培养幼儿的心得体会

在培养幼儿的旅程中，我深感责任重大。每一次与孩子们的互动都让我深刻体会到，耐心和爱心是教育孩子的关键。通过观察他们的兴趣点、倾听他们的心声，我发现每个孩子都是独一无二的个体。因此，我在教学中尝试采用多样化的方法，让每个孩子都能在快乐中学习，自信地成长。这段经历让我更加坚信，作为教师，我们不仅要传授知识，更要引导孩子们学会做人的道理。

I feel a great responsibility in the journey of nurturing young children. Every interaction with the children has made me realize deeply that patience and love are the keys to educating children. By observing their points of interest and listening to them, I realize that every child is a unique individual. Therefore, I try to adopt diversified methods in my teaching so that every child can learn in happiness and grow up with confidence. This experience has made me more convinced that as teachers, we should not only impart knowledge, but also guide children to learn how to be a human being.

培养幼儿的心得体会 篇1

　　一、 要求和关爱并行的原则

　　人本主义心理学家说，积极的关注是尊重、温情、呵护和表扬同在的，这样更能让人产生自信心。

　　成人对幼儿要多一些关心、微笑、拥抱和爱抚以及亲切慈爱的语言，会让他们产生心理上的安全感和自信心，让他们充满自信地看着这个世界、探索世界;相反，如果成人对幼儿忽视、冷漠、不闻不问，会让幼儿对自己的存在价值产生怀疑，继而产生失落和自卑感，甚至导致孤僻和冷漠的性格。因此，家长和教师在生活中要多给幼儿一些关爱，营造一个温馨的环境。

　　这对幼儿树立自信心非常重要。家长和教师的这种融关爱于教育的做法使幼儿没有过重的压力，使幼儿更好地参与到学习和生活中，同时不至于对自己产生怀疑，形成独立、勇敢、自信的生活态度。

　　二、鼓励和肯定的原则

　　幼儿非常在意成人的评价，往往会决定幼儿的自我评价。对幼儿来说，父母、教师是非常重要的人物，如果经常得到来自他们的批评和否定，甚至是训斥和挖苦，就会影响幼儿对自己的评价，觉得自己不好或者很笨，从而破坏幼儿的自信心，使之形成自卑的心理。

　　相反，如果幼儿在生活中常常得到成人的肯定和表扬，他们就会从中获得被信任感，从而转化成自信心。所以，我们教师的角色定位就不只是一个传播知识的人，而更应该是幼儿良好性格甚至人生观的培养者和引导者，教师应该及时发现幼儿的优点，鼓励他们发扬光大，让他们体验到成功的快乐感，对幼儿的缺点及时提出批评，督促他们及时改正。

　　每一个幼儿就像一个蓓蕾一样，什么时候开花，开什么样的花朵都不一样，他们在认知领域也是不均衡的，所以，我们不能一概而论，不能用统一的标准来评价每个幼儿，要充分发挥人类灵魂的工程师的特征，让每一个幼儿的个性都充分地张扬出来，让他们成为社会的栋梁之才。

　　三、在实践中提升能力

　　能力较弱容易导致幼儿自信心缺乏。因此，要给幼儿锻炼和实践的.机会，在实践和锻炼中提升能力，就能更好地提升幼儿的自信心。所以，家长和教师要学会利用各种机会和渠道来让他们获得最基本的动手和人际交往能力;要表现出对其决策能力的信任，给予他们自我选择和交往的机会，接受他们合理的意见，鼓励他们积极自主地进行学习，使他们在实践的锻炼中感受到自身能力，从而增强自信心。

　　四、过程前后纵向比较的原则

　　幼儿在成长的过程中进步和发展。这个过程中每个幼儿的成长速度肯定略有差异。这就要求家长和教师对于幼儿的一些行为不能一概而论，要求不要太高，不要急于求成，要注重过程中能力的提升并且对幼儿在这个过程中做出的积极努力给予关注和肯定。当幼儿暂时没有取得成功时，给予鼓励，使幼儿认识到通过更多的努力便会取得成功。

　　五、过程、纵向比较的原则

　　幼儿的发展或进步是个过程。在这个过程中，幼儿遭遇挫折或失败是必然的，每个幼儿的成长速度也有差异。所以，教师和家长不能着急，不能一概而论，对幼儿的要求不能过高，要多加关注幼儿在这些活动的过程中做出的积极努力，不要注重活动的结果。特别是当幼儿暂时没有取得成功时，对他们所作出的努力，要及时给予鼓励，使幼儿感到自己可以通过再努力取得成功，从而树立起自信心。

