teachers, and the teacher grew up slowly at work. I felt he was perfunctory at the time.

Three years later, many kindergarten teachers come to us to visit, and I will ask me the same question, saying how you cultivate the teacher. Then I said from the heart that we did not cultivate the teacher, and the teacher realized such an unknowing growth by living with the children.

All we do is to give the teacher space, the right to the teacher, let the teacher discover their own strength, and see our future. The foundation of all this is because he is with the child every day. He sees the child. When he sees the child, he can cultivate children and promote the growth of children with his own thinking.

I like this very much: "Lucky people are healed by childhood, and unfortunate people are healing childhood throughout their lives." So, are we doing the happiest job?

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