3~6岁儿童发展指南 心得体会

作为一位关注儿童成长的小编，我深感3~6岁儿童发展指南的重要性。这份指南不仅为家长和教育者提供了宝贵的指导，还帮助我们更好地理解这个关键时期孩子的成长需求。通过阅读这些心得体会，我更加坚信早期教育对于孩子们未来发展的影响。我相信，只要我们用心去实践这些指南中的理念，就能为孩子们创造一个充满爱与支持的成长环境，帮助他们在关键的成长期获得最大的发展。

As an editor who is concerned about children's development, I am deeply impressed by the importance of the Child Development Guide for 3- to 6-year-olds. This guide not only provides valuable guidance for parents and educators, but also helps us better understand the developmental needs of children during this critical period. Through reading these insights, I have become more convinced of the impact of early education on children's future development. I believe that if we put our hearts and minds into practicing the concepts in these guidelines, we will be able to create a loving and supportive environment for our children to grow and help them maximize their development during their critical formative years.

3~6岁儿童发展指南 心得体会 篇1

　　首先感谢老师和我们家长一起分享了这么好的《指南》，我觉得《指南》最大的优点在于它很全面和仔细，现在很多书籍、报刊杂志、网络上都有很多育儿的文章，但都是鱼龙混杂参差不齐，我以前也喜欢看这种文章，但是看多了反而把自己弄晕，觉得无所适从，结果还是基本上照着自己的育儿思路来。

　　现在的孩子小小年纪就被逼着学这学那，每到双休日比平时还忙，孩子出了门找不到小伙伴玩耍，小区里找不到3岁以上的小朋友，原因就是去各种辅导班了，我真觉得有点悲哀，不是每个孩子都能成为爱因斯坦和朗朗之类的天才的，确实是拔苗助长。孔子在几千年就提出过要因材施教，实为至理名言。可能每个家长都说这都是环境逼迫的，别人家的都在学，我们怎么能落后?再加上前几年风靡一时的口号：“再穷不能穷教育”，让大家一起趋之如骛，但始作俑者确是我们每个家长。我建议大家要充分尊重孩子的兴趣特点，我们的任务是诱导加引导，千万不能和别人攀比。

　　我们现在家长几乎都是上班族，上班很忙，忙着自己的'事业，不一定经常有空琢磨着怎么教育孩子，我建议大家对照《指南》看看自己都有哪些做的不足，尽量把不足之处弥补上去，孩子如果能够全面发展才是健全正常的。我经常就做的不好，每当宝宝调皮、拖拉、懒惰、不听话时，我们不能很好的控制自己的情绪，勃然大怒、恨铁不成钢，我们却忘了，这些不良的情绪会在一定程度上影响宝宝的，正人先正己，教育孩子的同时我们也在教育自己，古人说“教学相长”也说出了这个道理。

　　一个人最大的成功是教育子女的成功，因为纵然你拥有了无数家产，面对着不成器的下一代，一样会觉得心灰意冷的。所以，多放点心思在孩子身上，以此与大家共勉!

Child Development Guidelines for 3~6 year olds: Experiences Part 1

　　First of all, I would like to thank the teacher and our parents to share such a good "Guide", I think the biggest advantage of the "Guide" is that it is very comprehensive and careful, and now a lot of books, newspapers and magazines, the Internet have a lot of parenting articles, but are mixed and uneven, I used to like to read this kind of article, but read more instead of confuse themselves, feel at a loss, and the result is that it is still basically according to their own parenting! I'm not sure what I'm talking about, but I've been reading a lot of these articles.

　　Nowadays, children are forced to learn this and that at a young age, every double holiday is even busier than usual, the child out of the door to find a small friend to play, the neighborhood can not be found above the age of 3 children, the reason is to go to a variety of counseling classes, I really feel a little sad, not every child can become a genius such as Albert Einstein and Ronald Lang, is indeed a seedling to help the child to grow up. Confucius in thousands of years to put forward the need to teach according to the talent, is really the most important words. Perhaps every parent says that it is all forced by the environment, other people's families are learning, how can we lag behind? Coupled with the popular slogan of a few years ago: "No matter how poor, you can't afford to be poor in education", we all tend to be over-ambitious, but the originator is really each of our parents. I suggest that we should fully respect the child's interests and characteristics, our task is to induce and guide, never compare with others.

　　We are now parents are almost all office workers, work is very busy, busy with their own 'career, not necessarily often have time to think about how to educate children, I suggest that we look at the "Guide" to see what they have to do what is not enough, and try to make up for the shortcomings, the child if you can be able to fully develop is sound and normal. I often do not do well, whenever the baby naughty, procrastination, laziness, disobedience, we can not very well control their own emotions, anger, hatred, we forget that these bad emotions will affect the baby to a certain extent, positive people first positive self, educate the child at the same time we are educating themselves, the ancients said, "Teaching grows together! The old saying, "Teaching is the same as growing" also speaks to this truth.

　　The greatest success of a person is the success of educating children, because even though you have numerous family assets, you will feel just as disheartened in the face of an incapable next generation. So, put more thought into your children as a way to encourage you!

3~6岁儿童发展指南 心得体会 篇2

　　近期我阅读了《3—6岁儿童学习与发展指南》，阅读《指南》后对我们的幼儿园日常工作中有了更深的了解和认识，下面我将跟大家分享一下我的心得体会：《指南》内容分五大领域：健康、语言、社会、科学、艺术，每个领域按照幼儿学习与发展最基本、最重要的内容划分为若干方面。每个方面由学习与发展目标、教育建议两部分组成。学习与发展目标部分分别对3～4岁、4～5岁、5～6岁三个年龄段的幼儿应该知道什么、能做什么、大致可以达到什么发展水平提出了合理期望。教育建议有很多我们在平时的`教学活动中可以用到的措施。《指南》里面的内容对我们今后开展教育教学工作具有非常大的指导作用。

　　《指南》的教育建议部分还列举了一些教育幼儿的具体办法，如：和幼儿讲话时，成人自身的语言要清楚、简洁，幼儿表达意见时，成人可蹲下来，眼睛平视幼儿，耐心听他把话说完，提醒幼儿遵守集体生活的语言规则，如轮流发言，不随意打断别人讲话等。在公共场合不大声喧哗，不要拿幼儿的不足与其他幼儿的优点作比较，对幼儿与别人分享玩具、图书等行为给予肯定，让他对自己的表现感到高兴和满足，允许幼儿犯错误，告诉他改了就好，不要打骂幼儿，以免他因害怕惩罚而说谎，发现幼儿说谎时，要反思是否是因自己对幼儿的要求过高过严造成的。如果是，要及时调整自己的行为，同时要严肃地告诉幼儿说谎是不对的。

　　在今后的工作中，我会努力学习，加强自己的素养，丰富自己的实践经验。以上是我学习《指南》后的一点体会，在以后的工作实践中，我将不断地更深入的学习，让我们的教育跟着《指南》的精神不断的探索、进步！

Child Development Guidelines for 3~6 year olds - Part 2

　　Recently I read the "Guide to Learning and Development for Children 3-6 years old", after reading the "Guide" to our kindergarten daily work has a deeper understanding and awareness of the following I will share with you my experience: "Guide" content is divided into five major areas: health, language, social, science, art, each area in accordance with the most basic and important for young children to learn and develop Each area is divided into several aspects according to the most basic and important contents for young children's learning and development. Each area is divided into a number of areas according to the most basic and important elements of children's learning and development. Each area consists of two parts: learning and development objectives and educational recommendations. The Learning and Development Objectives section sets out reasonable expectations for what children in the 3-4, 4-5, and 5-6 age groups should know, be able to do, and what level of development they can generally achieve. The educational recommendations have many measures that we can use in our regular `teaching and learning activities. The contents of the Guidelines will be a great guide for our future educational work.

　　The educational advice section of the Guidelines also lists some specific ways of educating young children, such as: when speaking to a young child, the adult's own language should be clear and concise; when a young child expresses his or her opinion, the adult can squat down, look at the child with level eyes and patiently listen to him or her finish his or her sentence; and remind the young child to observe the linguistic rules of group life, such as taking turns to speak and not interrupting others at will. Do not make loud noises in public places, do not compare the shortcomings of children with the merits of other children, and give affirmation to children's behavior of sharing toys and books with others, so that they can feel happy and satisfied with their own performance, allow children to make mistakes, tell them to change as soon as possible, and do not scold children, so as to prevent them from lying for fear of punishment, and when they find out that the children are lying, they have to reflect on whether it is due to their own too high and too strict requirements for children. If so, you should adjust your own behavior in time. If so, adjust your behavior in time, and at the same time tell your child seriously that lying is not right.

　　In my future work, I will study hard to strengthen my qualifications and enrich my practical experience. The above is a little bit of my experience after studying the Guide, in the future work practice, I will continue to study more deeply, so that our education follows the spirit of the Guide to continue to explore and progress!

3~6岁儿童发展指南 心得体会 篇3

　　这几天，通过对《3—6岁儿童学习与发展指南》的学习，让我有了一些基本的了解和认识。《指南》的发行，对我们广大幼儿教师的日常工作提出了更详细的要求，让我觉得自己的工作能力需要提高。不过，《指南》让我们在工作中有了更多的理论依托，有了更具体的操作细则，因此，对我们来说，不失为一件好事。但《指南》的明确要求表明了我们工作的具体要求，让我们在工作中需要进行更精细的执行，因此，《指南》也对我们提出了更高的要求。

　　在学习《指南》时，让我不知不觉和《纲要》进行了比较。二者具有许多相同的地方，如分领域描述幼儿的学习与发展同样有健康、语言、社会、科学、艺术五大类，每个方面都有学习及发展的目标及教育建议。但是，《指南》把每个领域的目标又具体地分为若干块，如健康分成了身心状况、动作发展、生活习惯与能力；语言分为倾听与表达、阅读与书写准备；社会分为人际交往、社会适应；科学分为科学探究、数学认知；艺术分为感受与欣赏、表现与创造，从这里可以看出，内容更细化。

　　在我们幼儿园，随着孩子的慢慢长大，带班的`老师也相应地跟随幼儿进行不同年龄段的教学，老师是轮流着在小、中、大班教学的。因此，我在制订不同年龄段孩子的各个教学领域目标时，经常不知道如何把握好一个度的问题。就像科学领域，有时候就比较难制订小班和中班的探索目标，在中、大班，也对科学操作的具体目标较难确定。现在好了，有了指南的具体划分，各块内容针对3—4岁、4—5岁、5—6岁的三个年龄段又有非常明确的目标和教育建议。这样一来，当我拿到一个教学内容时，就可以比较着《指南》上的要求，有依有据地制订相应的目标了。我具体地和《纲要》相比较，发现《指南》其实是更细化的《纲要》，按三个年龄段划分的目标与教育建议，正好与我们幼儿园的小、中、大班幼儿的教育教学相符，对我们具有更强的操作性。

　　随着《指南》的发行，各地掀起了一股学习的热潮，我们分园内的老师们也通过各种渠道进行了学习，又在教研组内进行了讨论。我认真看了各个针对学习《指南》的讲座，李季湄和冯晓霞两位老师的讲座让我留下了非常深刻的印象。李老师在解读《指南》时，特别强调了《指南》的定位是“为幼儿后续学习和终身发展奠定良好素质基础的，以促进幼儿体、智、德、美各方面的协调发展为核心，通过提出3—6岁各年龄段儿童学习与发展目标和相应的教育建议，帮助幼儿园教师和家长了解3—6岁幼儿学习与发展的基本规律和特点，建立对幼儿发展的合理期望，实施科学的保育和教育，让幼儿度过快乐而有意义的童年。”从这里，我体会到了《指南》对我们老师的要求、对家长的要求，也包括了对孩子的期望。因此，我想，学习《指南》也并不仅仅是我们幼儿老师的事情，也应该包括广大的家长，我们除了自己深读《指南》之外，还要通过多种渠道帮助家长了解和学习《指南》，做好家园共育，共同促进幼儿的健康成长。

Child Development Guidelines for 3~6 year olds: Experiences Part 3

　　In the past few days, I have gained some basic knowledge and understanding through studying the Learning and Development Guidelines for Children Aged 3-6. The release of the Guidelines has put forward more detailed requirements on the daily work of us early childhood teachers, making me feel that I need to improve my work capacity. However, the Guidelines give us more theoretical support and more specific operational details in our work, so it is not a bad thing for us. However, the clear requirements of the Guide indicate the specific requirements of our work, so that we need to carry out a more refined implementation in our work, therefore, the Guide also puts higher demands on us.

　　In studying the Guidelines, I was unconsciously comparing them with the Outline. The two have many similarities, such as the five major categories of health, language, society, science and art, which describe the learning and development of young children by domain, and each of these areas has learning and development objectives and educational suggestions. However, the Guide divides the objectives of each area into a number of specific blocks, such as health, which is divided into physical and mental conditions, motor development, and living habits and abilities; language, which is divided into listening and expression, and preparation for reading and writing; society, which is divided into interpersonal communication and social adaptation; science, which is divided into scientific inquiry and mathematical cognition; and the arts, which is divided into sensation and appreciation, and expression and creativity, which can be seen as a more detailed description of the content.

　　In our kindergarten, as the children grow up slowly, the `teachers' who lead the classes follow the children accordingly to teach different age groups, and the teachers teach in the small, middle and large classes in turn. As a result, I often do not know how to grasp the problem of a good degree when formulating the objectives of each teaching field for children of different ages. For example, in the area of science, it is sometimes difficult to formulate the exploration objectives for the small and medium classes, and in the middle and large classes, it is also difficult to determine the specific objectives for science operations. Now, with the specific divisions of the guidelines, the contents of each block have very clear objectives and educational suggestions for the three age groups of 3-4 years old, 4-5 years old and 5-6 years old. In this way, when I am given a piece of teaching content, I can compare it with the requirements in the Guidelines and formulate the corresponding objectives in a well-founded manner. When I compare the Guidelines with the Outline, I find that the Guidelines are in fact a more detailed version of the Outline, and the objectives and educational suggestions according to the three age groups are exactly in line with the education and teaching of our kindergarten children in the primary, middle and older classes, and are more practical for us.

　　With the release of the Guidelines, there has been a wave of learning all over the world. Teachers in our branch have also studied the Guidelines through various channels and discussed them in the teaching and research group. I carefully watched the lectures on learning the Guidelines, and I was very impressed by the lectures given by Ms. Li Jimei and Ms. Feng Xiaoxia. In her interpretation of the Guidelines, Ms. Li especially emphasized that the positioning of the Guidelines is "to lay a good quality foundation for young children's subsequent learning and lifelong development, to promote the coordinated development of young children's physical, intellectual, moral and aesthetic development, and to help kindergarten teachers and parents to understand the learning and developmental goals of children aged 3-6 years old and to help them to learn about children aged 3-6 years old and to develop their children's learning and development through the presentation of learning and developmental goals and the corresponding educational recommendations. kindergarten teachers and parents to understand the basic laws and characteristics of learning and development of children aged 3-6, to establish reasonable expectations for the development of young children, to implement scientific care and education, and to enable young children to spend a happy and meaningful childhood." From here, I realized the requirements of the Guidelines for us teachers, the requirements for parents, and also the expectations for children. Therefore, I think that studying the Guidelines is not only for us as teachers of young children, but also for parents. In addition to reading the Guidelines deeply ourselves, we should also help parents understand and study the Guidelines through various channels, so that we can do a good job of co-education between home and family, and work together to promote the healthy growth of young children.