　　与此相应，成人在评价幼儿时，要立足于幼儿自身以及实践的前后、幼儿在活动过程中作出的努力与进步，让幼儿自己跟自己比，只要幼儿是一直进步的就要给予表扬和鼓励，让他们在不断地积极进取中得到行为和精神上的双重提高，树立起自尊心和进取心，充满信心地面对自己，努力追求进步。

　　六、运用赏识教育的原则

　　有一句名言曾说：“我们要有决心，尤其要有自信力。”一个人有了自信之后，就会对自己充满信心，做事情精力充沛、生机勃勃，自信心强的人，会让自己的生活充满阳光，各个方面都朝气蓬勃。

　　树立幼儿的自信心对培养他们健康的心理，优秀的品质都很有帮助，所以，幼儿园的教育要因材施教，每个幼儿在正确的教育中得到教育，体验到学习的乐趣，体会到自己存在的价值，坚信自已有获得成功的信心，敢于表达自己的意愿，勇于实现自己的愿望。那么，在我们的日常教育活动中，要用恰当的教育方法，让幼儿不但能认识到自己的优点，还能发现自己的缺点，取长补短，在不断地探索和提高中超越自我、完善自我，从而增强自信心和求知欲，战胜自我，取得成功。

　　七、给幼儿成功机会的原则

　　每个个体受到遗传、生活环境等各方面的影响，个体之间存在着显著的差异。美国心理学家马尔兹认为，绝大多数的自我信念都是根据过去的经验――成功与失败、屈辱与荣耀，特别是童年时的经验而不自觉地形成的。

　　如果幼儿的学习能力够强的话，那么常常会获得成功的体验，相反，如果学习能力较差，就容易自卑和怯懦，自信心就很难形成。因此，家长和教师要注意为不同的幼儿寻找和创造相应的成功的机会和舞台。比如，在幼儿园，可以开展不同类型的活动，让每个幼儿都能在活动中体验到动手动脑的乐趣，发现每个幼儿的长处和优点，让他们能够享受成功的乐趣。但同时，教师也要在过程中国给幼儿提高的机会，在体验成功的过程中获得能力上的提升。

　　八、家园合作的原则

　　幼儿大部分的时间都是在家里度过的，所以除了教师的教育，家长的培养和督促也是分不开的，有时候，在学校教师对幼儿进行鼓励和表扬，意在树立幼儿的自尊心，但是到了家里之后，家长却随意地进行批评、贬低幼儿，幼儿好不容易培养起来的自信心顿时受到了打击。在与家长的沟通中，教师可以通过开办座谈会、定期举办讲座等方式让他们进行得到思想上的解放和认知，同时，教师要经常与家长保持联系，针对幼儿们的问题进行交流和沟通。

　　总之，为了培养幼儿的自信心，幼儿园和家庭只有密切配合，步调一致，应用科学的方法、耐心细致地态度对幼儿进行有效引导，才能为幼儿自信心的树立创造良好的氛围，培养出自信、自强的新一代。

Experiences in Nurturing Young Children Part 1

　　I. The principle of parallel demands and care

　　Humanistic psychologists say that positive attention is respect, warmth, pampering and praise all at the same time, which is more likely to lead to self-confidence.

　　Adults should show more care, smiles, hugs and caresses as well as kind and loving words to young children, which will give them a sense of psychological security and self-confidence, and make them look at the world and explore it with confidence; on the contrary, if adults neglect, indifference, and do not pay attention to young children, it will make young children doubt the value of their own existence, and then produce a sense of loss and inferiority, and even lead to withdrawn and indifferent character. Therefore, parents and teachers should give more love and care to young children in their lives and create a cozy environment.

　　This is very important for young children to build up their self-confidence. This caring approach to education by parents and teachers frees young children from undue pressure and enables them to participate better in learning and life without doubting themselves and to develop an independent, courageous and confident attitude towards life.

　　II. Principles of encouragement and affirmation

　　Young children care very much about the evaluation of adults, which often determines their self-evaluation. Parents and teachers are very important figures to young children, and if they are often criticized and denied, or even reprimanded and sarcasm is given from them, it will affect the young children's evaluation of themselves and make them feel that they are not good or stupid, thus destroying their self-confidence and causing them to develop an inferiority complex.

　　On the contrary, if young children often receive affirmation and praise from adults in their lives, they will gain a sense of trust from it, which will be transformed into self-confidence. Therefore, the role of our teachers is not only to be a person who spreads knowledge, but also to be a cultivator and guide of the good character and even the outlook on life of young children. Teachers should discover the strengths of young children in time, encourage them to carry them forward, and let them experience the joy of success, and criticize the weaknesses of young children in time and urge them to correct them in time.

