儿童行为与观察心得体会

在探索儿童行为的奇妙世界时，我们常常被孩子们的纯真和好奇心所吸引。今天，我想与大家分享一些关于儿童行为观察的心得体会。通过这些观察，我学会了如何解读孩子们的行为背后的含义，以及如何在他们的成长过程中提供适当的支持和引导。每一次的互动都是一次宝贵的学习机会，让我们共同为孩子们创造一个充满爱与智慧的成长环境吧！

When exploring the wonderful world of children's behavior, we are often captivated by the innocence and curiosity of children. Today, I would like to share with you some insights into the observation of children's behavior. Through these observations, I have learned how to interpret the meanings behind children's behaviors and how to provide appropriate support and guidance in their developmental process. Every interaction is a valuable learning opportunity. Let's work together to create a loving and wise environment for children to grow!

儿童行为与观察心得体会 篇1

　　为期三天的“幼儿心理行为分析与辅导技能培训班”的培训已经告已段落了，静下来想想这三天，我的收获也是多多!这三天分别有三位宁波大学心理系老师给我们培训——讲座，三人各有自己的特长所在。

　　第一天，李老师给我们讲述了”幼儿团体心理辅导“，团体辅导是心理咨询与辅导的主要形式之一;是在团体情境下进行的一种心理辅导形式，通过团体内人际交互作用，促进个体在交往中通过观察、学习、体验，认识自我，调整改善与他人的关系，学习新的态度与行为方式，以发展良好的适应的助人过程。通过李老师的讲述让我们了解到孩子的需要：安全感和信任感，最重要的是了解孩子行为背后的事实。而幼儿团体辅导是游戏辅导，从游戏中来分析孩子的心理行为及情绪。在幼儿中我们最多运用“沙盘游戏“来测试幼儿的心理，从中对他们进行心理咨询，这也是现在对幼儿心理最具有说服力的实验。

　　第二天，杨老师是心理学的博士，专攻发展心理学。这天她讲述”儿童情绪发展与调节——儿童是自己情绪的主人“，每个人都有情绪，而情绪无好坏之分，有情绪并不怕，怕的就是没有处理好孩子的情绪?那么处理孩子的情绪，三句话：第一句“妈妈看到你非常生气……(给情绪命名)”;第二句话“你想生气就生气吧(允许孩子有情绪)“;第三句话“妈妈陪着你(表达爱，让孩子有安全感和被接纳感)“。这是经典的三句话，非常实用。

　　第三天，贺老师给我们讲述”儿童行为功能分析“，所谓行为功能分析，是指在进行行为矫正之前，对引发来访者的问题行为的起因、所带来的后果以及来访者在此方面的动机与需求等做出评估，以便对症下药，确定来访者的`问题行为和治疗的目标与方法。出于钱铭怡《心理咨询与治疗》。行为功能分析，指在行为治疗前对环境中和行为者本身的影响或控制问题行为的因素做出系统分析。行为治疗的目的在于消除来访者的问题行为本身。这个对于我们幼儿园的老师来说，开展有点难度，运用到心理咨询的内容。可是贺老师通过自己的理论分析，加上他的实际经验向我们介绍了abc行为分析，大大降低了我们的顾虑，因为这样的行为，我们平时也在处理，如他讲到自闭症的孩子，其实我们也是在运用心理学的方法对待，就是没有贺老师的专业，我们用的只是”小儿科“的方法。慢慢消化贺老师的内容，转变于自己的方法。

　　三天的时间真得非常短暂，在这短暂的时间中懂得了很多道理，接下来在长时间中慢慢在消化，运用我们的工作实践中，为孩子们做点贡献。

Children's Behavior and Observation Experience Part 1

　　The three-day training of "Early Childhood Psychological Behavioral Analysis and Counseling Skills Training Course" has come to an end, and when I think about these three days, I have gained a lot! These three days were three Ningbo University Psychology Department teachers to give us training - lectures, three people have their own specialties.