3~6岁儿童发展指南 心得体会 篇4

　　我学习了孔起英教授主讲的《中国3-6岁儿童发展与学习指南》解读。我知道了人生百年，立于幼学。学龄前阶段是人生最重要的启蒙时期，科学的学前教育对人的后继学习和终身发展具有不可替代的重要作用。

　　孔教授结合五大领域教学，解析《3-6岁儿童学习与发展指南》的背景与目的，依据与原则，《指南》与《纲要》的关系，实施建议与要求。从五个领域描述幼儿学习与发展，分别是：健康、语言、社会、科学、艺术。每个领域按照幼儿学习与发展最基本、最重要的内容划分为若干方面。每个方面分为两个部分。一是学习与发展目标，分别对3～4岁、4～5岁、5～6岁三个年龄段末期幼儿应该知道什么、能做什么，大致可以达到什么发展水平提出了合理期望，共32个目标。二是教育建议，根据幼儿的学习与发展目标，针对当前学前教育普遍存在的困惑和误区，列举了一些能够有效帮助和促进幼儿学习与发展的教育途径与方法，同时也指出了错误做法对幼儿终身发展的危害，为广大家长和幼儿园教师提供了具体、可操作的指导，共87条教育建议。

　　考虑到幼儿发展的速度和在各领域的表现存在明显的个体差异，学习和运用《指南》时，最重要的是融会贯通地理解《指南》所倡导的理念，用正确的态度和行为去关心幼儿、观察幼儿、理解幼儿、尊重幼儿，遵循幼儿的成长规律和年龄特点，为幼儿成长创设宽松、适宜的条件和环境，因势利导，因材施教。

　　《指南》指明了幼儿学习和发展的基本方向，为正本清源，防止和克服 “小学化”现象提供了具体方法和建议。不可回避的是，小学择校现象和入学考试问题屡禁不止，一定会影响到《指南》的实施和贯彻落实，最终牺牲的还是幼儿的'童年快乐和身心健康。解决这些问题的有效办法，一是各级教育行政部门要加快推进义务教育均衡发展，同时加大整治力度，要严格执行义务教育招生政策，规范小学招生程序，依法坚持就近免试入学制度，坚决取缔围绕小学招生开展的各种形式的考核、面试、测试等选拔性考试，铲除学前教育“小学化”的土壤。二是要积极探索幼儿园和小学的双向衔接，幼儿园要科学、合理地帮助幼儿做好入学准备，重点做好语言表达、初步逻辑思维等学习适应能力的准备，以及主动性、规则意识和遵守规则的能力、任务意识和执行任务的能力等社会适应能力的准备。严禁幼儿园提前学习小学的教育内容。小学要重点做好入学后的过渡和适应教育，有针对性地缩小两个阶段在环境、课程、班集体和人际关系方面的差异，减缓学习的坡度和难度。严禁小学一年级以任何理由压缩课程或加快课程进度。三是广大家长要切实转变观念，一方面要进一步增强自身的教育责任，提高育儿信心和能力，重视和珍惜与孩子沟通、交流、分享快乐的重要性，多花些时间了解孩子、陪伴孩子。另一方面，要自觉抵制各种违反幼儿身心发展规律的提前学习和强化训练活动，还孩子们一个快乐的童年生活。

Child Development Guidelines for 3~6 year olds: Experiences Part 4

　　I studied the interpretation of China's Child Development and Learning Guidelines for 3-6 year olds by Prof. Kong Qiying. I learned that a hundred years of life begins at an early age. The preschool stage is the most important period of enlightenment in life, and scientific preschool education plays an irreplaceable and important role in people's subsequent learning and lifelong development.

　　Prof. Kong analyzed the background and purpose of the Guidelines for Learning and Development of Children Aged 3-6, the basis and principles, the relationship between the Guidelines and the Outline, and the recommendations and requirements for implementation in the context of teaching the five domains. Early childhood learning and development is described in five domains: health, language, society, science and art. Each domain is divided into aspects according to the most basic and important elements of early childhood learning and development. Each aspect is divided into two parts. The first is the learning and development objectives, which sets out reasonable expectations of what young children should know and be able to do at the end of the three age groups of 3 to 4, 4 to 5 and 5 to 6 years old, and what level of development they can roughly achieve, with a total of 32 objectives. The second is educational suggestions, which, based on the learning and development goals of young children and in response to the perplexities and misunderstandings prevailing in current pre-school education, lists a number of educational paths and methods that can effectively help and promote young children's learning and development, and at the same time points out the hazards of erroneous practices on young children's lifelong development, and provides specific, actionable guidance for parents and kindergarten teachers, totaling 87 educational suggestions.

　　Considering that there are obvious individual differences in the speed of development of young children and their performance in various fields, when learning and applying the Guidelines, the most important thing is to understand the concepts advocated by the Guidelines in a coherent manner, to care for, observe, understand and respect young children with correct attitudes and behaviors, to follow the growth rules and age characteristics of young children, to create relaxed and suitable conditions and environments for the growth of young children, and to teach children in the light of their needs and circumstances. They should follow the rules of growth and age characteristics of young children, create relaxed and suitable conditions and environment for their growth, and teach them according to their abilities.

　　The Guidelines point out the basic direction of learning and development for young children, and provide concrete methods and suggestions for correcting the root causes and preventing and overcoming the phenomenon of "primary schooling". It is inescapable that the recurring problems of school choice and entrance examinations in elementary school will certainly affect the implementation and realization of the Guidelines, and ultimately sacrifice the happiness of childhood and the physical and mental health of young children. An effective way to solve these problems, first, education administration departments at all levels should accelerate the balanced development of compulsory education, while increasing the efforts to rectify the situation, we should strictly implement the compulsory education enrollment policy, standardize the elementary school enrollment procedures, adhere to the system of free enrollment in accordance with the law in the vicinity of the test, and resolutely outlaw all forms of assessment, interviews, tests and other selective exams around the elementary school enrollment, and eradicate the pre-school education. Eradicate the soil of "primary schooling". Secondly, we should actively explore the two-way convergence of kindergarten and elementary school. Kindergartens should scientifically and reasonably help young children prepare for school, focusing on the preparation of learning adaptive skills such as language expression and preliminary logical thinking, as well as the preparation of social adaptive skills such as initiative, awareness of rules and the ability to abide by them, and awareness of tasks and the ability to perform them. It is strictly prohibited for kindergartens to learn the educational contents of elementary school in advance. Elementary school shall focus on transition and adaptation education after enrollment, and make targeted efforts to narrow the differences between the two stages in terms of environment, curriculum, class groups and interpersonal relationships, so as to slow down the gradient and difficulty of learning. It is strictly forbidden to compress the curriculum or accelerate the progress of the curriculum in the first grade of elementary school for any reason. Thirdly, parents should practically change their concepts. On the one hand, they should further enhance their own educational responsibilities, improve their confidence and ability in parenting, emphasize and cherish the importance of communicating, exchanging and sharing happiness with their children, and spend more time to understand and accompany their children. On the other hand, they should consciously resist all kinds of early learning and intensive training activities that violate the laws of physical and mental development of young children, so as to give them a happy childhood life.

3~6岁儿童发展指南 心得体会 篇5

　　在全国上下幼儿教师掀起学习《3—6岁儿童学习与发展指南》（以下简称为《指南》）的热潮时，我也曾打开书籍认真学习过。为认真贯彻落实《3—6岁儿童学习与发展指南》，提高教师实施《指南》的能力，满足幼儿“有质量”的学前教育需要。当镇江市首届《指南》专题培训暨《指南》实验区（园）启动仪式在我市外国语小学报告厅举行得消息传入我耳边的时候，我投去了羡慕的目光，那刻发自内心想亲耳目睹现场的学习。当20xx年11月15日，我很荣幸被安排参加这样的活动时，内心十分激动。那天我聆听了来自深圳市教育科学研究院教研员刘华，关于《指南》的专题讲座，这样一次近距离的讲座，让我受益匪浅。

　　刘教研从《幼儿园工作规程》、《幼儿园教育指导纲要》、《3—6岁儿童学习与发展指南》三大文件中展开了叙说，让我了解到《指南》基本结构、《指南》核心思想、幼儿园课程要素、发展领域和学习领域、总体学习环境、三大文件关系等；理解了具体学习区域的要求、一日生活安排、教学策略、交流和语言、艺术和创造性表现等。

　　令我最感兴趣的`是刘教研在一日生活安排中谈到的晨谈和区域，从他给我们播放的那段晨谈安排视频中，体现出了一日生活安排的重要性，看到了一日生活安排中各项活动分类，晨谈中看到了在活动中渗透的教育目标与内容，不同年龄老师是如何考虑晨谈内容的。让我们看到了他们每天晨谈中的约定：每天游戏的规则、大家做的事情、行为习惯的要求。

　　安排区域活动的时候一定要让孩子明确进区做什么，区域游戏后带孩子回忆自己今天做了什么，我觉得这样的回忆比起我们以前的建议评价更有艺术，这样的回忆给了孩子自己的总结，提高了孩子语言发展和表达能力。同时我还学到了晨谈中除了集中幼儿进行简单点名，我们还可以做到刘教研的四要素：

　　1、打招呼；

　　2、分享相关信息；

　　3、开展简单的集体活动；

　　4、今天相关的信息、事情（如：天气、日期、值日生安排、区域活动安排、自选活动等）。在以后的教学活动中，我将会渗透这样的教育目标与内容，渗透这样的晨谈理念。

　　令我不解的是，刘教研在讲座中谈学习领域与主题、区域、活动，他提倡用黑板，学会用黑板，给孩子文字符号、书写的印象。鼓励我们当孩子接触到某个文字的时候，大大的用书写的方式在黑板上展示字。可是我们不是一直都要求幼儿园杜绝小学化的教育，这样的观点我该如何理解呢？

　　一天的学习，让我受益匪浅，每次的学习都是给自己一次知识积累的机会。在今后的工作中，我要不断学习，充实自己。我想通过一次次的学习、总结，一定能不断提高自身业务素质和自身业务能力。

Child Development Guidelines for 3~6 year olds: Experiences Part 5

　　When early childhood teachers all over the country started to study the Guidelines for the Learning and Development of Children Aged 3-6 (hereinafter referred to as "the Guidelines"), I also opened the books and studied them carefully. In order to conscientiously implement the "Learning and Development Guidelines for Children Aged 3-6", improve teachers' ability to implement the Guidelines, and meet the needs of young children for "quality" pre-school education, the first "Guidelines" in Zhenjiang City was launched. When Zhenjiang City, the first "Guide" thematic training and "Guide" experimental area (garden) launching ceremony held in the city of foreign language elementary school auditorium news into my ears, I cast an envious gaze, that moment from the heart want to witness the scene of learning. On November 15, 20xx, I was honored to be arranged to participate in such an event, and I was very excited. That day I listened to Liu Hua, a teacher-researcher from the Shenzhen Academy of Educational Sciences, give a special lecture on the Guidelines, and I benefited greatly from such an up-close-and-personal lecture.

　　Liu developed a narrative from the three major documents, "Regulations for Kindergarten Work," "Guidelines for Kindergarten Education," and "Guidelines for the Learning and Development of Children 3-6 Years of Age," which allowed me to understand the basic structure of the Guidelines, the core ideas of the Guidelines, elements of the kindergarten curriculum, developmental and learning areas, the general learning environment, and the relationship of the three documents; to understand the specific learning areas of the I also understood the requirements of specific learning areas, day-to-day living arrangements, teaching strategies, communication and language, art and creative expression, and so on.

　　What interested me the most was the morning talk and the area that Mr. Liu talked about in the day-to-day living arrangement. From the video he showed us on the morning talk arrangement, it reflected the importance of the day-to-day living arrangement, the classification of the activities in the day-to-day living arrangement, the educational objectives and contents that permeated the activities in the morning talk, and how the teachers of different ages considered the contents of the morning talk. It shows us the agreements they make in the morning talk every day: the rules of the daily game, the things everyone does, and the requirements for behavior.

　　When arranging regional activities, we must make it clear to the children what they are doing in the area, and after the regional games, we bring the children to recall what they have done today. I think this kind of recall is more artistic than our previous suggestion of evaluating, and this kind of recall gives the children their own summarization, which improves the children's language development and expression ability. At the same time, I also learned that in the morning talk, in addition to focusing on the children for a simple roll call, we can also do the four elements of Liu's teaching and research:

　　1. Greetings;

　　2. Share relevant information;

　　3. Carry out simple group activities;

　　4. Information and things related to today (e.g. weather, date, duty roster arrangement, regional activity arrangement, self-selected activities, etc.). In the future teaching activities, I will penetrate such educational objectives and contents and the concept of morning talk.

　　What puzzles me is that in Liu's talk about learning areas and themes, areas, and activities, he advocates using the blackboard and learning to use it to give children the impression of word symbols and writing. We are encouraged to greatly use writing to display words on the board when the child is exposed to a particular word. But haven't we always asked kindergartens to put an end to primary schooling, so how am I supposed to understand such a viewpoint?

　　I have benefited a lot from the one-day study, and each study is an opportunity for me to accumulate knowledge. In the future work, I want to keep learning and enriching myself. I think by learning and summarizing time and again, I will be able to continuously improve my own business quality and my own business ability.

3~6岁儿童发展指南 心得体会 篇6

　　首先感谢老师和我们家长一起分享了这么好的《指南》，我觉得《指南》最大的优点在于它很全面和仔细，现在很多书籍、报刊杂志、网络上都有很多育儿的文章，但都是鱼龙混杂参差不齐，我以前也喜欢看这种文章，但是看多了反而把自己弄晕，觉得无所适从，结果还是基本上照着自己的育儿思路来。

　　现在的孩子小小年纪就被逼着学这学那，每到双休日比平时还忙，孩子出了门找不到小伙伴玩耍，小区里找不到3岁以上的小朋友，原因就是去各种辅导班了，我真觉得有点悲哀，不是每个孩子都能成为爱因斯坦和朗朗之类的天才的，确实是拔苗助长。孔子在几千年就提出过要因材施教，实为至理名言。可能每个家长都说这都是环境逼迫的，别人家的都在学，我们怎么能落后?再加上前几年风靡一时的口号：“再穷不能穷教育”，让大家一起趋之如骛，但始作俑者确是我们每个家长。我建议大家要充分尊重孩子的.兴趣特点，我们的任务是诱导加引导，千万不能和别人攀比。

　　我们现在家长几乎都是上班族，上班很忙，忙着自己的事业，不一定经常有空琢磨着怎么教育孩子，我建议大家对照《指南》看看自己都有哪些做的不足，尽量把不足之处弥补上去，孩子如果能够全面发展才是健全正常的。我经常就做的不好，每当宝宝调皮、拖拉、懒惰、不听话时，我们不能很好的控制自己的情绪，勃然大怒、恨铁不成钢，我们却忘了，这些不良的情绪会在一定程度上影响宝宝的，正人先正己，教育孩子的同时我们也在教育自己，古人说“教学相长”也说出了这个道理。

　　一个人最大的成功是教育子女的成功，因为纵然你拥有了无数家产，面对着不成器的下一代，一样会觉得心灰意冷的。所以，多放点心思在孩子身上，以此与大家共勉！

Child Development Guidelines for 3~6 year olds: Experiences Part 6

　　First of all, I would like to thank the teacher and our parents to share such a good "Guide", I think the biggest advantage of the "Guide" is that it is very comprehensive and careful, and now a lot of books, newspapers and magazines, the Internet have a lot of parenting articles, but are mixed and uneven, I used to like to read this kind of article, but read more instead of confuse themselves, feel at a loss, and the result is that it is still basically according to their own parenting! I'm not sure what I'm talking about, but I've been reading a lot of these articles.