　　Every young child is like a bud, when it blossoms and what kind of flower it blooms are different, they are also uneven in the cognitive field, so we cannot generalize and use a uniform standard to evaluate every young child, we should give full play to the characteristics of the engineer of the soul of mankind, so that every young child's individuality can fully flourish, so that they can become the pillars of the society.

　　III. Enhancing capacity in practice

　　Weak ability can easily lead to a lack of self-confidence in young children. Therefore, it is necessary to give young children exercise and practice . Opportunities to improve their abilities in practice and exercise will better enhance young children's self-confidence. Therefore, parents and teachers should learn to make use of various opportunities and channels to let them acquire the most basic hands-on and interpersonal skills; they should show their trust in their decision-making ability, give them opportunities for self-selection and interaction, accept their reasonable opinions, and encourage them to actively and independently carry out their learning, so as to make them feel their own abilities in the exercise of practice and thus enhance their self-confidence.

　　IV. Principles of vertical comparison before and after the process

　　Young children progress and develop as they grow. The rate of growth varies slightly from child to child. This requires parents and teachers not to make generalizations about children's behaviors, not to be too demanding, not to be in a hurry, but to focus on the improvement of abilities in the process and to pay attention to and recognize the positive efforts made by children in the process. When children do not succeed, they are encouraged to realize that they will succeed with more effort.

　　V. Processes, principles of vertical comparison

　　The development or progress of young children is a process. In this process, it is inevitable that young children will encounter setbacks or failures, and there are differences in the rate of growth of each young child. Therefore, teachers and parents should not be in a hurry to make sweeping generalizations and demand too much from young children. They should pay more attention to the positive efforts made by young children in the course of these activities and should not focus on the results of the activities. Especially when children do not succeed for the time being, encouragement should be given to their efforts in time so that they feel that they can succeed through further efforts, thus building up their self-confidence.

　　Correspondingly, adults in the evaluation of young children, should be based on the young children themselves, as well as the practice of before and after, young children in the process of the activities made efforts and progress, let young children compare themselves, as long as young children are always progressing to be given praise and encouragement, so that they are in the continuous positive enterprising in the behavior and the spirit of the double improvement, establish self-esteem and enterprising, full of confidence in the face of their own, and strive to pursue progress. We will also encourage them to face themselves with confidence and strive for improvement.

　　VI. Applying the principles of appreciation education

　　A famous quote once said, "We need to be determined and especially confident." When a person has self-confidence, he or she will be confident in himself or herself, and will do things with energy and vitality. A person who has a strong sense of self-confidence will make his or her life full of sunshine and vibrant in every aspect.

　　Establishing the self-confidence of young children is very helpful to cultivate their healthy psychology and excellent quality. Therefore, kindergarten education should be tailored to the needs of the children, so that each child can be educated in the correct education, experience the joy of learning, appreciate the value of their own existence, and firmly believe that they have the confidence to achieve success, and dare to express their own wishes, and have the courage to realize their own aspirations. Then, in our daily educational activities, we should use appropriate educational methods, so that children can not only recognize their own strengths, but also find their own shortcomings, make up for their shortcomings, in the continuous exploration and improvement of transcendence of self, perfect self, so as to enhance self-confidence and the desire to learn, to overcome the self, and to achieve success.

　　VII. Principles for giving young children the chance to succeed

　　Each individual is influenced by genetics, life circumstances and other aspects of life, and there are significant differences between individuals. According to the American psychologist Maltz, the vast majority of self-beliefs are formed unconsciously on the basis of past experiences - successes and failures, humiliations and glories, especially in childhood.

　　If young children are capable of learning well enough, they will often have successful experiences. On the contrary, if they are not capable of learning well enough, they will be prone to low self-esteem and timidity, and it will be difficult for them to develop self-confidence. Therefore, parents and teachers should pay attention to finding and creating opportunities and stages for different children to succeed. For example, in kindergartens, different types of activities can be carried out so that every child can experience the fun of using their hands and brains in the activities, and the strengths and merits of every child can be discovered so that they can enjoy the fun of success. But at the same time, teachers should also give children the opportunity to improve in the process, and gain the ability to improve in the process of experiencing success.

　　VIII. Principles of home and family cooperation

　　Young children spend most of their time at home, so in addition to the education of teachers, parents' training and supervision are also inseparable. Sometimes, teachers encourage and praise young children at school with the intention of building up their self-esteem, but when they go home, parents criticize and belittle young children arbitrarily, and the self-confidence of young children that is hard to cultivate is suddenly undermined. In communicating with parents, teachers can let them get emancipation and cognition by holding symposiums and regular lectures, etc. At the same time, teachers should keep in touch with parents frequently and communicate with them about their children's problems.

