Practical Research On The Use Of The "Little Teacher System" To Cultivate Children’s Self-Management Ability

Numerous studies have confirmed that developing good self-management skills in early childhood education can lay a solid foundation for their future development.However,the current situation of cultivating self-management skills of young children in China is not optimistic.In the 1930 s,Tao Xingzhi pioneered the "Little teacher system" for universal education,which played an important role in the self-management and independent growth of students,and then some researchers try to apply it to the educational practice of self-management ability cultivation of young children,but most of the research is an empirical description of the application of the "Little teacher system",and there is a lack of detailed description of the specific application steps and internal procedures of the "Little teacher system".Based on the existing research and the original core of the“Little teacher system”,this thesis applies the “Little teacher system” to the cultivation of children’s self-management ability.In this study,a kindergarten in M-kindergarten was used as a research object to conduct practical research on the use of the "Little teacher system" to cultivate children’s self-management ability.First of all,investigate the self-management ability of children in the experimental class.Questionnaires,observations and interviews were used to assess and analyze children’s self-management ability,and identify specific goals for developing children’s self-management skills.Then,the researchers,teachers of the experimental class,the director of teaching and research Q and a preschool education graduate student jointly formed an action research group to build the implementation mode of the "Little teacher system" in the improvement of children’s self-management ability based on the core of the "Little teacher system" created by Tao Xingzhi,and formulated a practical plan.Next,the research team and the children jointly implemented the "Little teacher system",closely observing and recording,adjusting and reflecting on the implementation process.After the implementation,the development and changes of children’s self-management ability are analyzed,and the experience and shortcomings of implementation are summarized through the analysis of specific cases.The application of the "Little teacher system" in the self-management ability improvement program of young children mainly includes the following steps:1.Preparation before implementation: The research team will observe and analyze the problems of children’s self-management in various fields of activities,and determine the training goals of children’s self-management ability;2.Formal implementation: Teachers guide children to carry out "preparation" and "teaching" according to preset tasks in life activities,game activities,and teaching activities,this process is mainly the hands-on practice of young children,everyone can act as a small teacher,and the implementation of the first stage is demonstrated by three primary teachers,and the follow-up can be voluntarily registered by children.The process of "preparation" is mainly to determine the candidates of the "Little teacher ",analyze the task requirements,master relevant knowledge and skills,communication strategies,etc.;The process of "granting" refers to the process of "Little teacher " choosing the way,time and place of practice to guide his companions to self-management.3.Evaluation and Reflection: The research group and the young children,including the children who are "little teachers" in the practice process and other children who are influenced by the small teachers,have an assembly and discussion to evaluate and reflect on the practice process.The study lasted for nearly twelve weeks,after evaluating the effectiveness of the "Little teacher system " in developing children’s self-management skills and the overall change in the children’s self-management skills as they participated in the Little teacher work,the researcher found that:1.In terms of emotional management,its improvement effect is the best,young children are basically able to identify,resolve and regulate their emotions,and in the face of emotional problems,they will try to use small techniques such as "deep breathing" to control their emotions,from the initial emotional impulse to learning restraint,and the emotional problems in the garden are reduced;2.In terms of self-care in life,children’s life skills have been greatly improved,their dependence on teachers has been reduced,they take the initiative to ask themselves to do their own things,and they can detect their own needs in time and serve themselves;3.In terms of cognitive management,young children have developed a sense of concentration,persistence,responsibility,etc.,showing the initiative of activities,curiosity and exploration of new things,persistence and concentration on tasks,and good learning quality has been developed;4.In terms of behavior management,young children’s behavior control ability has improved,they can realize that destructive and aggressive behavior is not good,they will try to solve problems independently or cooperatively,and prosocial behaviors such as help and sharing appear in the process of solving,and positive behaviors continue to increase;5.In terms of peer interaction,the frequency of interaction between young children and peers has increased significantly,and basic communication strategies have been obtained,and active communication strategies such as "equal consultation" and "humility" will be more used in peer interaction,and negative communication strategies such as "attack" and "crying" will be used less often,and the peer relationship is harmonious.Since the exploration of the "Little teacher system" for the improvement of young children’s self-management skills involves many elements and still needs a long time to be improved,this paper only analyzes the contents of the current action completed.The researcher found that the practice model and program explored in this study can effectively improve the self-management skills of young children,so the following recommendations are made for the effective implementation of this program based on practical experience:1.Strengthen the construction of the teacher team and give play to its leading role in the implementation of the "Little teacher system";2.Rationally design the goals of the children’s self-management activity plan and appropriately select the activity content;3.Set up a "Little teacher system" rotation system to give each child the opportunity to self-manage 4.Teachers pass on positive expectations and encourage children to boldly try self-management;5.Create an institutional environment conducive to children’s self-management to ensure the smooth implementation of activities;6.Adhere to the principle of continuity and run self-management throughout children’s daily life;7.Establish a "Little teacher system" and cooperative learning integration mechanism;8.Pay attention to home cooperation to realize home co-education for the cultivation of children’s self-management ability.