　　Nowadays, children are forced to learn this and that at a young age, every double holiday is even busier than usual, the child out of the door to find a small friend to play, the neighborhood can not be found above the age of 3 children, the reason is to go to a variety of counseling classes, I really feel a little sad, not every child can become a genius such as Albert Einstein and Ronald Lang, is indeed a seedling to help the child to grow up. Confucius in thousands of years to put forward the need to teach according to the talent, is really the most important words. Perhaps every parent says that it is all forced by the environment, other people's families are learning, how can we lag behind? Coupled with the popular slogan of a few years ago: "No matter how poor, you can't afford to be poor in education", we all tend to be over-ambitious, but the originator is really each of our parents. I suggest that we should fully respect the child's . Interest characteristics, our task is to induce plus guide, never compare with others.

　　We are now parents are almost all office workers, work is very busy, busy with their own careers, not always have time to think about how to educate the child, I suggest that we look at the "Guide" to see what they have to do what is not enough, and try to make up for the shortcomings, the child if you can be able to fully develop the only sound and normal. I often do not do well, whenever the baby naughty, procrastination, laziness, disobedience, we can not very well control their own emotions, anger, hatred, we forget that these bad emotions will affect the baby to a certain extent, positive people first positive self, educate the child at the same time we are educating themselves, the ancients said, "Teaching grows together! The old saying, "Teaching is the same as growing" also speaks to this truth.

　　The greatest success of a person is the success of educating children, because even if you have numerous family assets, in the face of the next generation of misfits, the same will feel disheartened. Therefore, put more thoughts on the children, as a common encouragement with you!

3~6岁儿童发展指南 心得体会 篇7

　　寒假期间我阅读了《3—6岁儿童学习与发展指南》，下面我将跟大家分享一下我的心得体会：《指南》内容分五大领域：健康、语言、社会、科学、艺术。每个领域按照幼儿学习与发展最基本、最重要的内容划分为若干方面。

　　一、 健康领域：

　　为幼儿提供合理均衡的营养，充足的睡眠，适宜的锻炼和有规律的生活，让幼儿充分感受到亲情和关爱，保持愉快的情绪，形成安全感和信赖感。反对成人过度保护和包办代替，养成幼儿过于依赖的不良习惯。

　　二、语言领域：

　　强调要积极为为幼儿提供与同伴和成人交流的机会。提供丰富适宜的低幼读物。经常和幼儿一起看图书，讲故事。强调要在生活情境和阅读活动中萌发幼儿对文字的兴趣。反对通过机械记忆和强化训练过早识字。

　　三、社会领域：

　　为幼儿创设温暖、关爱和平等的家庭和集体生活氛围。建立良好的亲子关系，同伴关系和师生关系。强调幼儿的社会性在日常生活和游戏中通过观察和模仿，潜移默化地发展起来。成人的榜样作用至关重要。

　　四、科学领域：

　　强调成人要善于发现和保护幼儿的好奇心，求知欲。注重探究过程，引导幼儿通过观察、比较、操作、实验等方法，学习发现问题。反对提前学习小学教育内容，反对强化训练某些知识和技能。

　　五、艺术领域：

　　着重强调要在日常生活中萌发幼儿对美的感受和体验。要充分理解和尊重幼儿的艺术想象，表现和创造。不用成人的审美标准去评判幼儿，不追求技能训练。

　　或许我对《指南》的解读还不够深入，还比较片面，但是“路漫漫其修远兮”，我会在今后的教育工作中不断反思、实践，将《指南》的`精神和经验落实到未来的工作中， 在今后的工作中，我将认真贯彻《学习与发展指南》的精神，努力提升自己的专业水平，创新自己的教育理念，调剂自己教育思路，为每位孩子创出一片美好的未来。

Child Development Guidelines for 3~6 year olds: Experiences Part 7

　　During the winter vacation I read the Learning and Development Guidelines for Children 3-6 years old, and I will share my experience with you below: The contents of the Guidelines are divided into five major areas: health, language, society, science and art. Each area is divided into aspects according to the most basic and important elements of early childhood learning and development.

　　I. The health sector:

　　Provide children with reasonable and balanced nutrition, sufficient sleep, appropriate exercise and a regular life, so that they can fully feel affection and care, maintain a happy mood and develop a sense of security and trust. Oppose over-protection and substitution by adults, which may lead to the bad habit of over-dependence of young children.

　　II. Language area:

　　Emphasize the need to actively provide opportunities for young children to interact with peers and adults. Provide a rich variety of appropriate reading materials for young children. Regularly look at books and tell stories with young children. Emphasize the importance of developing children's interest in words in life situations and reading activities. Oppose early literacy through mechanical memorization and intensive training.

　　III. Social sphere:

　　To create a warm, caring and equal atmosphere of family and group life for young children. To establish good parent-child, peer and teacher-student relationships. Emphasize that the social nature of young children develops implicitly through observation and imitation in daily life and play. Adult role modeling is crucial.

　　IV. Scientific areas:

　　Emphasize that adults should be good at discovering and protecting young children's curiosity and desire to know. Focus on the process of inquiry and guide young children to learn to discover problems through observation, comparison, manipulation and experimentation. Oppose learning the contents of primary education in advance and the intensive training of certain knowledge and skills.

　　V. The field of the arts:

　　Emphasis is placed on the need to develop young children's feelings and experiences of beauty in their daily lives. The artistic imagination, expression and creativity of young children should be fully understood and respected. It is not necessary to judge young children by the aesthetic standards of adults and not to pursue skill training.

　　Perhaps my interpretation of the Guide is not deep enough and is still rather one-sided, but "the road is long and far away", I will continue to reflect and practice in my future educational work, and implement the `spirit and experience of the Guide into my future work. In my future work, I will conscientiously carry out the spirit of the Learning and Development Guide, and endeavor to Enhance my professionalism, innovate my educational concepts, and temper my educational ideas to create a bright future for every child.

3~6岁儿童发展指南 心得体会 篇8

　　人生百年，立于幼学。学龄前阶段是人生最重要的启蒙时期，科学的学前教育对人的后继学习和终身发展具有不可替代的作用。因此，从幼儿入园开始进行有计划，有组织的教育指导，将直接关系幼儿的健康成长与家庭幸福，更是关系到整个社会的文明，进步和发展。为此，我认为必须认真贯彻学习教育部关于印发《3~6岁儿童学习与发展指南》的精神实质切实把先进的教育理念和科学的教育方法落实到幼儿园保教工作的各个环节。下面我谈个人的体会与经验：

　　一、“育人为本”终身教育的理念：

　　幼儿教育是基础教育的奠基石，但教育的基本宗旨是树人育人，它以促进每一个儿童的健康成长和终身幸福为本。《教育规化纲要》提出了“优先发展，育人为本，改革创新，促进公平，提高质量.”的工作方针。育人为本是以尊重客观规律为基础的“科学发展观”在教育中的体现。

　　《指南》以为幼儿后继学习和终身发展奠定良好素质基础为目标，以促进幼儿体、智、德、美各方面的协调发展为核心，快乐生活，健康成长有意义的童年。

　　二、“尊重儿童”热爱幼儿的旗帜

　　伟大先哲孔子倡导“有教无类”“启发诱导”和“因材施教”《学记》提出了教师要“导而弗牵，强而弗抑，开而弗达，”这些尊重学生，尊重教育规律的思想至今仍熠熠生辉。对儿童的尊重，建立在倾听与理解、包容与接纳，感性共情与理性认知的基础之上，体现在依据来实施科学的教育活动之中。教是为了学而存在的，学的存在规定了教的存在。教师的教只有根据儿童已有的基础构建在恰当的起点之上，儿童的学习与发展才能取得良好的成效。

　　儿童从教育价值的边缘走向教育价值的中心是我国基础教育改革与发展的重要特征。《指南》强调“关注幼儿学习与发展的整体性”、“尊重儿童发展的个体差异”、“理解幼儿的学习方式和特点”、“重视幼儿的学习品质”这些基本原则都是“尊重儿童”个体价值的理性表达。

　　三、防止和纠正“小学化”纵象

　　日本教育家大田尧在清华大学同行做了一个精彩的演讲。他一开头就讲了一个故事：他的一位农民朋友给他切开一个苹果，指着苹果核中的种子说：每颗种子都有自己的设计图，我的工作就是培土、施肥、浇水，使它按照自己的设计图长成一个优质的苹果。只施有机肥料，不用化肥、农药，完全让种子自由发芽，成长。这样做，虽然要付出更多的汗水和心血，与市场经济不相宜，但是长成的苹果又香又甜。如果施加无机化肥，苹果虽然长得又红又大，却不香甜。

　　这个故事告诉我们，苹果成长是有规律的，不能随便去改变它。苹果生长是这样，孩子的成长，智力的发展更是有规律的，更不能随便去改变它。如果在孩子年纪比较小的时候就反复向他灌输精确的科学知识，就会扼杀孩子的首创精神和求知兴趣，是孩子不可能理解科学的丰富内容；空泛无益的知识是微不足道的，实际上是有害的，因此孩子在上学前应该充分的让他们玩耍不要强加他们任何不必要的知识，使儿童在玩中充分地扩展他们思维的自由空间，开发智力，增强儿童大脑中各方面功能的神经元；从小被灌输那么多知识，结果会使知识僵化，思想呆滞，这种思想为大脑接受而不加以利用，从而使思想也便得僵化。要是知识充满活力，不能使知识僵化，这是一切教育的核心问题。所以我们要以《指南》的要求教给儿童使幼儿从健康、语言、社会、科学、艺术等方面学习知识。

　　四、严禁“拔苗助长”认真学习《指南》精神

　　学前儿童正是天真烂漫、无忧无虑、享受快乐童年的时候，但很多孩子因为不堪忍受学习的重负，被迫学会了欺骗和伪装。很多家长望子成龙、望女成凤心切，忽视了儿童生理、心理成长的规律或“拔苗助长”或强行灌输，让孩子过早地承担起并不适合他们的重担。岂不知孩子的成长有规律可循，如此心急只会适得其反。此外，有些家长根本就没有认识到童年本身所具有的独特价值。一些急功近利的家长往往忽视了一个重要的道理，那就是人生的每一个阶段都是不可跨越、不可替代、不可再生的，人生的每一个阶段都有其独特的价值，童年亦然。

　　今天，重要的问题不是家长对孩子的期望是赢是输，而是如何为孩子们创造更健康的成长环境，使孩子的好奇心和创造力得到更好地保护。只有真正做到尊敬儿童，才能真正促进儿童健康发展，帮助儿童快乐成长。

　　五、《指南》从五个领域描述幼儿学习与发展

　　健康领域从幼儿身心状况，动作发展，生活习惯与生活能力。着重强调，一是幼儿积极、健康的身心状况不仅是身体健康，也包括心理健康；二是身体动作和手的精细动作发展；三是具有良好的生活与卫生习惯，基本的生活自理能力和自我保护能力。

　　语言领域从倾听与表达、阅读与书写准备。强调语言领域重点在于培养幼儿的口语交流能力，培养幼儿的.阅读兴趣，习惯以及初步的阅读理解能力。

　　社会领域从人际交往和社会适应。着重强调了一是培养幼儿的交友愿望与交往能力；二是学习自尊自主和自信；三是关心和尊重他人，逐步适应群体生活，遵守基本的行为规范。

　　科学领域从科学探究和数学认知两方面，强调幼儿的科学学习应注重激发幼儿的科学探究兴趣，体验探究过程，培养初步的探究能力；幼儿的数学学习应注重在生活和游戏中感知数学的有用和有趣，初步理解数量关系，形状与空间关系，培养初步的逻辑思维能力。

　　艺术领域从感受与欣赏表现与创造两个方面，强调让幼儿学会发现和感受自然界与生活中美的食物，让幼儿欣赏多种艺术形式和作品，萌发对美的感受和体验；鼓励和支持幼儿自发的艺术和创造，培养初步的艺术表现能力与创造能力。

　　六、重视家园共育，提高科学育儿能力

　　《指南》强调“亲切地对待幼儿，关心幼儿，让他感到长辈可亲，可近，可信赖的，家庭和幼儿园是温暖的。”因此，幼儿教育中家园合作是必然的，家长参与幼儿园也是必然的，幼儿的成长需要家庭和幼儿园的同步协调，形成教育合力才能真正担负起教育人的任务。

　　我在20多年幼教工作中体会到，家庭教育在整个教育体系中尚属薄弱环节，造成这种现状主要有两个方面的因素，一方面从主观上，独生子女增多，家庭结构基本是三个四个或两个大人围着一个孩子转，这样造成了爷爷奶奶对孩子的传统教育方式与父母对孩子的新要求互相矛盾，相互冲突，老人的过分溺爱与父母的正确对待相互矛盾，造成孩子的两面性，父母对子女的期待不一样，采取的教育方式不一样，造成家庭教育中的互相抵制；另一方面，从客观上存在着许多家长都是各行各业的骨干，市场也是心有余而力不足。随着社会不利因素，不良作风的影响，在幼儿发展关键时期已经起着潜移默化的影响作用，在幼小的心灵中，不是树立崇高的远大理想抱负团结尊重别的优良品质和良好的学习习惯，而给幼儿造成了教育障碍。

　　家园合作是幼儿园和家庭都把自己当作促进儿童发展的主体，双方积极主动的互相了解，相互配合，相互支持。幼儿园教育使教师懂得幼儿身心发展的特点和规律，掌握了科学的教育方法，是对幼儿有目的有计划的教育，而作为幼儿最接触的家庭教育，我认为：

　　1、教师，家长都应该提高对幼儿教育的认识，树立大教育观，认识到幼儿教育不等于幼儿园教育，不能把教育工作的对象局限在幼儿身上。应该扩展到家长以及其他社会成员。所以我们应该认真学习《指南》精神。

　　2、教师要有强烈的责任感，树立为家长服务的意识，尊重家长，取得家长的信任。还要努力提升自己，掌握家庭教育知识，培养和发展自身进行家庭教育的指导能力。

　　3、教师要主动了解，互相配合，互相支持，利用家长来园接送幼儿的时间，利用家园联系册，教育活动开放日，幼儿活动成果与汇报会，便条或校讯通联系家长幼儿在园的学习，生活情况，发现问题及时商讨解决办法，同时教师向家长提出要求，使家庭教育与幼儿园教育一致。

　　4、家长要自觉学习育儿知识，提高家教质量。家庭是孩子的第一所学校，家教是学校教育的重要环节，孩子天真好奇好问，家长要把握住对孩子的启发诱导，要自觉学习教育孩子的知识，掌握规律，不断提高家教水平主动开展家庭教育，家长除了和教师经常联系，接受教师的指导外，还应参加幼儿园的活动，参与幼儿园的全过程，让家长都具有“我也是孩子的一个重要教育者”的意识，把家庭教育与幼儿园教育视为己任，并且不断总结经验。做好教育儿童的工作。

