Observation record of kindergarten children in large classes [five priorities]

1. The first part of the observation record of children in large classes

Observation record:

It's game time, and the children enter the performance area happily. As soon as there was no music on the stage, I began to jump up and jump with a temper, and my movements were not uniform. Xu xx said to me, "Teacher, there is no music." I gave them a very lyrical piece of music, and they jumped up with very slow movements. From the beginning, they danced separately. Xu Yuhan stopped and said anxiously, "We also want to dance." Gu xx said, "Well, let's dance like Xu xx." After discussion, they began to dance the same movements.

Analysis:

This activity state of children is caused by the age characteristics of young children. For example, you can initiate a dialogue during the activity, or make ideas and find ways during the activity. Because of the same rhythm, the actions of three people will affect each other. Therefore, we succeeded in unifying our movements.

Improvement measures:

Game material is an indispensable factor in the game. Children in large classes need game materials that conform to the age characteristics of children in large classes, so that they can do better after success. For example, they can be divided into roles and expressed by different actions with the same rhythm.

2. Observation records of kindergarten children in large classes 2

Observation record:

Taoyi chose materials for making clothes in the activities of the art district. First, draw a pattern on the plastic bag and start cutting the sample. Because the plastic bag is soft, and he can't control the direction and strength of the scissors well, so he can't cut it according to the marks he drew originally, and then cut a small hole. The cut shape can't be seen as the shape of the same dress. He looked at his work, threw it aside and stopped cutting. Continue to look in the box, find out two action patterns that my friends saw in the last activity, and paste them together. I asked him, "Why don't you cut out the style you like?" He said, "It's too hard to cut. I can't cut it. "

Assessment and analysis:

Children in large classes like challenging materials. Because of the difficulty of action operation, children can't master the essentials of action at once, so they will encounter difficulties. At this time, they often reduce the difficulty themselves, or skip this difficulty and stop trying, and find some materials that are easier to operate than themselves to continue the operation. For example, in this case, Tao Yi usually skips the process of cutting plastic bag samples without scissors, and directly finds the plastic bag samples cut by others to operate.

Teacher intervention and strategies:

When taoyi flinched in the face of difficulties, I took out a sample of a badly cut plastic bag and told him, "This is what I cut before. You cut it better than me now. If you practice again, you will definitely cut the pattern. " In this way, he increased his confidence in overcoming difficulties, and then inspired ceramics to choose simple clothing patterns. In the process of cutting, he helped him to flatten the plastic bag, which made it easier for him to cut out patterns. By comparing with the first plastic bag, he found his own progress, which made him feel the pleasure of successful exploration and have more confidence in the cutting operation.

Improvement measures and objectives:

We can see that this kind of behavior of children is also a way for them to solve problems, but we think that children should be encouraged to "face difficulties" if their abilities permit. Through support and guidance, teachers make children clear that they can solve this difficulty through continuous efforts and attempts, so that children have the self-confidence to solve difficulties.

3. The third part of the observation record of kindergarten children in large classes

Observation record:

Regionals have begun. I saw Zhao xx, the first child to move the chair into the corner of the book. After sitting down, he slowly chose among a pile of books. While choosing, he said to himself, "I have read this book, so have I …" Picking up the book Dear Dad, I hesitated for a moment and looked at the cover carefully. Judging from her expression and gestures, she wanted to know and read the name of the book, but she didn't know, so she was stunned for a long time. I told her the title in time, and she was very happy. After reading the title with me, she read it carefully and told it gently ... When she saw Wang xx move a small chair to read a book, she quickly let her sit beside her and said, "Let's read this book together!" I can tell you something! " Wang xx nodded happily and sat down, and the two of them watched and chatted intimately.

At the end of the game, I guide everyone to observe the books they have read. Everyone found that the corners of the book were flat. I praised them in time, hoping that other children can also take good care of books, understand and cherish every book, and put beautiful stickers on them.

Analysis:

During this period, as excellent children's books are continuously put into the language area, children's reading interest and enthusiasm are stimulated. Because of children's age characteristics, although they like reading books, some children have not yet developed the habit of reading pictures and telling stories, as well as the good habit of caring for books and reading in an orderly manner.

Measures:

Today, I caught the typical case of Zhao xx, let the children share her pleasure in reading in time, and guide them to learn her good habits and methods. I also rewarded her in front of the group, which I believe will promote the children to some extent.