　　On the first day, Ms. Li told us about "Early Childhood Group Counseling", group counseling is one of the main forms of psychological counseling and counselling; it is a form of psychological counseling carried out in a group situation, through interpersonal interaction within the group, to promote the individual's understanding of the self in the interaction through observation, learning, and experience, and to adjust and improve the relationship with others, to learn new attitudes and behaviors in order to develop a well-adjusted process of helping people. It is a process of helping individuals to understand themselves, adjust and improve their relationships with others, and learn new attitudes and behaviors through observation, learning and experience in a group setting, in order to develop a well-adjusted helping process. Through Ms. Li's narration, we understand the needs of children: sense of security and trust, and the most important thing is to understand the facts behind children's behaviors. The most important thing is to understand the facts behind the child's behavior. Early childhood group counseling is a play-based counseling, which analyzes the child's mental behavior and emotions from the play. Among the children, we most often use the "sand tray game" to test the psychology of the children, from which we can counsel them psychologically, which is also the most convincing experiment on the psychology of young children nowadays.

　　On the second day, Ms. Yang is a doctor of psychology, specializing in developmental psychology. This day she talked about "children's emotional development and regulation - children are masters of their own emotions", everyone has emotions, and emotions are not good or bad, there are emotions and not afraid, afraid of is not deal with the child's emotions? Then deal with the child's emotions, three sentences: the first sentence "Mom see you very angry ...... (to the emotions named)"; the second sentence "you want to be angry angry (allow the child to have emotions) "; the third sentence "Mom is with you (to express love, so that the child has a sense of security and acceptance)". These are the classic three sentences, very practical.

　　On the third day, Mr. He told us about "Functional Analysis of Children's Behavior". The so-called Functional Analysis of Children's Behavior refers to the assessment of the causes of the visitor's problematic behaviors, the consequences, and the visitor's motivation and needs before behavioral modification is carried out, so as to prescribe the right medication to determine the visitor's `problematic behaviors' and the goals and methods of treatment. The goals and methods of treatment. Out of Qian Mingyi, Counseling and Therapy. Behavioral Functional Analysis (BFA) refers to the systematic analysis of the factors in the environment and in the actor himself that influence or control the problem behavior prior to behavioral therapy. Behavior therapy aims to eliminate the visitor's problem behavior itself. This is a bit difficult for our kindergarten teachers to carry out, applying the content of psychological counseling. However, Mr. He introduced abc behavioral analysis to us through his own theoretical analysis and practical experience, which greatly reduced our worries because we usually deal with such behaviors, such as when he talked about autistic children, in fact, we are also treating them with psychological methods, which are not as professional as Mr. He's, and the methods we use are only "pediatric". We are not as specialized as Mr. He, so we are just using a "pediatric" approach. We are slowly digesting Mr. He's content and transforming it into our own methods.

　　Three days is really very short, in this short time know a lot of truth, the next in a long time slowly digested, apply our work practice, for the children to do some contribution.

儿童行为与观察心得体会 篇2

　　在幼儿园里，幼儿的各种行为都会频繁出现，他们的所想、所思、所悟、所做都会给我们老师带来迷芒、疑惑、喜悦、温暖......，一旦老师解决其中一个幼儿的问题，我们马上会松一口气或茅塞顿开，接着会出现其他幼儿遇到的问题。

　　今年寒假我阅读了一本《幼儿行为观察与记录》。这本书为我们幼儿教师提出边观察边记录为我们职业成长打好基础，而不是有的幼儿出现问题，我们凭直觉去判断，或者其他老师支招，不一定适合你。

　　观察与记录幼儿行为为我们老师的“行动”和“反思”作好铺垫。

　　从实用角度来讲，做记录这项工作没有固定的规则，作为班级教师，必须抓住幼儿记录的时机，要保证有足够近的'距离去聆听，但是不要太近，不要影响幼儿游戏的进行。要注意保护幼儿的隐私，通常使用化名，特别对于大班的幼儿要谨慎，他们感觉到被监视后就不再继续他们的游戏。游戏老师要把握介入时机，避免产生过多干预或放羊现象，要有效介入，顺应和支持幼儿游戏时的自主行为。游戏评价让幼儿充分参与，说出自己的想法以有待进一步提高。