　　5、让家长给孩子创造一个良好的家庭环境。孩子大部分时间生活在家里，家长除了要求孩子，自己应以身作则，给孩子树立一个良好的模范形象，孩子的模仿性强，家长的一言一行，一举一动，待人接物及生活，学习习惯，孩子都有意无意地模仿着，并在孩子自己的生活中表现出来，要让孩子充分的活动，愉快的成长。

　　6、让家长尊重孩子，关心孩子。作为家庭的一员，孩子随着年龄的增长，思维观点逐渐形成，有时孩子出现问题，家长要多从孩子的角度考虑，分析前因后果，正面启发诱导，说服教育，肯定长处，指出存在的问题，孩子容易接受，在家庭活动中家长要处处考虑到孩子的位置，尊重孩子的意见兴趣和自尊心，在家庭中团结融洽互相关心民主商量，根据孩子的特点，家长让孩子在日常生活游戏散步参观旅行等活动中，更好的接触大自然社会与人交往，从而让孩子或得更多的机会锻炼。

　　因此，在幼儿教育越来越强调生态化教育的今天，幼儿园应将家园合作视为重要工作之一，注重家庭教育，使家庭教育与幼儿园教育有机结合起来，努力提高家教质量，让每个家庭牢牢抓住学前教育这个关键时期，科学育儿，是孩子受到良好一致的教育，促进幼儿各方面全面发展。

Child Development Guidelines for 3~6 year olds Experience Part 8

　　A hundred years of life begins at an early age. The preschool stage is the most important period of enlightenment in life, and scientific preschool education plays an irreplaceable role in the subsequent learning and lifelong development of human beings. Therefore, from the early childhood kindergarten to carry out planned, organized education guidance, will be directly related to the healthy growth of young children and family happiness, but also related to the civilization of society as a whole, progress and development. For this reason, I believe that we must seriously implement the study of the Ministry of Education on the issuance of the "3 ~ 6 years old children's learning and development guide" the spirit of the essence of the practical implementation of advanced educational concepts and scientific educational methods to the kindergarten work in all aspects of the work of conservation and education. Below I will talk about my personal experience and experience:

　　I. The concept of "people-oriented" lifelong education:

　　Early childhood education is the cornerstone of basic education, but the basic purpose of education is to nurture and educate people, and to promote the healthy growth and lifelong happiness of every child. The Outline of Educational Planning puts forward the following working guidelines: "Prioritize development, educate people, reform and innovate, promote equity, and improve quality." The Outline of Educational Planning sets forth the following guidelines for work. The principle of "educating people as the foundation" is the embodiment in education of the "scientific concept of development", which is based on respect for objective laws.

　　The Guidelines aim at laying a good quality foundation for young children's subsequent learning and lifelong development, and at promoting the coordinated development of young children's physical, intellectual, moral and aesthetic development as the core of a happy life and a healthy and meaningful childhood.

　　II. "Respect for Children" banner of love for young children

　　The great philosopher Confucius advocated "teaching without class", "inspiration and guidance" and "teaching according to the material", "The Records of Learning" put forward the teacher to "guide and not lead, strong and not inhibit, open and not reach," these ideas of respect for students, respect for the laws of education is still shining today. The Xueji suggests that teachers should "guide but do not lead, force but do not suppress, open but do not reach," these ideas of respect for students and respect for the laws of education are still shining brightly today. Respect for children is based on listening and understanding, tolerance and acceptance, empathy and rational cognition, and is reflected in the implementation of scientific educational activities. Teaching exists for the sake of learning, and the existence of learning stipulates the existence of teaching. Teachers' teaching can only be effective if it is based on the children's existing foundation and built on a proper starting point, so that children's learning and development can achieve good results.

　　The movement of children from the periphery to the center of educational values is an important feature of the reform and development of basic education in China. The Guidelines emphasize "concern for the wholeness of young children's learning and development", "respect for individual differences in children's development" and "understanding of young children's learning styles and characteristics", The basic principles of "emphasizing the learning qualities of young children" are all rational expressions of the individual value of "respect for the child".

　　III. Preventing and correcting the phenomenon of "primary schooling"

　　The Japanese educator Yao Ota gave a wonderful talk to his peers at Tsinghua University. He began with a story: a farmer friend of his cut open an apple for him, pointed to the seed in the core and said: each seed has its own design, and my job is to cultivate the soil, fertilize, and water it, so that it grows into a high-quality apple according to its own design. Only organic fertilizers are applied, no chemical fertilizers or pesticides are used, and the seeds are allowed to germinate and grow completely free. In this way, although you have to pay more sweat and effort, and it is not suitable with the market economy, but the apple that grows up is fragrant and sweet. If inorganic fertilizers are applied, the apples will grow red and big, but not sweet.

　　This story tells us that there is a law of apple growth, which cannot be changed at will. The growth of an apple is like this, and the growth and intellectual development of a child is even more regular and cannot be changed at will. If you repeatedly instill precise scientific knowledge into a child at a relatively young age, you will stifle the child's spirit of creativity and interest in knowledge, and it is impossible for the child to understand the richness of science; vague and unhelpful knowledge is insignificant, and in fact harmful, so children should be allowed to play fully before going to school and do not impose any unnecessary knowledge, so that children can fully expand their free space for thinking and develop their intelligence in play. Free space for thinking, intellectual development, and enhance the neurons in the children's brain in all aspects of function; from a young age to be instilled with so much knowledge, the result will make the knowledge of rigid, stagnant thought, this thought for the brain to accept and not use, so that the thought will also be rigid. This is the core of all education, if knowledge is to be energized and not ossified. That is why we need to teach children in accordance with the requirements of the Guidelines, so that they can learn knowledge in the areas of health, language, society, science and the arts.

　　IV. Strictly prohibiting "uprooting" serious study of the spirit of the Guide

　　Pre-school children are innocent, carefree, enjoying a happy childhood, but many children are unable to bear the burden of learning, forced to learn to deceive and disguise. Many parents are eager to see their sons and daughters become phoenixes, ignoring the laws of children's physiological and psychological growth or "pulling up seedlings to help them grow" or forced indoctrination, so that the child prematurely take up the burden is not suitable for them. Do not know that the growth of children have rules to follow, so anxious will only be counterproductive. In addition, some parents simply do not recognize the unique value of childhood. Some parents who are in a hurry often ignore an important truth, that is, each stage of life is unsurpassable, irreplaceable, non-renewable, each stage of life has its own unique value, and the same is true of childhood.

　　Today, the important issue is not whether parents' expectations of their children are winners or losers, but how to create a healthier environment for children to grow up in so that their curiosity and creativity can be better protected. Only by truly respecting children can we truly promote their healthy development and help them grow up happily.

　　V. The Guide describes early childhood learning and development in five domains

　　The health area looks at the physical and mental condition of young children, motor development, living habits and living abilities. Emphasis is placed on, firstly, the positive and healthy physical and mental conditions of young children not only in terms of physical health, but also in terms of mental health; secondly, the development of body movements and fine hand movements; and thirdly, the possession of good habits of living and hygiene, basic self-care and self-protection abilities.

　　The language area is prepared from listening and expression, reading and writing. Emphasizes that the language area focuses on developing children's oral communication skills, developing . reading interest, habits, and initial reading comprehension.

　　The social area from interpersonal communication and social adaptation. Emphasis is placed on, first, fostering young children's desire to make friends and their ability to interact; second, learning self-esteem, autonomy and self-confidence; and, third, caring for and respecting others, gradually adapting to group life, and abiding by basic norms of behavior.

　　The science field, in terms of scientific inquiry and mathematical cognition, emphasizes that young children's scientific learning should focus on stimulating young children's interest in scientific inquiry, experiencing the process of inquiry, and cultivating their initial ability to inquire; young children's mathematical learning should focus on perceiving the usefulness and fun of mathematics in life and play, initially understanding quantitative relationships, shape and spatial relationships, and cultivating their initial ability to think logically.

　　The art field from the feeling and appreciation of expression and creation of two aspects, emphasizing so that children learn to discover and feel the natural world and life in the beauty of the food, so that young children to appreciate a variety of art forms and works, the emergence of the feelings and experience of beauty; encourage and support young children's spontaneous art and creativity, cultivate the initial ability of artistic expression and creativity.

　　VI. Emphasizing home and family co-education and improving scientific child-rearing capacity

　　The Guidelines emphasize that "treating young children kindly and caring for them makes them feel that their elders are approachable and trustworthy, and that families and kindergartens are warm and welcoming." Therefore, home and family cooperation in early childhood education is inevitable, parent participation in kindergarten is also inevitable, the growth of young children need to synchronize and coordinate the family and kindergarten, the formation of educational synergy in order to truly take on the task of educating people.

　　I have experienced in more than 20 years of work in early childhood education, family education in the whole education system is still a weak link, resulting in this status quo there are two main factors, on the one hand, subjectively, the increase in the number of only children, the family structure is basically three or four or two adults around a child, which caused the grandparents of the child's traditional way of education and the parents of the child's new requirements of the contradiction between each other and each other conflict, the old overindulgence and the correct treatment of parents, resulting in two sides of the child. The excessive indulgence of the elderly and the correct treatment of parents contradict each other, resulting in two sides of the child, parents have different expectations of their children, take a different approach to education, resulting in mutual resistance in family education; on the other hand, from the objective existence of many parents are the backbone of all walks of life, the market is also more than enough. With the social disadvantages, the influence of bad style, in the critical period of early childhood development has played a subtle influence, in the young mind, not to set up a lofty lofty ideals and aspirations to unite respect for other good qualities and good learning habits, but to the young children caused by the obstacles to education.

　　Home-home cooperation is a process in which both kindergartens and families regard themselves as the main bodies for promoting children's development, and in which both sides take an active role in understanding each other, cooperating with each other and supporting each other. Kindergarten education enables teachers to understand the characteristics and laws of young children's physical and mental development, and to master the scientific method of education, which is a purposeful and well-planned education for young children, and as the most contactable family education for young children, I think:

　　1. Teachers and parents should raise their awareness of early childhood education and establish a broader view of education, recognizing that early childhood education is not the same as kindergarten education, and that the object of educational work should not be limited to young children. It should be extended to parents and other members of society. Therefore, we should carefully study the spirit of the Guidelines.

　　2. Teachers should have a strong sense of responsibility, develop a sense of service to parents, respect parents and gain their trust. They should also endeavor to upgrade themselves, acquire knowledge of family education, and cultivate and develop their own instructional skills in conducting family education.

　　3, teachers should take the initiative to understand, cooperate with each other, mutual support, the use of parents to pick up and drop off children's time, the use of home and family contact book, open day of educational activities, the results of children's activities and reporting, note or school newsletter to contact parents children's learning in the park, the situation of life, found that the problem of timely discussion of the solution, and at the same time, the teacher put forward the requirements of the parents, so that the family education and kindergarten education in line with.

　　4. Parents should consciously learn the knowledge of child-rearing and improve the quality of tutoring. Family is the child's first school, tutoring is an important part of school education, children are innocent and curious, parents should grasp the child's inspiration and guidance, to consciously learn the knowledge of educating children, master the rules, and constantly improve the level of tutoring initiative to carry out family education, parents and teachers in addition to regular contact, accept the guidance of teachers, should also participate in kindergarten activities, kindergarten, participate in the process, so that parents have "I am also an important educator of the child" awareness of home education and kindergarten education as a responsibility, and constantly sum up the experience. Parents should be aware of the fact that "I am also an important educator of the children", and should regard family education and kindergarten education as their own responsibility and summarize their experiences constantly. Parents should also participate in the whole process of kindergarten activities so that they can realize that "I am also an important educator of my child" and consider home education and kindergarten education as their own responsibility.

　　5, let parents create a good family environment for children. Children live most of the time at home, parents in addition to the requirements of the child, they should set an example, to set a good model image of the child, the child's strong imitation, the parents of a word, a move, to treat people and life, learning habits, the child is consciously or unconsciously imitated, and in the child's own life, to let the child's full activities, enjoyable growth.

　　6. Let parents respect and care for their children. As a member of the family, the child with the growth of age, thinking point of view gradually formed, sometimes children have problems, parents should be more from the child's point of view, analyze the causes and consequences, positive inspiration, persuasion and education, affirmation of strengths, point out the existence of the problem, the child is easy to accept, in the family activities, parents should take into account the position of the child in every respect for the child's views and interests and self-esteem, unity in the family! Mutual concern and democratic discussion, according to the characteristics of the child, parents let the child in the daily life of the game walks to visit the travel and other activities, better contact with nature and society and human interaction, so that the child or get more opportunities to exercise.

　　Therefore, today, when early childhood education is increasingly emphasizing ecological education, kindergartens should regard home and family cooperation as one of their important tasks, focus on family education, organically combine family education with kindergarten education, and strive to improve the quality of home education, so that every family can firmly grasp the critical period of pre-school education, scientific child-rearing, and the child's being given a good and consistent education that promotes the comprehensive development of the young child in all aspects.