4. Observation records of kindergarten children in large classes 4

Observation record:

In the morning activities, children came one after another and began to play with desktop toys. Many children just work together unilaterally, and the structure is relatively simple. Some children are so boring that they don't want to sit in small chairs and play with toys. After I saw it, I communicated with them and told them how to cooperate with others. After a while, several children began to cooperate with each other. You build a building block for me and I'll build a building block with you, so you get familiar with it. I not only learned how to communicate with people, but also learned how to build a space.

Analysis and evaluation:

The present situation of children's cooperative communication: the communication consciousness of children's cooperative communication is getting worse and worse, and their cooperative communication ability is not high. Do things self-centered, regardless of others; You can't share a toy with others, and even some children are obviously aggressive. There are also some children who are withdrawn and unwilling to play with their peers, doing nothing by themselves. Sometimes several children play together and seldom cooperate. Most of them take out their own toys from the same toy, or imitate the play of other children and play separately.

Support and strategy:

First of all, start with cultivating children's character. Judging from children's personality characteristics, those naive and lively children have a strong sense and ability to cooperate with others. They are willing to take the initiative to cooperate with others, full of confidence, friendship and joy in cooperation, and the success rate of cooperation is relatively high. On the contrary, for those introverted children, they do not want to participate in other people's activities from their own subjective wishes. How can they talk about communication and cooperation? To change children's original bad character, we should start with their own bright spots, encourage them, and then cultivate their character. Secondly, set an example of cooperation for children. Third, provide children with opportunities for cooperation and learn ways of cooperation. In children's daily life, children have many opportunities to play together, study together and cooperate with each other.

5. The fifth chapter of kindergarten children's observation records.

Observation record and analysis:

At the beginning of school, as soon as I stepped into the classroom, some children complained to me that something was missing. By chance, when I was helping children pack their schoolbags, I accidentally found a lot of things in Xiaoming's pocket. When you look closely, it is exactly what many children have lost before. I can't believe my eyes.

In my eyes, he is a smart, sensible and introverted child. I am surprised that this will happen to him. It is deviant to take other people's things. If you don't educate them, it will probably affect your child's future development.

In order to analyze Xiaoming's behavior more objectively, I followed him for a while. According to observation, there are two main types of things that Xiao Ming "takes": one is toys that children bring to kindergarten; The other kind is toys or some food in kindergarten. These things all have the same feature-very small, such as small parts on toys, which can be held in the palm of your hand or put in your pocket. Toys are basically new or special, and Xiao Ming has never played or has no chance to play. Xiao Ming usually takes things when he is free and active, because the children are scattered in classrooms, bedrooms, bathrooms and other places at these times, and the teacher's attention is relatively scattered.

Combining the observation of Xiao Ming's behavior and the analysis of his age characteristics, I think Xiao Ming's behavior belongs to a kind of deviation behavior. The so-called deviant behavior refers to the behavior of social members deviating from or violating the existing social norms to varying degrees in a certain society, which is also called deviant behavior, deviant behavior or differential behavior. Secondly, four or five-year-old children often can't tell the difference between imagination and reality, and they are not very clear about the difference between others and themselves. Xiaoming was interested in those little things, so he took them away. On the whole, the reasons for Xiao Ming's deviant behavior may be as follows: Xiao Ming's understanding of the concept of "ownership" is vague, the rules of collective communication are unclear, and his self-control is weak.

Take measures:

Because this behavior is closely related to children's age characteristics, so in order to promote children's growth and development, I adhere to the principle of respecting and protecting children. In operation, we should pay attention to the details, don't care too much about him, and try our best to solve individual problems in a collective form.

So, I came up with a group game to tidy my pockets.

In order to protect Xiao Ming's self-esteem and minimize the adverse reactions as much as possible, every Friday, I will let my children play the game of "toys go home", and use games instead of surveys to help them find the lost things. The children were asked to pack their schoolbags before going home.

I use a waste paper box to let children take out things that don't belong to them and put them in the box when sorting out their schoolbags. The children packed their schoolbags, and everyone packed the cartons together. If the kindergarten things are returned to the "home", if they are children's things, they will be returned to the owner, and the useless garbage will be thrown into the trash can.