　　对于个别幼儿脾气古怪、情绪波动较大并常常爱哭的幼儿，教师应给予更多的关注，当幼儿发脾气，老师搞清楚大哭的原因再进行开导千万不要当幼儿一发脾气，就去哄他，这样会让他产生只要发脾气就能得到满足的想法，更加容易发脾气。老师一定要耐心等待他发完脾气、闹完情绪，再去了解具体原因，千万不能放任幼儿发脾气而不管他。对个别幼儿语言上出现错误，应及时纠正并激励他们说完整句。幼儿的情绪发展与家庭是密切相关的，因此教师与家长保持经常交流，了解孩子家里的生活以便更好的教育。追踪记录一定要定点、定时记录，不能追踪一半而半途而废，有时也可以暂停一段时间继续追踪会有意想不到的效果。

　　重视对孩子操作过程的观察，在观察孩子的操作活动时，很多教师常常重结果、轻过程。如某教师这样记录“xx到数学区随意拿了几样东西，没怎么玩就到别的组去了。”这位教师只注意了操作结果，对幼儿在操作过程中是否有兴趣、如何摆弄材料等细节却忽略了，也可以让孩子说出自己的感受，看看孩子想要什么，孩子也是有思考、有评价的行动者。老师也可以“明知故问”，你想怎么玩？把解决问题变成思维的方法。因此，教师应重视对幼儿操作活动过程的观察。

　　在实际工作中，我们老师面对游戏案例撰写时，对于如何观、如何记无从入手。我们老师要学会耐心观察上课、游戏、户外......等一日生活，任何一个环节都可以捕捉到孩子的一个点可以作记录，也可以拍照，有的可以连续记录，老师每天记一记，如果忘了也可以翻看当时拍的照片或视频帮你回忆。记录时也可以随时翻看我们的指南作对比，指南是我们幼儿教师的拐杖，在指南的引领下，我们的专业成长才会更快。

　　幼儿行为观察和记录最终目的是孩子学习、游戏的兴趣性，我们教师要不断实践、反思、改进、创新，把自身的专业成长与幼儿的发展联系在一起，随时随地捕捉孩子的亮点，找到共性问题以便及时解决。

Children's Behavior and Observation Insights Part 2

　　In kindergarten, all kinds of behaviors of young children occur frequently, and what they think, think, understand and do will bring us teachers confusion, doubt, joy and warmth ...... Once the teacher solves the problem of one of the children, we are immediately relieved or enlightened, and then there will be other problems encountered by other children.

　　I read a book, Observing and Recording Early Childhood Behavior, over winter break this year. This book suggests for us early childhood teachers to observe and record as we go along to lay the groundwork for our professional growth, rather than having problems with young children that we judge intuitively or other teachers make suggestions that may not be right for you.

　　Observing and recording children's behavior paves the way for our teachers to "act" and "reflect."

　　From a practical point of view, there are no fixed rules for taking notes; as a classroom teacher, it is important to seize the moment when children are taking notes, making sure that they are close enough to listen, but not so close as to interfere with the children's play. Care must be taken to protect the privacy of the children, usually by using pseudonyms, and caution must be exercised especially with older children, who stop continuing their play when they feel they are being watched. The game teacher should grasp the timing of the intervention to avoid excessive intervention or the phenomenon of sheep herding, and intervene effectively to comply with and support the autonomous behavior of the children during the game. The evaluation of the game allows children to participate fully and speak their minds for further improvement.

　　For individual children eccentric, mood swings and often love to cry children, teachers should give more attention, when the child tantrums, the teacher to find out the reasons for crying and then enlightenment should not be when the child tantrums, go to coax him, which will make him as long as the tantrums can be satisfied with the idea of more prone to tantrums. Teachers must wait patiently for the child to finish his tantrums and emotions before trying to understand the specific reasons, and must not let the child lose his temper and leave him alone. When individual children make language mistakes, they should be corrected and motivated to speak in full sentences. The emotional development of young children is closely related to their families. Therefore, teachers should maintain regular communication with parents to understand their children's life at home for better education. Tracking records must be recorded at regular points and times, and should not be abandoned halfway through the tracking process. Sometimes it is also possible to pause for a period of time to continue tracking, which may lead to unexpected results.