3~6岁儿童发展指南 心得体会 篇9

　　通过认真学习《3-6岁儿童学习与发展指南》，留给我印象最深的是《指南》以幼儿学习和终身发展奠定良好基础为目标，以促进幼儿体、智、德、美各方面的协调发展为核心，而且《指南》从健康、语言、社会、科学、艺术五个领域描述了幼儿的学习与发展。每个领域按照幼儿学习与发展最基本、最重要的内容划分为若干方面，每个方面由学习与发展目标、教育建议两部分组成。家长通过学习《指南》，观察自己的孩子，可从中发现了孩子的特点，从中找出孩子的不足，理解孩子的学习方式和特点；通过学习《指南》对家长如何教育孩子有非常大的指导作用，同时也提高了家长的教育能力和家庭教育质量。

　　我家宝宝今年六周岁，在XX市西楼幼儿园大七班，名叫王梓赫，小名壮壮。

　　比起很多家长，我或许算是个不负责任的妈妈，我没有给壮壮报这样那样的早教班、辅导班、特长班之类的。在孩子的学习上我是顺其自然的。就像是认字，我从来不强迫他非要认识多少字。除了上幼儿园之前在墙上帖了几张挂图一边认字一边认图外，只买了两本薄薄的认字书，一次只认几个字，不知不觉大概也能认了百十来个。其他的字都是来自各个方面的。

　　第一、故事书。从上小班开始，我每天晚上都给壮壮读故事，要求壮壮坐在我腿上，和我一起看书，我一边读一边用手指着字，读到哪儿指到哪儿看到哪儿，壮壮在听了故事的同时，潜移默化也认识了不少字；

　　第二、小班时学《弟子规》，每页要求认识四个字，都能认下来，没要求认识的，在学《弟子规》的时候，也认识了不少；中班学《三字经》也是如此；

　　第三、走到哪儿学到哪儿。路上的广告牌、门牌，都是字。壮壮自己也有兴趣来认，错了的字妈妈就纠正，下次遇到再认，错了再纠正，不用几次甚至一次就知道是什么字了。有时候，带壮壮走到路口，往往有很多广告牌，壮壮就不自觉地念上面的字，很多的字连我都想不到壮壮竟然都认得。并没有统计壮壮现在能认多少个字，但儿童故事书上的字，大概能认识95%左右，甚至更多，现在自己读故事，绰绰有余。通过读故事看书，壮壮还经常自己编个故事讲给大人听，还会自己编个歌词来唱给我们听。壮壮的语言能力也得到老师的.夸奖：这小子真能说，我都说不过他。

　　壮壮刚上幼儿园的时候是个很害羞的小朋友，在路上遇到爸爸妈妈熟识的人，让其问阿姨好伯伯好之类的话是很难说出来的，甚至还会躲在爸爸妈妈身后不肯探出头来，甚至连说“老师好”都很困难。有一日，我去送壮壮上幼儿园，一路上都教导壮壮到了幼儿园之后，要对老师说：老师好。壮壮答应得好好的。到了幼儿园之后，我问壮壮知不知道要对老师说什么，在老师怀里的壮壮点点头，但就是不肯说出那三个字，老师也鼓励壮壮说出来。壮壮对老师说：等妈妈走了之后再说。我在教室门外，一会儿就听到老师说：壮壮说了，还害羞呢，脸都红了。我在教室外没有听见哦，可见壮壮的声音太小了，但还是有进步。通过学习《指南》之后，我就经常带壮壮和朋友、同事家差不多大的孩子一起出去玩，和小朋友接触多了，体会到了交往的乐趣，面对大人慢慢也就不害羞了。而对现在的壮壮，我经常自问：这孩子现在怎么一点也不知道害羞呢？看到谁都不怕，都能说上话。

　　老人在家里，有好吃的都是留着给孩子的，老人是不舍得吃一口的，我们做父母的往往是反对老人这样做。每次吃好东西之前，我都教育壮壮：好东西先给大人吃，分完了自己再吃。开始壮壮还不太懂，说多了，做多了也就知道了。壮壮有次在家吃水果，主动给长辈分了一圈，自己剩下一个小的，我问他为什么这么做，壮壮说有个小哥哥都把大的分给了哥哥，自己留小的。这就是从《三字经》里学的“融四岁，能让梨”。

　　有很多次老师发了新的字卡，我找出以前的字卡，和壮壮一起认，有认错不熟悉的就多认几次。认完了之后我们做表演的游戏。就是包袱剪子锤，赢了的人找一张字卡让输了的人按照词意来表演一下，效果很不错哦。不知道你家的字卡都保存好了没？第二天，壮壮还想表演，我却换了游戏。依然是包袱剪子锤，赢了的人找一张字卡让输了的人造个句子。不管造句如何，符不符合逻辑都不要打击孩子，要鼓励孩子。后期，我出个字，让壮壮来组词。有时在送壮壮去幼儿园的路上，出个字，加上一笔或者减去一笔能够变成什么字。别说复杂的字，比如：乌——鸟，大——太、犬；木——本；日——田、目、白（其实日加一笔还可以变成其他很多字，找简单的来说）；月——用；王——主、玉。等等，有很多这样的字。有时候说熟了，我还得费脑筋想：壮壮认识的字中都什么字加一笔或者减一笔可以变成其他的字呢。这样的游戏可以多样化，地点时间不受限制，总之，不管什么方式，一句话：在游戏中学习，在学习中游戏。

　　通过对《3-6岁儿童学习与发展指南》的学习，家长和孩子对自身都有了一定的认识和提高，孩子得到了很大的锻炼和提升，家长在其中也受益匪浅。

Child Development Guidelines for 3~6 year olds: Experiences Part 9

　　Through careful study of the Guidelines for the Learning and Development of Children Aged 3 to 6, I am most impressed by the fact that the Guidelines aim to lay a good foundation for young children's learning and lifelong development, and that they are centered on the promotion of young children's coordinated development in the physical, intellectual, moral and aesthetic domains, and that the Guidelines describe young children's learning and development in the five domains of health, language, society, science and the arts. Each domain is divided into aspects according to the most basic and important elements of young children's learning and development, and each aspect consists of two parts: learning and development objectives and educational recommendations. By studying the Guidelines and observing their own children, parents can discover their children's characteristics, identify their children's deficiencies, and understand their children's learning styles and characteristics; the study of the Guidelines is a very useful guide for parents on how to educate their children, and also improves their educational abilities and the quality of family education.

　　My baby is six weeks old this year, in XX city west building kindergarten big seven class, named WangZiHe, little name ZhuangZhuang.

　　Compared to many parents, I may be considered an irresponsible mom. I didn't enroll Zhuang Zhuang in such and such early education classes, tutorial classes, special classes and so on. I just let nature take its course when it comes to my child's learning. Like recognizing words, I never forced him to know many words. In addition to a few wall charts posted on the wall before kindergarten while recognizing words and pictures, I only bought two thin word recognition books, only a few words at a time, and before I knew it, I could probably recognize a hundred or so. The rest of the words are from various sources.

　　First, story books. From the beginning of the class, I read stories to Zhuang Zhuang every night, asked Zhuang Zhuang to sit on my lap, and I read the book together, I read while pointing to the word, read where to point to where to see where, Zhuang Zhuang listened to the story at the same time, subconsciously also know a lot of words;

　　Secondly, when learning the "Rules of Discipleship" in the small class, the four words required to be recognized on each page were recognized, and those not required to be recognized were also recognized in the learning of the "Rules of Discipleship"; and the same was true of learning the "Three Character Classic" in the middle class;

　　Third, learn wherever you go. The billboards and door signs on the road are all words. Zhuang Zhuang himself is also interested in recognizing the wrong word mom corrected, the next time you meet again recognized, wrong again corrected, without a few times or even once you know what the word is. Sometimes, when I take Zhuang Zhuang to the intersection, there are often a lot of billboards, and Zhuang Zhuang unconsciously reads the words on them, and a lot of words even I can't imagine that Zhuang Zhuang can recognize them. I don't have statistics on how many words Zhuang Zhuang can recognize now, but he can probably recognize about 95% of the words in children's storybooks, or even more, which is more than enough to read stories by himself now. Through reading stories and books, Zhuang Zhuang often makes up his own stories to tell adults, and he also makes up his own lyrics to sing to us. Zhuang Zhuang's language skills have also been praised by his teacher. I can't even talk to him.

　　When Zhuang Zhuang first started kindergarten, he was a very shy child. When he met people he knew well, it was very difficult for him to say hello to aunts and uncles, and he even hid behind his mother and father and refused to poke his head out, and it was very difficult for him to say hello to his teacher. One day, I went to take Zhuang Zhuang to kindergarten and taught him to say hello to the teacher when he arrived at the kindergarten. I told him to say hello to the teacher when he arrived at the kindergarten. When I arrived at the kindergarten, I asked him if he knew what he should say to the teacher. He nodded his head in the teacher's arms, but refused to say the three words, and the teacher encouraged him to say them. The teacher also encouraged Zhuang Zhuang to say it. Zhuang Zhuang said to the teacher: wait until mom leaves. I was outside the classroom door, and a moment later I heard the teacher say: Zhuang Zhuang said, and shy, his face is red. I didn't hear it outside the classroom. Oh, I can see that Zhuang Zhuang's voice is too small, but it's still an improvement. After studying the Guidelines, I often take Zhuangzhuang out to play with friends and coworkers' children of about the same age, so he has more contact with children and has experienced the fun of socializing, and he is no longer shy in the face of adults. Now I often ask myself why this child is not shy at all. He is not afraid to talk to anyone.

　　When the old people are at home, the good food is reserved for the children, the old people are not willing to eat a bite, we as parents are often against the old people to do so. Every time before eating good food, I educate Zhuang Zhuang: good food for adults first, after sharing their own food. At first, Zhuang Zhuang did not quite understand, but after saying and doing more, he will know. Once at home to eat fruit, Zhuang Zhuang took the initiative to give the elders a circle, their own left a small, I asked him why he did so, Zhuang Zhuang said that a little brother has a big brother to his brother, he left the small. This is from the "Three Character Classic", "Rong four years old, can let the pear".

　　There were many times when the teacher gave out new word cards, I found out the old ones and recognized them with Zhuangzhuang, and if there was something I didn't know well, I would recognize it a few more times. After we finished recognizing the words, we did a performance game. The winner gets a word card and the loser has to act it out according to the meaning of the words, and the result is very good. I wonder if your family has saved all the word cards? The next day, Zhuang Zhuang still wanted to perform, but I changed the game. It was still packet scissors and hammer. The winner got a word card and asked the loser to make a sentence. Regardless of how well the sentence is made and whether it is logical or not don't discourage the child, encourage the child. In the later stage, I come up with a word and ask Strong to make a word. Sometimes on the way to kindergarten, I'll give you a word that can be made by adding or subtracting a stroke. Don't say complicated words, such as: u - bird, dai - tai, canine; ki - ben; ni - tian, mei, White (actually, there are many other characters that can be turned into many other characters by adding a stroke to day, so let's find the simple ones); Yue - use; Wang - lord, jade. And so on, there are many such words. Sometimes, when I'm familiar with the words, I still have to think about what words Zhuang Zhuang knows that can be turned into other words by adding or subtracting a stroke. This kind of game can be diversified, the place and time are not limited, in short, no matter what way, in a word: learning in the game, learning in the game.

　　Through the study of the Learning and Development Guidelines for Children aged 3-6, parents and children have gained a certain degree of understanding and improvement of themselves, children have been greatly exercised and improved, and parents have benefited greatly from it.

3~6岁儿童发展指南 心得体会 篇10

　　作为一名幼儿教师，在本次市局的领导安排引导下，对《3-6岁儿童学习与发展指南》进行了进一步的学习，感触颇多，下面我就来讲述一下我学习后的一些体会、感悟：

　　《指南》和《纲要》一样，将幼儿的学习与发展分为健康、语言、社会、科学、艺术五个领域。每个领域按照幼儿学习与发展最基本、最重要的内容划分为若干方面。每个方面由学习与发展目标(32条)、教育建议(87条)两部分组成。学习与发展目标部分分别对3～4岁、4～5岁、5～6岁三个年龄段的孩子应该知道什么、能做什么、大致可以达到什么发展水平提出了合理期望，教育建议部分针对孩子学习与发展目标，列举了一些能够有效帮助和促进孩子学习与发展的教育途径与方法，《指南》特别强调，严禁“拔苗助长”式的超前教育和强化训练。要求遵循幼儿的发展规律和学习特点。珍视孩子生活和游戏的独特价值，充分尊重和保护其孩子的好奇心和学习兴趣，创设丰富的教育环境，合理安排一日生活，最大限度地支持和满足孩子通过直接感知、实际操作和亲身体验获取经验的需要。

　　《指南》相对于《纲要》的幼儿五大领域的'发展总目标相比，更详细、更具体。由此，我们能更加清楚地认识到每个年龄段孩子应该具体达到怎样的目标。教育建议则给我们一线老师在环境创设、活动内容、幼儿养成习惯、情绪情感的表达和控制等方面提出了一些合理化的建议。孩子就是民族的未来，有了《指南》的引领，在我们和孩子一起生活、学习时，作为幼教工作者的我们，首先要了解孩子的身心发展规律，一切从有利于孩子的发展角度出发，俯下身子，倾听孩子的心声，了解他们的需求，给孩子真正需要的关爱。同时，我们要努力创设符合孩子发展需要的课程、环境、区域，学会追随孩子的兴趣，为孩子提供操作的机会，让孩子通过与环境、材料相互作用来获得经验，引导孩子主动学习、探索，成为生活、学习、游戏的主人。

　　以上是我学习《指南》后的一点点体会，在以后的工作实践中，我将不断地的学习，把《指南》精神逐步落实到自己的工作，让我们的教育跟着《指南》的精神不断的探索、进步！也愿我们的孩子在游戏、歌声与笑语的日子里一路阳光，快乐成长！

Child Development Guidelines for 3~6 year olds: Experiences Part 10

　　As a kindergarten teacher, in this city council's leadership arrangement guided by the "3-6 years old children's learning and development guide" for further study, a lot of feelings, the following I would like to talk about some of my experience after learning, feelings:

　　The Guidelines, like the Outline, categorize early childhood learning and development into five domains: health, language, social, science and arts. Each area is divided into aspects according to the most basic and important elements of young children's learning and development. Each area consists of two parts: learning and development objectives (32) and educational recommendations (87). The Learning and Development Goals section sets out reasonable expectations for what children in the three age groups of 3 to 4, 4 to 5, and 5 to 6 should know, be able to do, and roughly what level of development they can achieve, while the Educational Recommendations section lists a number of educational paths and methods that can effectively help and promote children's learning and development in response to their Learning and Development Goals, with the Guidelines emphasizing, in particular, the prohibition of The Guidelines especially emphasize that over-education and intensive training in the style of "pulling up seedlings to help them grow" are strictly prohibited. It is required to follow the developmental rules and learning characteristics of young children. It cherishes the unique value of children's life and play, fully respects and protects children's curiosity and interest in learning, creates an enriched educational environment, rationally arranges day-to-day life, and maximizes support for and satisfaction of children's need to acquire experience through direct perception, practical operation and first-hand experience.

　　The Guidelines are more detailed and specific than the general objectives of the five areas of development of young children in the Outline. As a result, we are able to recognize more clearly what goals should be achieved by children of each age group. The educational suggestions give our front-line teachers some rationalized suggestions in the areas of environment creation, activity content, habit formation, expression and control of emotions and feelings. Children are the future of the nation. With the guidance of the Guidelines, when we live and learn with children, as early childhood educators, we should first understand the laws of children's physical and mental development, start from the perspective of facilitating children's development, bend down, listen to children's voices, understand their needs, and give them the care they really need. At the same time, we should strive to create courses, environments and areas that meet children's developmental needs, learn to follow children's interests, provide children with opportunities to operate, allow children to gain experience by interacting with the environment and materials, and guide children to take the initiative to learn and explore, and to become masters of their lives, learning and games.

　　The above is a little bit of my experience after studying the Guide, in the future work practice, I will continue to learn, the spirit of the Guide gradually implemented into their own work, so that our education follows the spirit of the Guide to continue to explore, progress! May our children grow up happily in the sunshine of games, songs and laughter!

3~6岁儿童发展指南 心得体会 篇11

　　《3～6岁儿童学习与发展指南》对于从事幼教工作者来讲是非常重要的，它体现着国家的一直重视幼儿教育，也为指导所有幼儿的健康成长指引着方向。让从事幼教的我们更加的领会了《指南》的精神。《指南》和《纲要》相结合，都分为5个领域：健康、语言、社会、科学、艺术。在每个领域中又细化，从三个年龄阶段进行划分，随后还有“教育建议”。

　　每个年龄段的目标明确，主要的价值取向清晰。所有领域的目标比较集中地体现了该领域特有的价值，在目标表述上较多地使用了突出情感、兴趣、态度、个性等方面的价值取向，培养幼儿终身学习的基础和动力。“教育建议“主要可分两大点，一是点明该领域的教和学的特点。因为各领域的知识性质不同，幼儿的学习方式与会随之变化，教师必须根据这些特点来设计教学，以提高教育学的效果。二是点明该领域特别应当注意的有普遍性的问题。

　　各领域的目标和要求都是我们每位老师必须掌握的。在平时的教学活动中，教师要将理论转为实践，用心聆听幼儿的心声;教师应该是一位细心的观察者，及时捕捉幼儿的兴趣热点，分析幼儿的.探索需要。倾听、观察孩子还体现在教师要关注孩子的已有经验，即孩子现有的认知能力和生活经验。

　　首先，要尊重每个幼儿，针对幼儿的年龄特点进行因材施教，使幼儿能寓学于乐。孩子们都有尊严，教师应该给予孩子的是尊重。按照一桶水的原理，我们每个孩子能力都是有差异的，在设计活动时，要具有层次性，满足不同孩子的需求。

　　其次，做好科学的教育评价，理解幼儿，这是促进每个幼儿发展，提高教育质量的必要手段，在此，值得注意的是要避免用划一的标准评价不用的幼儿，在幼儿面前慎用横向比较。当孩子犯了错，教师要以慈母般的胸怀理解孩子，而不是不分青红皂白责骂孩子。一直会看到这样的事例：XX老师，指责孩子“你怎么这么笨，这个都不会，你要有那个孩子那么聪明老师就省力”了。老师的职责就是教书育人，孩子不会不明白的，老师要去用合理地方式让孩子去明白，而不是责怪孩子，更不能去和别的孩子进行对比，这样会伤害了幼儿的自尊心。

　　最后，要有多样的教育形式和途径，因时、因地、因内容、因材料灵活地运用。要综合利用各种教育资源，尤其是环境，这是重要的教育资源，应通过环境的创设和利用，有效地促进幼儿的发展。将“美”的事物都展现给我们孩子，让幼儿在不断变化的环境中学习生活，让幼儿每天都有好心情。其实每一个孩子都是一块“金子”，这就看做老师的会不会去挖掘，这就要我们教师要有双善于发现的“眼”，善于挖掘的“手”，教师在挖掘之前首先要付出代价，给幼儿创设一个轻松、舒适、和谐、美观的外在和内在环境。

　　以上是我学习《指南》后的一点体会，作为一名幼儿园老师，我更有义务和责任来认真地学习并根据《指南》与家长配合进行因材施教，因此，学习《3~6岁儿童学习与发展指南》对我们每个幼儿园老师具有重要的意义。它教会我从细节观察幼儿的发展，在今后的工作中，我将不断的学习、学习、再学习;实践、实践、再实践;只有具备了这样的精神和素质，才能真正将《指南》精神落到实处，才能称得上是一个合格的幼教工作者。2016年3-6岁儿童学习与发展指南心得体会范文四

　　《指南》将儿童的学习与发展分为健康、语言、社会、科学、艺术五大领域，每个领域按照幼儿学习与发展最基本、最重要的内容划分为若干方面。每个方面由学习与发展目标，教育建议两部分组成。它充分的体现了儿童的身心发展规律和学习特点，珍视了儿童学习、生活的独特价值，充分地尊重和保护儿童的好奇心和学习兴趣。创设了丰富的教育环境，最大限度地支持和满足儿童直接通过感知、实际操作和亲身体验获取经验的需要，严禁拔苗助长式的超前教育和强化训练。现在大多数的孩子被禁锢在教育的条条框框之中，他们需要自主，因为只有自己动手动脑得来的直接经验才是真正属于他们自己的，要想摆脱“填鸭式”的教育，想让孩子真正成为学习的主人、相信在《指南》中就能够找到答案。作为一名幼儿教师更要用科学的方式来教育幼儿，让幼儿的身心获得全面和谐的发展。

　　一、善于发现孩子的闪光点。

　　在健康领域目标2中指出“以欣赏的态度对待幼儿，发现幼儿的优点，接纳他们的个体差异，不与同伴做横向比较。”在日常教学活动中，对于学习能力较强、性格开朗、自我服务能力强的幼儿，老师常常能做到发现这些孩子的闪光点。但是对于一些能力较弱的孩子，老师能有意识地去发现、挖掘孩子的闪光点吗?教育者的责任就是使每一个学生都能在原有的基础上全面和谐地发展，让幼儿在原有基础上得到提升，发挥他们应有的才能。要真正做到这一点，需要教师树立“每个孩子都有闪光点”的教育观、儿童观。

　　二、为幼儿创造更多的机会交流。

　　在语言领域目标2中指出：“每天有足够的时间与幼儿交谈，谈论他们感兴趣的话题，询问和听取他们对自己事情的意见等。”尽可能与每个孩子交流，自由活动中的交流往往更利于幼儿情绪情感的表达。比如在晨间谈话活动中给孩子一些自由谈论的时间，听听他们谈论的话题，了解他们的疑惑和感兴趣的话题。在集体教学活动活动中，教师也应该及时关注幼儿的兴趣点，给予充分表达的机会，在活动中多听取孩子的想法的意见，尽可能多地创造幼儿交流表达的机会。

　　三、注重身边的教育。

　　在社会领域解读中指出：“幼儿社会性是在日常生活和游戏中通过观察和模仿学习和发展起来的。成人应注重自己的言行对幼儿的潜移默化的影响。”社会领域的集体教学活动往往会出现这样的问题：教师说教得多，幼儿往往被动地灌输一些社会性规则、意识或品质。社会活动取材应源于日常生活中的问题，如在社会活动《参观水果店》的过程中，幼儿懂得要排队买水果，使用礼貌用语，学习他人是如何与店主交流沟通的。对幼儿来说也是一种现鲜活的教育。

　　教育和学习的目的是对知识感兴趣，目的是喜欢读书，目的是爱劳动，目的是爱艺术，目的是有一门自己喜欢的手艺，目的是会做人，道德不差，目的是有教养，有能力，有品位，目的是幸福的人生。幼儿教师和家长应该正确理解幼儿学习，珍视孩子童年生活的独特价值，努力使每个幼儿都拥有一个快乐生活、健康成长的美好童年。

Child Development Guidelines for 3~6 year olds: Experiences Part 11

　　The Guidelines for Learning and Development of Children Aged 3 to 6 are very important for those who work in the field of early childhood education, reflecting the importance that the State has always attached to early childhood education, and guiding the direction of the healthy growth of all young children. It also guides the healthy growth of all young children. It makes us who are engaged in early childhood education better understand the spirit of the Guidelines. The Guide and the Outline are divided into five areas: health, language, social, science and art. Each of these areas is subdivided into three age groups, followed by "Educational Suggestions".

　　The objectives for each age group are clearly defined and the main values are clear. The objectives of all the domains are more focused on the values specific to the domain, and the formulation of the objectives makes greater use of values that emphasize emotions, interests, attitudes and personalities, so as to cultivate the foundation and motivation for lifelong learning in young children. The "Educational Recommendations" can be divided into two main points, one of which is to point out the characteristics of teaching and learning in this field. Because the nature of knowledge varies from one area to another, and because children's learning styles change accordingly, teachers must design their teaching according to these characteristics in order to improve the effectiveness of pedagogy. The second is to identify generalized issues that should be given particular attention in this area.

　　The objectives and requirements of each field are what every teacher must master. In the usual teaching activities, teachers should turn theory into practice and listen to the children's voices with their hearts; teachers should be a careful observer, catching the hot spots of children's interests in time and analyzing the children's . Exploration needs. Listening to and observing children is also reflected in the fact that teachers should pay attention to children's prior experience, that is, children's existing cognitive ability and life experience.

　　First of all, it is necessary to respect every child and tailor the teaching to the age of the child so that the child can learn and have fun. Children have dignity, and what teachers should give to children is respect. According to the principle of a bucket of water, there are differences in the abilities of each of our children, and when designing activities, they should be hierarchical to meet the needs of different children.

　　Secondly, good scientific evaluation of education and understanding of young children are necessary means of promoting the development of each child and improving the quality of education; here, it is worth noting that it is necessary to avoid evaluating young children who are not in use by applying a uniform standard and to be cautious about using horizontal comparisons in front of young children. When a child makes a mistake, the teacher should understand the child with a motherly bosom instead of scolding the child indiscriminately. I have always seen such examples: XX teacher, accusing the child, "Why are you so stupid, this does not know, you have to have that child so smart teacher will save effort. The teacher's duty is to teach and educate, the child will not not understand, the teacher should go to a reasonable way to let the child to understand, not to blame the child, not to compare with other children, which will hurt the child's self-esteem.

　　Lastly, there should be a variety of educational forms and approaches, which should be utilized flexibly according to the time, place, content and materials. We should make comprehensive use of all kinds of educational resources, especially the environment, which is an important educational resource, and should effectively promote the development of young children through the creation and utilization of the environment. The "beauty" of things to show our children, so that children in the changing environment of learning life, so that children have a good mood every day. In fact, every child is a piece of "gold", it depends on whether the teacher will go to dig, which requires us to have a pair of teachers to be good at finding the "eye", good at digging the "hand", the teacher must first pay the price before digging. Teachers in the digging before the first to pay the price, to create a relaxed, comfortable, harmonious, beautiful external and internal environment for young children.

　　The above is a little experience after my study of the Guide, as a kindergarten teacher, I have a greater obligation and responsibility to seriously study and according to the Guide to cooperate with parents in tailored to the needs of the child, therefore, the study of the "Guide to the Learning and Development of Children Aged 3 to 6 years old" for each of us kindergarten teachers has an important significance. It teaches me to observe the development of young children from the details, in the future work, I will continue to study, study, study again; practice, practice, practice; only with such a spirit and quality, can truly put the spirit of the Guide into practice, in order to be called a qualified early childhood educator.2016 3-6 years old children's learning and development guide experience sample four

　　The Guidelines categorize children's learning and development into five major areas, namely, health, language, society, science and the arts, each of which is divided into areas according to the most basic and important elements of young children's learning and development. Each area consists of two parts: learning and development goals and educational recommendations. It fully embodies the laws of children's physical and mental development and learning characteristics, cherishes the unique value of children's learning and life, and fully respects and protects children's curiosity and interest in learning. It creates a rich educational environment, maximizes support and satisfies children's need to acquire experience directly through perception, practical operation and personal experience, and strictly prohibits over-education and intensive training of the uprooted type. Now most of the children are confined in the framework of education, they need autonomy, because only their own hands and brains to get direct experience is really their own, to get rid of the "duck" education, want to let the children really become the master of learning, I believe that the "Guide" will be able to find the answer. As a kindergarten teacher, it is more important to educate children in a scientific way, so that children's bodies and minds can achieve comprehensive and harmonious development.

　　I. Be good at spotting your child's flashpoints.

　　In Goal 2 of the health field, it is pointed out that "treat children with an appreciative attitude, discover their strengths, accept their individual differences, and refrain from making side-by-side comparisons with their peers." In daily teaching activities, teachers can often find the shining points of children who are strong learners, cheerful, and capable of self-service. But for some children with weaker abilities, can the teacher consciously discover and tap the children's shining points? The responsibility of educators is to enable every student to develop fully and harmoniously on the basis of their original foundation, so that young children can be upgraded on the basis of their original foundation and give full play to their due talents. In order to truly achieve this, teachers need to establish the "every child has a bright spot" view of education, the view of children.

　　(b) Create more opportunities for young children to communicate.

　　In Goal 2 of the Language Domain, it states, "Spend enough time each day talking with young children about topics of interest to them, asking and listening to their opinions about their own affairs, etc." Talk to each child as much as possible, and communication during free activities is often more conducive to the expression of young children's emotional feelings. For example, give children some time to talk freely in the morning talk activities, listen to what they talk about, and learn about their doubts and topics of interest. In group teaching activities, teachers should also pay attention to children's interests in time, give full expression of the opportunity to listen to children's ideas in the activities, as much as possible to create opportunities for children to communicate and express themselves.

　　(c) Focusing on education around us.

　　In the Social Domain Interpretation, it states, "Young children's sociality is learned and developed through observation and imitation in daily life and play. Adults should pay attention to the subtle influence of their words and actions on young children." Group teaching activities in the social field often have the problem that teachers talk a lot and young children are often passively instilled with some social rules, awareness or qualities. Social activities should be taken from issues in daily life, such as in the process of the social activity "visiting the fruit store", young children know that they should line up to buy fruits, use polite language, and learn how others communicate with the shopkeeper. It is also a kind of fresh education for children.

　　The purpose of education and learning is to be interested in knowledge, to enjoy reading, to love work, to love art, to have a craft of one's own liking, to be able to behave, to be morally sound, to be educated, capable and tasteful, and to have a happy life. Early childhood teachers and parents should correctly understand early childhood learning, cherish the unique value of children's childhood life, and strive to make every young child have a good childhood with a happy life and healthy growth.

3~6岁儿童发展指南 心得体会 篇12

　　《指南》将幼儿的学习与发展划分为健康、语言、社会、科学、艺术五个领域，并且细化了各领域不同年龄段孩子的学习与发展目标。让我们清晰地了解了近四岁儿子的一般发展规律和学习特点，回想我们在张睿帆成长过程中的家庭教育，既有正确的做法，也有失误的地方。下面也从健康、语言、社会、科学、艺术这5个方面谈谈儿子的现状及我们的感想。

　　一、健康是指人在身体、心理和社会适应方面的良好状态。

　　1、就“身心状况”来说，张睿帆满足“具有健康的体态”和“具有一定的适应能力”，而“情绪安定愉快”方面，情绪不够稳定，经常因为一点小事就哭闹，好在一般都能在我们安抚下慢慢平静下来。

　　2、从“动作发展”而言，张睿帆具有一定的平衡能力，动作协调、灵敏，也具有一定的力量和耐力，但"手的动作灵活协调"稍有欠缺。

　　3、“生活习惯与生活能力”方面是张睿帆目前做得最不好的地方，没有养成良好的生活与卫生习惯，吃饭不好好吃，要喂，边吃边玩；特别不喜欢吃蔬菜；吃饭的时候看电视；刷牙需要劝说和陪同。唯一令人欣慰的方面是不喜欢喝饮料，最喜欢喝白开水。在我们的帮助下可以自己穿衣服和鞋；缺乏基本的安全知识和自我保护能力。

　　“健康”是5个方面中我们对儿子最为忧心的，今后我们将根据《指南》各方面的教育建议逐步改善，让儿子成为最“健康”的孩子。

　　二、语言当别人说话时张睿帆能注意听并做出回应，也能听懂日常会话。

　　比较爱说话，讲话也很有礼貌，语言表达相对较好，词汇较丰富，常常“语出惊人”。喜欢听故事，也爱自己讲故事，基本能将发生在身边的事情叙述清楚。喜欢“乱画”但不知何意。语言方面基本是我们对张睿帆最为放心的，今后也会更加注意这方面的培养。

　　三、社会

　　1、张睿帆性格活泼，一般愿意与人交往，基本能与玩伴友好相处，会根据自己的`兴趣选择活动，感觉有时也很会关心人，特别是对比自己弱小或者不幸者表现出同情和格外忍让。但偶尔也会表现出任性和自我，这基本是独生子女的通病，不过，在经过几个月的幼儿园集体生活之后，这一方面在慢慢改善。

　　2、张睿帆基本还是喜欢群体生活的，虽然刚上幼儿园的前两周对去幼儿园有很大的抵触，但后来还是非常喜欢的，有时也能感觉到他对去幼儿园的期待。对于基本的行为规范一般能够遵守，但有时要“看心情”，偶尔会我行我素不听任何劝阻，希望在以后能够逐步改善，这也需要我们作为家长和老师得有更多的耐心。

　　3、张睿帆特别喜欢与家人同处，当爸爸妈妈爷爷奶奶都在时，会表现出无比的快乐，也会显得特别听话。

　　四、科学

　　对自然的一切充满好奇，挖土，玩沙，捞鱼、喂鱼，看蚂蚁等等，都是他平常喜欢玩的活动。日常生活中包含许多数学知识，各种形状，排列顺序等，也表现出很浓的兴趣。

　　五、艺术

　　爱美是人的天性，张睿帆喜欢与自然界接触，喜欢漂亮的花草，听到鸟叫虫鸣会表现出惊喜。但是对绘画和艺术表现出不太敏感，对于在人前表演会很害羞，今后会注重丰富他的体验，慢慢培养和改善。

　　总之，学习了《3-6岁儿童学习与发展指南》后，感受很多，在以后教育孩子中，一定坚持：

　　1、遵循孩子的发展规律和学习特点，不拔苗助长；

　　2、尊重和保护其好奇心，引导其兴趣所在；

　　3、引导愉悦的情绪表达；

　　4、培养自主自立的能力；

　　5、多抽出时间陪孩子，享受儿子的成长过程。

Child Development Guidelines for 3-6 year olds: Experiences Part 12

　　The Guide divides the learning and development of young children into five domains: health, language, society, science and art, and refines the learning and development goals for children of different ages in each domain. It gives us a clear understanding of the general developmental patterns and learning characteristics of our nearly four-year-old son. Looking back on our home education during Zhang Ruifan's growth, there were both correct practices and mistakes. The following is also a discussion of our son's current situation and our thoughts on the five areas of health, language, society, science and art.