　　Emphasize the observation of the children's operation process. When observing the children's operation activities, many teachers often emphasize the results but not the process. For example, one teacher recorded that "xx went to the math area and took a few things at random and went to another group without playing much." This teacher only paid attention to the results of the operation, the children in the operation process whether the interest, how to manipulate the materials and other details are ignored, you can also let the children to say their own feelings, to see what the children want, the children are also thinking, evaluation of the actors. Teachers can also "knowingly ask", how do you want to play? Problem solving becomes a method of thinking. Therefore, teachers should pay attention to the observation of the process of children's operational activities.

　　In practice, when we teachers are faced with writing game cases, we are at a loss as to how to observe and remember. We teachers should learn to patiently observe classes, games, outdoor ...... Any part of the day can capture a child's point can be recorded, you can also take pictures, some can be recorded continuously, the teacher every day to remember, if you forget, you can also look back at the time to help you recall the photographs or videos taken at that time. When recording, you can also look up our guide for comparison at any time. The guide is a crutch for our kindergarten teachers, and under the guidance of the guide, our professional growth will be faster.

　　The ultimate goal of observing and recording children's behavior is the children's interest in learning and playing. We teachers should continue to practice, reflect, improve and innovate, linking our own professional growth with children's development, capturing children's highlights whenever and wherever possible, and finding common problems in order to solve them in a timely manner.

儿童行为与观察心得体会 篇3

　　随着幼儿教育事业的发展，不论是国家还是社会对教师的要求也越来越高，对于幼儿教师来说，“活到老，学到老”的理念必须坚守，这样才能跟上时代的步伐，做一名优秀的幼儿教师。本次寒假在家，我认真仔细的将《幼儿行为的观察与记录》这本书翻阅了一遍，深觉这本书中所著内容对一线的幼儿教师来说大有裨益，通过这段时间段的学习，受益匪浅。

　　幼儿教师的职业压力大是业内普遍的共识，因为幼儿园的工作作息与中小学的不同，教师在白天的工作几乎不能有任何的中断，需要全天对幼儿进行照顾。读过《幼儿行为的观察与记录》之后，我感觉自己在教育与教研关系的认识上存在很多的不足：其实，教育与教研本位一体，真正的教研正是立足于平日的教学，并且服务于教学。教学教研应该一把抓，首先，我们要学会的就是：用眼、用心，学会观察幼儿的一举一动。

　　幼儿行为的观察，观察什么?书中有详细完整的记录，主要有以下几个方面：

　　1、观察幼儿在常规活动中的行为

　　幼儿在园的一天中，大部分时间都在进行常规活动：进餐、午睡、洗手、如厕、午休等等。这些活动看似平凡、枯燥，但却是幼儿学习和成长的重要途径，值得我们注意。书中详细的介绍了如何观察幼儿进餐行为、如厕行为、午休行为和过渡时间的行为，虽然很琐碎，但是却不能轻易的忽视。

　　2、观察幼儿使用材料的情况

　　与常规活动一样，游戏材料是幼儿学校生活中不可或缺的一部分，但是它们两个在幼儿个性方面发展的功能是不同的。游戏材料的一种重要作用就是有助于儿童认知能力的发展，特别是符号表征能力。

　　阅读和书写的确是符号表征过程，但是只能反映我们一半的表征能力，它们是语言符号的一部分；而非语言符号表征要借助艺术形式呈现——绘画、雕塑、舞蹈、哑剧、音乐及戏剧。对于幼儿来说，他们不能充分地把握或者用语言解释他们对事物的模糊理解，所以他们是通过使用游戏材料时形成的关系以及所引起的变化来获得对抽象概念的直观感觉。在儿童使用材料的过程中，我们需要观察儿童使用材料的环境、刺激、花费的时长等等内容。

　　3、观察幼儿之间的社交行为

　　每个幼儿都是一个独一无二的个体，因此便会有各式各样的社交行为和反应。在儿童早期阶段，他们对待他人的态度开始在人格结构中打下基础，我们需要去观察以下三个方面：

　　①幼儿对待他人的态度（关怀/疼爱/信任/怀疑/厌恶）

　　②幼儿的情感态度（深厚的`/随意的/冷漠的)