　　I. Health is defined as a state of well-being in which a person is physically, psychologically and socially adapted.

　　1. In terms of "Physical and Mental Condition", Zhang Ruifan meets the criteria of "Healthy Physical Condition" and "Adaptive Ability", while "Emotional Stability and Happiness" is not stable enough. In terms of "happy", she is not emotionally stable enough and often cries and fusses over small things, but she can usually be calmed down by us.

　　2. In terms of "motor development", Zhang Ruifan has a certain degree of balance, coordinated and sensitive movements, as well as a certain degree of strength and endurance, but "flexible and coordinated hand movements" are slightly lacking.

　　3, "living habits and living ability" is Zhang Ruifan is currently doing the worst, did not develop good living and hygiene habits, eating is not good to eat, have to be fed, play while eating; especially do not like to eat vegetables; watching TV while eating; brushing teeth need to be persuaded and accompanied. The only reassuring aspect is that he does not like to drink beverages and prefers plain water most of all. Can put on his own clothes and shoes with our help; lacks basic safety knowledge and self-protection skills.

　　"Health" is the most important aspect of the 5 aspects that we are worried about for our son, and we will gradually improve the situation according to the educational recommendations of the Guidelines, so that our son can become the healthiest child.

　　Second, language When others speak Zhang Ruifan can pay attention and respond, and can also understand daily conversations.

　　They are quite talkative and polite, with relatively good language expression, rich vocabulary, and often "shocking words". They like to listen to stories and tell stories themselves, and can basically narrate things that happen around them clearly. He likes to "scribble" but doesn't know what it means. We are most comfortable with Zhang Ruifan's language and will pay more attention to this area in the future.

　　III. Society

　　1. Zhang Ruifan has a lively character, is generally willing to socialize with others, can basically get along with her playmates, will choose activities according to her own interests, and feels that she is sometimes very caring, especially showing sympathy and extra tolerance for those who are weaker or less fortunate than herself. However, they may occasionally show willfulness and ego, which is basically a common problem of only children, but after a few months of kindergarten group life, this aspect is slowly improving.

　　2. Zhang Ruifan still likes group life, although he was very resistant to going to kindergarten in the first two weeks of kindergarten, he liked it very much later on, and sometimes we can feel his anticipation of going to kindergarten. He is generally able to comply with the basic behavioral norms, but sometimes it depends on his mood, and occasionally he will act in his own way and not listen to any persuasion. I hope that he can gradually improve his behavior in the future, which also requires more patience from us as parents and teachers.

　　3. Zhang Ruifan especially likes to spend time with his family, and when his mom and dad and grandparents are there, he will show immense happiness and will appear to be particularly obedient.

　　IV. Science

　　He is full of curiosity about everything in nature. Digging, playing with sand, fishing, feeding fish, watching ants, etc. are all activities he usually likes to play. He is also very interested in the math knowledge contained in daily life, such as various shapes and sequences.

　　V. Art

　　Love of beauty is human nature, Zhang Ruifan likes to be in touch with nature, likes beautiful flowers and plants, and will show surprise when he hears birds chirping and insects singing. However, he is not very sensitive to painting and art, and is shy about performing in front of people. In the future, we will focus on enriching his experience and slowly cultivate and improve him.

　　In short, after studying the Learning and Development Guidelines for Children Aged 3-6, I have a lot of feelings and will definitely adhere to them in educating my children in the future:

　　1. Follow the child's developmental rules and learning characteristics without pulling up the child;

　　2. Respect and protect their curiosity and guide their interests;

　　3. Guide the expression of pleasurable emotions;

　　4. Foster autonomy and self-reliance;

　　5. Make more time for your children and enjoy your son's growing up process.

3~6岁儿童发展指南 心得体会 篇13

　　近日，拿到了孩子幼儿园发的《3-6岁儿童学习与发展指南》一书，看后颇受启发，也让我想到了教育孩子中的点滴过往。我的孩子属于这一学龄段中最小的孩子，心智发育较晚，对荣辱羞恶之事不太在乎，就拿最近和孩子之间发生的一件事来说，感觉孩子的自尊心明显增强，我告诉他：“妈妈要写篇文章来谈谈对你教育中的感想，然后交给老师。”小家伙立马说：“那一定要写我表现好的地方，让老师表扬我。”这时我惊喜的分现，原来孩子都愿意将自己最好的一面展现给别人，之前也是我错怪了孩子，以为他对这些事情无所谓，看来自己真的错了。在阅读《指南》之后，其中的内容解决了我个人在孩子教育中的'困惑，也给了很多指导性的意见，下面就其内容谈谈自己的几点粗浅认识：

　　一、家庭和睦是孩子成长的最好环境

　　家庭和睦，互敬互爱，给孩子营造一个良好的成长环境。“近朱者赤，近墨者墨”就是指环境对人之影响。不同的环境，就会有不同的成长历程，就会造就不同的人物性格。在生活中我们经常听到，某些家庭经常争吵，吓得家里小孩嚎啕大哭，小孩的性格渐渐变得沉默、孤僻、不会与人交流等等。这些争执执往往是家里成员为了一些鸡毛蒜皮的小事，孩子是看在眼里记在心里的。如果家庭和睦，成员互爱，孩子内心也就温暖，阳光了。

　　二、家长以身作则，做好孩子的行为榜样

　　俗话说：“孩子是家长的镜子”，身为家长应让孩子从小养成良好习惯。家长言行举止潜移默化影响着孩子，我生活周围就有真实的例子，孩子父母外出打工，孩子托给爷爷奶奶教管，爷爷是成天一句粗话做口头禅，我时常也听到这孩子嘴里说出这句粗话来，孩子其实并不懂这句话的意思，这是耳濡目染成为了习惯。但我们还可以看到生活中这样的例子，一位父亲自己并不是爱读书的人，但为了教育自己的孩子阅读的习惯，每天在固定的时间就拿起一本书阅读起来，孩子在身边每天看着爸爸，慢慢的孩子也学着在同样的时间和爸爸一起看书。人类的动作十之八九是习惯，大部分习惯是在幼年养成的，从小培养孩子勤俭，守时、文明礼貌、勤恳、尊重长辈，爱护环境等美德，受益终身。

　　三、家长有意识的锻炼孩子的独立能力，相信他们可以做得更好

　　锻炼孩子的勇气，使他们更独立、自信。让孩子在学习、生活独立完成一件事情从中获得成功，培养勇敢的精神，有了这种精神孩子就会表现得自信，而锻炼孩子的勇气，其实常常是对父母的考验。有时我们常听到孩子主动说“我自己来，我自己做”这样的话，而家长仅仅为省事、怕耽误时间是或安危担忧，牺牲了孩子锻炼自己的机会，慢慢培养出家里小皇帝，外面胆小鬼的性格，其实这样才是对孩子不利。平时让孩子自己穿衣，洗脸，收拾玩具等等，做完后就算做得不好也要马上表扬孩子，让他们内心得到被肯定，之后再指出不足的地方帮助完成。逐渐养成孩子的独立性，做一个勇敢、坚强有毅力的孩子。

　　四、陪伴孩子的成长就是送给孩子最好的礼物，不要对孩子提出过多过高的要求

　　我们对待孩子要抱以平常心，成才的标准是高情商而非高智商;幼儿孩子学习主要以多接触多感受为目的启蒙开发，强迫填压式的结果是思维钝化。面对竞争日益激烈的社会，为了不让孩子输在起跑线上，家长们都有着“望子成龙，望女成凤”心态，很多家长会要求孩子中小班认字识数多少多少，还那固定的标准来衡量比较，达不到就认为孩子天分不行，不是学习的料。还有的家长幼儿小班就给孩子报很多课外班学这学那，学习一段时间下来家长看不出孩子学了个所以然，就预言孩子没有艺术天分或不用功，怒斥责备!这些往往给孩子心里蒙上一层阴影，孩子逐渐丧失自信心，产生逆反心理从内心放弃去接触学习，真正的断送了孩子一生某方面的才能培养。每个孩子都是独一无二的，都有属于自己的闪光点，没有显现不是不存在而是我们没有发现。

　　总之，孩子是我们生命的延续，我们要用心呵护他的成长，不求汲汲于富贵，但求自食其力，不求建功立业，但求生命的过往中能平安幸福。

Child Development Guidelines for 3-6 year olds: Experiences Part 13

　　Recently, I got the book "Learning and Development Guidelines for Children Aged 3-6" issued by my child's kindergarten, which was quite inspiring to read and made me think of the past in educating my child. My child belongs to the youngest children in this school age group, mental development is late, on the honor, shame and evil things do not care too much, take a recent incident with the child, I feel that the child's self-esteem increased significantly, I told him: "Mom to write an article to talk about your education in the feelings, and then handed over to the teacher." The little guy immediately said, "That must write about my good behavior, so that the teacher praised me." At this point, I was surprised to realize that children are willing to show their best side to others, and that I had wrongly blamed my child for thinking that he didn't care about these things, but it seems that I was really wrong. After reading the "Guide", the content of which solved my personal education in the children's 'confusion, but also gives a lot of guiding opinions, the following content on their own a few superficial understanding:

　　I. Family harmony is the best environment for children's growth

　　Family harmony, mutual respect and love, to create a good environment for children to grow up. The saying, "Those who are close to Zhu are red, and those who are close to Mo are ink" refers to the influence of the environment on people. Different environments, there will be different growth process, will create different characters. In life, we often hear that some families often quarrel, scared the children at home howling, the children's character gradually become silent, withdrawn, will not communicate with others and so on. These quarrels are often members of the family for some trivial matters, the child is to see in the eyes and remember in the heart. If the family harmony, members of mutual love, the child will be warm, sunshine.

　　II. Parents set a good example and do a good job of modeling children's behavior

　　As the saying goes: "Children are the mirror of their parents", as parents should let their children develop good habits from an early age. Parents words and behavior implicitly affect the child, I live around there are real examples, the child's parents work, the child entrusted to the grandparents to teach tube, grandpa is all day long a foul language to do the mantra, I often hear the child's mouth out of the foul language, the child actually does not understand the meaning of the sentence, which is learned by experience has become a habit. But we can also see such examples in life, a father is not a book lover, but in order to educate their children reading habits, every day at a fixed time to pick up a book to read up, the child at the side of the daily look at the father, slowly the child also learns to read a book at the same time and the father together. Nine out of ten human actions are habits, most of the habits are developed at an early age, from an early age to cultivate children's thrift, punctuality, civilization and courtesy, diligence, respect for elders, care for the environment and other virtues, benefit for life.

　　Third, parents consciously exercise their children's independence and believe that they can do better

　　Exercise your child's courage to make them more independent and confident. Let the child in learning, life independently to complete a thing from which to achieve success, to develop the spirit of bravery, with this spirit of children will show self-confidence, and the exercise of children's courage, in fact, is often a test of parents. Sometimes we often hear children take the initiative to say, "I'll do it myself, I do it myself," such words, and parents just to save time, fear of delay is or safety concerns, sacrificed the child to exercise their own opportunities, slowly cultivate a small emperor at home, outside the cowardly character, in fact, this is detrimental to the child. Usually let the child dress themselves, wash their face, clean up toys, etc., even if they do not do a good job, but also to praise the child immediately, so that they get the inner affirmation, and then point out the shortcomings of the place to help complete. Gradually develop your child's independence and become a brave, strong and persevering child.

　　Fourth, accompanying the child's growth is the best gift to the child, do not put forward too many high demands on the child

　　We treat the child to hold a normal heart, the standard of success is high emotional intelligence rather than high IQ; early childhood children learn mainly to more contact with more feelings for the purpose of enlightenment development, forced to fill the pressure of the result is the thinking of the obtuse. In the face of increasingly competitive society, in order not to let their children lose at the starting line, parents have a "hope that the son will be a dragon, hope that the daughter will become a phoenix" mentality, many parents will require their children to recognize words and numbers in the small class how much how much, but also that the fixed standard to measure the comparison, can not reach the child that the talent is not good, is not the material for learning. There are also parents of young children in small classes to the child to enroll in a lot of extracurricular classes to learn this and that, learning for a period of time down the parents can not see the child to learn a so and so, it is predicted that the child does not have a talent for the arts or do not use, angrily reprimanded and blamed! These often put a layer of shadow on the child's heart, the child gradually lose self-confidence, rebellious psychology from the inside to give up to contact learning, the real send off the child's life in a certain area of talent training. Each child is unique, all belong to their own flashpoints, no show is not non-existent but we did not find.

　　In short, the child is the continuation of our life, we have to take care of his growth with all our heart, not to draw wealth and riches, but to be self-reliant, not to build a career, but to be safe and happy in the passing of life.

3~6岁儿童发展指南 心得体会 篇14

　　《3-6岁儿童学习与发展指南》，对幼儿学习发展目标提出了更细化、更明确的的要求，对我们教师开展教学活动指明了工作的方向,下面我谈谈学习的一些体会：

　　幼儿教育最根本的任务是促进孩子健康发展。《3-6岁儿童学习与发展指南》中充分阐述了幼儿教育的指导思想，幼儿的学习发展目标，强调幼儿是教育过程的主体，教育的内容要从幼儿经验、兴趣出发，关注个体发展差异，不能一刀切地评价孩子的发展等等内容。此部指南分为健康、语言、社会、科学、艺术五个领域，与《纲要》里面的五大领域发展目标相比，提出了更详细、更具体的目标。每个领域分为子领域、目标、子目标，对3～4岁、4～5岁、5～6岁三个年龄段的幼儿应该学什么，达到什么发展水平、老师怎么教提出了要求。后面还提出教育建议，给我们指明了教育的方向。这对于我们开展教育、教学工作具有非常大的指导作用。

　　《指南》让我清楚地认识到教育每个年龄段孩子应该具体达到怎样的目标，为达到这样的目标，我可以根据教育建议采取哪些有效的措施和手段。这些细致的内容对于教师来说，是非常宝贵的资源。对于我们今后开展教育教学工作具有非常大的指导作用，也可以有效防止对幼儿产生一些滞后或者超前的教育行为，从而违背幼儿自然发展的'规律。

　　《指南》的学习让我意识到：孩子就是民族的未来，我们要了解孩子的身心发展规律，一切从有利于孩子的发展角度出发，反思我们过去的做法，删减不利于孩子发展的因素，俯下身子，倾听孩子的心声，了解他们的需求，给孩子真正需要的关爱，向孩子们学习，创设符合孩子发展需要的课程、环境、区域，让课程回归幼儿的经验，提供孩子操作的机会，让孩子通过与环境、材料相互作用来获得经验，让幼儿自主参与，引导孩子主动学习、探索，成为生活、学习、游戏的主人。

　　培养孩子快乐、健康成长是我们教育的目标，因此，我们教师要对幼儿的发展目标有个清晰的认识，《指南》的学习，对我们老师的教育素养提出了更高的要求。首先，关注幼儿的健康，根据教育目标创设适合幼儿身体发展的游戏，让孩子体格上得到应有的发展。再次，关心幼儿，热爱幼儿，平等对待和尊重幼儿。因为爱是让每一个幼儿健康成长最基本的前提和需要。教师要为幼儿提供广泛、具有适合个体发展的机会，积极鼓励幼儿操作、探索和与人友好交往，让每个孩子在原有的基础上得到发展。

　　学习了《指南》，老师可以帮助家长了解育儿知识，让家长认识孩子发展的规律，知道孩子什么时候该学什么，怎样做才是适合孩子发展的，也让家长意识到“小学化教学”“强迫孩子上兴趣班、特长班”给孩子带来的伤害，更新家长育儿理念，共同树立科学教育孩子的思想，家长也能充分理解和支持老师，家园配合教育，充分调动每一个幼儿参与活动的主动性和积极性，让幼儿自由地、愉快地展现自己，让幼儿得到科学的发展。

　　有了《指南》，接下来我会更深入学习，以专业的知识、灵活的反应，掌握更多适宜、有效的教育策略，不断更新自己的教育理念，提高自己的教育能力，促进幼儿全面、健康快乐地成长。《指南》是指导教师如何帮助孩子发展的，但不能把它当成标尺去测量幼儿，伤害幼儿，不能把它变成束缚幼儿和自己的绳索。它提倡我们做一个研究型的老师，要善于观察幼儿，勇于反思自己。在今后的工作中，我将认真贯彻《指南》的精神，努力提升自己的专业水平，创新自己的教育理念，调整自己教育思路，为每一位孩子创出一片美好的未来。

Child Development Guidelines for 3~6 year olds Experience Part 14

　　The Learning and Development Guidelines for Children Aged 3-6 put forward more detailed and clearer requirements for the learning and development goals of young children, and point out the direction of our teachers' teaching activities, and I would like to talk about some of my learning experiences:

　　The most fundamental task of early childhood education is to promote the healthy development of children. The Guidelines for the Learning and Development of Children Aged 3 to 6 fully set out the guiding ideology of early childhood education, the learning and development goals for young children, emphasizing that young children are the mainstay of the educational process, that the content of education should be based on the experience and interests of young children, that attention should be paid to the differences in the development of the individual, and that the development of children should not be evaluated in a one-size-fits-all manner. This guide is divided into five domains: health, language, society, science, and the arts, with more detailed and specific goals than the five domains in the Outline. Each domain is divided into sub-domains, objectives, and sub-objectives, which put forward requirements on what children in the three age groups of 3 to 4 years old, 4 to 5 years old, and 5 to 6 years old should learn, what level of development they should reach, and how teachers should teach them. It is followed by educational suggestions, which give us a direction for education. This is a great guide for us to carry out our educational and teaching work.

　　The Guidelines have given me a clear idea of what specific goals should be achieved in educating children of each age group, and what effective measures and tools I can use in accordance with the educational recommendations to achieve such goals. These detailed contents are very valuable resources for teachers. It is a very great guide for us to carry out educational and teaching work in the future, and it can also effectively prevent some lagging or overstepping educational behaviors for young children, which may go against the 'law' of the natural development of young children.

　　The study of the Guidelines made me realize that children are the future of the nation, and that we need to understand the laws of children's physical and mental development, do everything from the perspective of facilitating children's development, reflect on our past practices, delete factors that are not conducive to children's development, bend down, listen to the children's voices, learn about their needs, give the children the care they really need, learn from the children, and create curricula that meet the needs of children's development, environment, area, let the curriculum return to children's experience, provide children with the opportunity to operate, let children gain experience by interacting with the environment and materials, let children participate on their own, and guide children to take the initiative to learn, explore, and become the masters of life, learning, and play.

　　Nurturing children to grow up happily and healthily is the goal of our education, therefore, we teachers should have a clear understanding of the developmental goals of young children, and the study of the Guidelines puts forward higher requirements for our teachers' educational qualities. First of all, pay attention to the health of young children, create games suitable for the physical development of young children according to the educational objectives, so that children can get the physical development they deserve. Again, care for young children, love young children, treat and respect young children equally. Because love is the most basic premise and need to let every young child grow up healthily. Teachers should provide children with a wide range of opportunities suitable for individual development, and actively encourage children to operate, explore and interact with others in a friendly manner, so that each child can develop on the basis of the original.

　　Learning the "Guide", teachers can help parents to understand the knowledge of parenting, so that parents recognize the law of child development, know when the child should learn what to do, how to do is suitable for the child's development, but also let parents realize that "elementary school teaching", "forcing children to go to interest classes, special classes It also makes parents realize the harm that "primary school teaching" and "forcing children to go to interest classes and special classes" bring to their children, updates parents' parenting concepts, and jointly establishes the idea of scientific education for children. Parents can fully understand and support teachers, cooperate with the education at home and abroad, and fully mobilize the initiative and positivity of every child to participate in the activities, so that the children can freely and happily show themselves, and let the children get the development of science.

　　With the Guidelines, I will then study them more deeply, and with professional knowledge and flexible responses, I will master more appropriate and effective educational strategies, constantly update my own educational concepts and improve my own educational abilities, so as to promote the holistic, healthy and happy growth of young children. The Guide is a guide for teachers on how to help children develop, but it should not be used as a yardstick to measure young children and hurt them, or turned into a rope that binds them and ourselves. It advocates us to be research-oriented teachers who are good at observing young children and reflecting on ourselves. In my future work, I will conscientiously implement the spirit of the Guidelines, strive to improve my professionalism, innovate my educational philosophy, adjust my educational thinking, and create a bright future for every child.

3~6岁儿童发展指南 心得体会 篇15

　　《3-6岁儿童学习与发展指南》是教育部正式印发的，这是国家为深入贯彻落实教育规划纲要和学前教育“国十条”，进一步推进学前教育科学发展采取的又一重大举措。

　　参加了《3—6岁儿童学习发展指南》的学习培训，《指南》他就像一盏明灯照亮我们幼教老师教育成长的路。认真学习和贯彻落实《指南》的精神是我们每一个幼教工作者必须履行的职责。

　　一、认真贯彻落实《指南》精神，推进学前教育科学发展。

　　《指南》是加强科学保教，推进学前教育管理科学化、规范化的重要举措。近几年教育教学的不断改革，让我们的学前教育取的了很大的进步。但是面对新世纪的教育，我国的幼儿教育与世界其他发达国家的学前教育还存在着很大的差距，提高教育质量，这是指导今后我们教师开展教学的总体方向和要求。《指南》正是在这样的新形势下应运而生，为教师和家长了解幼儿的身心发展水平和特点提供了更加具体、可操作的依据和指导。《指南》的出台，标志着我国学前教育管的进一步健全与完善，必将促进我国学前教育管理的科学化和规范化，对推动学前教育科学发展这明了方向。

　　二、贯彻落实《指南》是提高幼儿园教师专业素质和实践能力，全面提高学前教育质量的保障。

　　《指南》基于3-6岁儿童身心发展规律与学习特点，是基于对我国幼儿学习与发展状况的调查研究，以一整套比较科学、明确、具体的目标与教育建议，来体现国家对我国3-6岁儿童学习与发展的方向的引导与质量的要求，它反映对3-6岁儿童学习与发展水平的合理期望。《指南》中从健康、语言、社会、科学、艺术五个领域描述幼儿的学习与发展。每个领域按照幼儿学习与发展最基本、最重要的内容划分为2-3个方面(子领域)。每个方面(子领域)由学习与发展目标和教育建议两部分组成。每条目标下有若干“各年龄段典型表现”。每一条学习目标配有相应的教育建议。这让我们教育工作者更清楚的知道了自己将如何更好的实施教育指明了方向。所以从事幼教工作的我们领会和理解《指南》的理念和要求，熟知3-6岁幼儿的身心发展特点和行为表现，是我们提高专业知识和实践教学能力标准。也是提高教学质量的保障。

　　三、贯彻落实《指南》是普及科学育儿知识，防止和克服“小学化”倾向的`有效手段。

　　现在幼儿园的家长们虽然对学前教育重视程度不断提高，但普遍缺乏正确的教育观念和科学的引导，加上应试教育的影响和各种商业性宣传的误导，社会上这种不良的教育信息问题越来越突出，很多家长牺牲了孩子快乐的童年生活，盲目追求“提前学习”、“超前教育”，不仅让幼儿“伤”在了起跑线上，也严重干扰了幼儿园的办园方向和正常的教育教学秩序。《指南》的出台，为广大家长科学育儿提供了权威性的参考和指导，对切实转变广大家长的教育观念，提高科学育儿能力，创设有利于幼儿健康成长的良好社会环境打下了基础。

　　总之贯彻落实《指南》既是一个重要机会，也是一个艰巨任务;既是一个推动工作的有力抓手，也是一份沉甸甸的责任。我们只有充分认识贯彻落实《指南》的重大意义，进一步增强责任感、使命感，才能把《指南》贯彻好、落实好，才能让《指南》的思想、观念、要求和方法成为我们学前教育的明灯，才能照耀我们彼此成长的学前教育之路。

Child Development Guidelines for 3~6 year olds Experience Part 15

　　The Guidelines for the Learning and Development of Children Aged 3 to 6 were formally issued by the Ministry of Education, which is another major step taken by the State to implement the Outline of the Education Plan and the Ten National Principles on Pre-school Education, and to further promote the scientific development of pre-school education.

　　Participated in the study and training of the "Learning and Development Guidelines for Children Aged 3-6", which is like a bright light illuminating the way of our ECE teachers' educational growth. Seriously study and implement the spirit of the Guide is each of our early childhood education workers must fulfill the responsibility.

　　(a) Conscientiously implementing the spirit of the Guidelines and promoting the scientific development of preschool education.

　　The Guidelines are an important step towards strengthening scientific education and promoting the scientific and standardized management of preschool education. The continuous reform of education and teaching in recent years has made great progress in our preschool education. However, in the face of the new century of education, China's early childhood education and the world's other developed countries there is still a big gap between the preschool education, improve the quality of education, which is to guide our teachers to carry out the teaching of the overall direction and requirements in the future. It is in this new context that the Guidelines came into being, providing teachers and parents with a more concrete and operational basis and guidance for understanding the level and characteristics of young children's physical and mental development. The introduction of the Guidelines marks a further improvement in the management of preschool education in China, and will certainly promote the scientific and standardized management of preschool education in China, and set a clear direction for promoting the scientific development of preschool education.

　　Secondly, the implementation of the Guidelines is a guarantee for improving the professional quality and practical ability of kindergarten teachers and for comprehensively improving the quality of preschool education.

　　The Guidelines are based on the laws of physical and mental development and the learning characteristics of children aged 3 to 6, and are based on surveys and research on the learning and development of young children in China, with a set of relatively scientific, clear and specific goals and educational recommendations to reflect the State's guidance and quality requirements for the direction of learning and development of children aged 3 to 6 in China, which reflect reasonable expectations for the level of learning and development of children aged 3 to 6. The Guide describes the learning and development of young children in five domains: health, language, society, science and art. Each domain is divided into 2-3 aspects (sub-domains) according to the most basic and important elements of young children's learning and development. Each area (subarea) consists of two parts: learning and development goals and educational recommendations. Under each objective, there are a number of "Typical performance for each age group". Each learning objective is accompanied by a corresponding educational recommendation. This gives us, as educators, a clearer idea of how we can better implement our education. Therefore, if we are engaged in the work of early childhood education, we should comprehend and understand the concepts and requirements of the Guidelines, and familiarize ourselves with the physical and mental development characteristics and behaviors of 3-6 year old children, which is the standard for us to improve our professional knowledge and practical teaching ability. It is also a guarantee for improving the quality of teaching.

　　Thirdly, the implementation of the Guidelines is an effective means of popularizing scientific child-rearing knowledge and preventing and overcoming the tendency towards "primary schooling".

　　Now the parents of kindergartens, although the importance of pre-school education is increasing, but the general lack of correct educational concepts and scientific guidance, coupled with the influence of exam-based education and a variety of commercial propaganda misleading, the society of this undesirable educational information is becoming more and more prominent, and many parents sacrificed their children's happy childhood, blindly pursuing the "learning in advance! Many parents sacrifice their children's happy childhood life, blindly pursuing "early learning" and "advanced education", which not only makes young children "hurt" at the starting line, but also seriously interferes with the direction of kindergartens and the normal order of education and teaching. The introduction of the Guidelines provides parents with authoritative reference and guidance on scientific parenting, and lays the foundation for a practical change in parents' educational concepts, an improvement in scientific parenting skills, and the creation of a favorable social environment conducive to the healthy growth of young children.

　　In short, the implementation of the "Guide" is both an important opportunity, but also a difficult task; both a powerful grasp to promote the work, but also a heavy responsibility. We only fully understand the significance of the implementation of the Guide, and further enhance the sense of responsibility, sense of mission, in order to implement the Guide, in order to implement the Guide, in order to make the Guide's ideas, concepts, requirements and methods of pre-school education to become a beacon of light, in order to illuminate the road of pre-school education, we are growing up with each other.

结语： 经过仔细研读《3~6岁儿童发展指南》，我深感这些宝贵的指南为我提供了一份详尽的指导，帮助我更好地理解和支持我的孩子在这个关键的成长阶段。通过深入阅读和实践，我认识到早期教育的重要性，它不仅关乎孩子的认知、情感和社会能力的发展，还涉及培养孩子的自信心和独立性。我将这些心得体会分享给其他家长，希望我们能共同为孩子们创造一个充满爱与支持的成长环境。

Conclusion: After carefully studying the Child Development Guidelines for Children Aged 3 to 6, I am deeply impressed that these valuable guidelines have provided me with a thorough guide to help me better understand and support my child at this critical stage of development. Through in-depth reading and practice, I have come to realize the importance of early education, which is not only about the development of children's cognitive, emotional and social skills, but also about fostering children's self-confidence and independence. I share these insights with other parents in the hope that together we can create a loving and supportive environment for our children to grow up in.