　　③幼儿拥有的与他人相处的技能的数量和种类（通过要求、偷拿或者抢夺得到玩具娃娃）

　　4、观察师幼关系及在教师主导活动中幼儿间的相互关系

　　师幼互动是我们日常教学和生活中常提到的词语，在许多情况下，师幼关系的细节都会存在与日常的偶发时间中。从生命中最初的几年里，幼儿会从身边非常重要的成年人——父母、养父母、祖父、老师以及其他亲戚的接触中形成其他人和对自己的理解。我们需要观察认真的观察师幼关系，这样可以告诉我们幼儿感觉到成年人是可以信任的、抑或是持怀疑的态度看待成年人；是可以借助成年人达到自己的目的，亦或是对他们敬而远之等等。

　　总而言之，“观察”是记录的基础，也是教研的基础。我们需要学会认真的观察，善于发现幼儿的行为特点，这样才能有利于我们进行教育教研，发现问题，解决问题。

Children's Behavior and Observation Experience Part 3

　　With the development of early childhood education, both the state and society have higher and higher requirements for teachers. For early childhood teachers, the concept of "live to learn" must be adhered to in order to keep up with the pace of the times and to be an excellent early childhood teacher. During the winter vacation at home, I carefully read the book "Observation and Recording of Young Children's Behavior", and I deeply feel that the contents of this book are very beneficial to the first-line teachers of young children, and I have benefited a lot from this period of study.

　　It is a general consensus in the profession that early childhood teachers have a high level of occupational stress because the work routine of kindergartens is different from that of primary and secondary schools. Teachers can hardly have any interruption in their work during the daytime, and they need to take care of young children throughout the day. After reading "Observation and Recording of Young Children's Behavior", I feel that I have a lot of deficiencies in my understanding of the relationship between education and research: in fact, education and research are one and the same, and the real research is based on the teaching of the weekdays and serves the teaching. Teaching, teaching and research should be taken care of, first of all, we have to learn: with the eyes, with the heart, learn to observe the children's every move.

　　What are the observations of young children's behavior? The book contains a detailed and complete record of the following:

　　1. Observe children's behavior during routine activities

　　Young children spend most of their day in the garden engaged in routine activities: eating, napping, handwashing, toileting, lunch breaks, and so on. These activities may seem mundane and boring, but they are important ways for children to learn and grow, and they deserve our attention. The book describes in detail how to observe children's eating behavior, toileting behavior, lunch break behavior and transition time behavior, which is trivial but cannot be easily ignored.

　　2. Observe children using materials

　　Like regular activities, play materials are an integral part of early childhood school life, but they both serve different functions in the development of young children's personalities. One important role of play materials is to contribute to the development of children's cognitive skills, especially symbolic representation.

　　Reading and writing are indeed symbolic representational processes, but they reflect only half of our representational abilities; they are part of verbal symbols; and non-verbal symbolic representations are rendered with the aid of art forms - painting, sculpture, dance, pantomime, music and drama. For young children, who cannot adequately grasp or explain in words their vague understanding of things, it is through the relationships formed and the changes induced when using play materials that they gain a visual sense of abstract concepts. As children use materials, we need to observe the environment, the stimuli, the time spent, and other elements of children's use of materials.

　　3. Observe social behavior among children

　　Each young child is a unique individual and therefore has a wide range of social behaviors and reactions. In the early stages of childhood, their attitudes toward others begin to lay the foundation for a personality structure that we need to observe in the following three areas:

　　1) Young children's attitudes toward others (caring/loving/trusting/suspicious/disgusting)

　　② Emotional attitudes of young children (deep`/casual/indifferent)

　　(iii) The number and type of skills that young children possess to get along with others (getting a toy doll by asking for it, stealing it, or grabbing it)

　　4. Observation of teacher-child relationships and interrelationships among children in teacher-led activities

　　Teacher-child interaction is a word we often refer to in our daily teaching and lives, and in many cases the details of the teacher-child relationship exist with the episodic time of everyday life. From the first few years of life, young children form other people and understandings of themselves from contact with very important adults around them-parents, foster parents, grandfathers, teachers, and other relatives. Careful observation of the teacher-child relationship tells us whether children feel that adults can be trusted or viewed with suspicion, that they can be used for their own purposes, or that they are distant from them.

　　All in all, "observation" is the basis of record-keeping and the basis of education and research. We need to learn to observe carefully and be good at discovering the behavioral characteristics of young children, which will help us to carry out education, teaching and research, find problems and solve them.

儿童行为与观察心得体会 篇4

　　4月16日到4月18日我在湖州师范学院参加了为期三天的中小学教师专业发展培训。这次培训主要围绕“基于游戏的幼儿行为观察与分析”而开展研讨、交流。

　　在这短短的三天里，我与来自不同地方、不同年龄的同行老师们坐在宽敞明亮的教室里一起学习、一起讨论交换意见。岳慧兰、王云霞、张金荣老师分别进行了《质性观察》、《量性观察》、《什么是研究》三个内容的`讲座。对我触动最大的是岳惠兰老师的《质性观察》，让我了解到质性研究的优点(问题深入，广泛)与局限性(容易受到观察者思想基础的制约，研究所需时间长）。质性研究的常用方法(访谈内容、观察目的、收集实物)。在日常生活教学过程中，我们也可以根据这几方面创设幼儿的游戏环境，组织游戏活动，观察幼儿之间的交流，从而进行设立目标与研究。

　　在培训中我们还以小组为单位编制了一份时间取样观察记录表。我们从幼儿活动的探究行为、活动中的语言交流与社会性三个纬度进行交流与探讨。通过观看幼儿娃娃家角色游戏录像，从表情、动作、语言、时间四方面进行分析和记录。通过活动，我重新审视了自己，反思自己在以往游戏中观察的目的、观察的方法以及观察的技巧是否合理、完善，也认识到认真观察幼儿的重要性。

　　培训是短暂的，但是学习是永无止境的。我们要把学习当成生活的一部分，并学以致用，时时用全新的教学理念来支持自己的教学工作。

Children's Behavior and Observation Experience Part 4

　　From April 16th to April 18th, I attended a three-day professional development training for primary and secondary school teachers at Huzhou Normal College. The training mainly focused on "Observation and Analysis of Early Childhood Behavior Based on Play" and the seminars and exchanges.

　　In these three short days, I sat in a bright and spacious classroom with fellow teachers from different places and of different ages to learn together and discuss and exchange ideas. Teachers Yue Huilan, Wang Yunxia, and Zhang Jinrong gave three `lectures on Qualitative Observation, Quantitative Observation, and What is Research. The one that touched me the most was Ms. Yue Huilan's `Qualitative Observation', which made me understand the advantages of qualitative research (in-depth and wide range of questions) and limitations (easy to be constrained by the observer's ideological base, and long time needed for research). Common methods of qualitative research (content of interview, purpose of observation, collection of physical objects). In the process of teaching daily life, we can also create a play environment for children based on these aspects, organize play activities, and observe the communication between children, so as to set up goals and research.

　　During the training we also developed a time sampling observation record sheet as a group. We exchanged and discussed the three latitudes of the toddler's activity: inquiry behavior, language communication during the activity and sociality. By watching the video of the toddlers' dollhouse role play, we analyzed and recorded the four aspects of expression, movement, language and time. Through the activity, I re-examined myself and reflected on whether my purpose of observation, method of observation and observation skills in previous games were reasonable and perfect, and I also realized the importance of observing young children carefully.

　　Training is short, but learning is never-ending. We need to make learning a part of our life and apply what we learn, and support our teaching work with new teaching concepts from time to time.

结语： 在这篇关于儿童行为与观察心得体会的分享中，我详细地探讨了孩子们在不同情境下的行为模式及其背后的原因。从日常互动到特定事件的反应，我观察到孩子们的行为不仅反映了他们的心理状态，还揭示了他们成长过程中的微妙变化。通过这些观察，我意识到，作为教育者，我们需要更加细致地了解每个孩子的独特性，以便更有效地支持他们的成长和发展。希望我的分享能为家长和教育工作者提供一些启发，让我们共同为孩子们创造一个更加支持和理解的成长环境。

Conclusion: In this sharing of insights on children's behavior and observations, I have explored in detail the patterns of children's behavior in different contexts and the reasons behind them. From daily interactions to reactions to specific events, I observed that children's behaviors not only reflect their psychological state, but also reveal subtle changes in their developmental process. Through these observations, I realized that as educators, we need to understand the uniqueness of each child in greater detail in order to support their growth and development more effectively. I hope my sharing can provide some inspiration for parents and educators so that we can work together to create a more supportive and understanding environment for our children to grow up in.