　　In conclusion, in order to cultivate the self-confidence of young children, kindergartens and families can only work closely together, in step with each other, applying scientific methods, patience and meticulous attitude to effectively guide young children, in order to create a good atmosphere for the establishment of self-confidence of young children, and cultivate a new generation of self-confidence and self-improvement.

培养幼儿的心得体会 篇2

　　伟大的人民教育家陶行知先生说过：“与其把儿童当作天津鸭儿填入零碎知识，不如给他们几把钥匙，使他们可以自由的去开启文化的金库和宇宙之宝藏。”我们引导幼儿学会学习，培养幼儿的学习能力；培养友爱、勇敢、克服困难、讲礼貌、守纪律的品德行为等方面的一系列教育行为，却忽视了能影响幼儿个性发展的一个核心问题——自信心。自信心是儿童个性心理健康与否的一个重要条件。自信心的培养也是心理健康教育中最为重要的一部分。

　　所谓自信心，是由积极自我评价引起的自我肯定并期望受到他人、集体和社会尊重的一种积极向上的情感倾向。自信心是对自己力量的充分认识和评价。自信心强的幼儿能积极主动地参加各种活动，能积极地与他人交往，与同伴建立起良好的关系，能勇敢地面对困难，大胆尝试。在幼儿园中，也有相当一部分幼儿缺乏自信心，认为自己在某些方面甚至很多方面不如别的幼儿，往往表现在活动中不敢主动地要求参加集体游戏活动，不敢主动提出自己的意见和建议，不敢在众人面前大胆地表现自己；面对新事物、新活动常常害怕、退缩等。是什么原因造成幼儿缺乏自信心呢？

　　一、家庭中一些不良的环境因素是导致幼儿自信心不足的重要原因。

　　1、家庭的过度保护。

　　自孩子出生后，就成了家中的中心。家里人对孩子的关爱无微。不至，所有的事情都被包办代替，就拿吃饭来说，到孩子能自己吃饭的时候，就应该让孩子自己吃，虽然一开始孩子会吃得一塌糊涂，吃得时间也很长，但这正是他学习吃饭的过程。这时边上的大人看着急，情不自禁地去喂他吃饭，又如洗手，母亲常常因为感觉孩子自己洗不干净而帮他洗，生活中这样的例子比比皆是。要知道孩子学习一种技能如果不给他尝试的机会，学习的过程，孩子的能力怎么会得到发展呢？父母频繁的剥夺他学习的机会,当然他的自信心也越来越少。

　　过渡保护的另一种表现是恐吓。父母有时不让孩子出去玩，可孩子偏不听话时，父母就会说：“外面有×××，你会遇到危险的……”，这招很管用，孩子大多会乖乖呆在家中不出去，但孩子的自信心也正是这样被吓掉的。

　　2、家长的过多批评。

　　许多父母对孩子的期望很高，而且总喜欢拿自己的孩子与其他的孩子进行比较，不考虑孩子的实际情况，一味地对孩子“高标准、严要求”，而孩子由于难以达到父母的要求，经常遭受失败，缺乏成功的体验，逐渐养成了遇事畏惧退缩。每个孩子都有自己的优点和缺点，当孩子发现自己的父母总是只看到自己身上的缺点或者是薄弱的地方，而对自己的优点视而不见的时候，孩子怎么会有自信呢？ 许多父母都忽视了一个事实，“别的孩子能行的，我的'孩子不一定行”，同一个标准去要求孩子，其实也是在为难孩子。这样做，势必自讨苦吃，也会毁掉孩子的自信心。

　　二、幼儿发展水平的差异也会导致幼儿的自信心不足。

　　每个幼儿由于其遗传素质、家庭、环境和教育的不同，具有不同的能力、行为、性格、智力等，这样在幼儿之间就存在着个别差异。幼儿由于某些方面的不足而又未及时得到弥补，从而导致自信心的不足。

　　三、成人消极的评价和否定的态度，是造成幼儿自信心不足的另一个重要原因。

　　由于幼儿的能力所限，在做一些事上往往是“力不从心”，常常是把事情做坏，因而受到成人的责备、禁止，以至于他们不敢做、不想做、更不会做，产生畏缩、逃避的行为反应。 为了幼儿的健康成长，我们要注意采取积极、适宜的教育方法，培养幼儿乐观向上、帮助他们树立自信心。那么，该如何培养幼儿的自信心呢？

　　一、 为幼儿创设一个有利于自信心发展的环境。

　　1了解幼儿心理特点，尊重、信任幼儿。

　　教师应采取少批评多鼓励的方法，倾听他们的心声，满足他们的好奇心，多给他们想象的空间。允许他们自由的联想、自由的谈论，让他们用各种不同的方式去表达自己内心的想法，当他们的想法得到肯定时，孩子的自信心也会不知不觉的形成。相反，如果老师、父母对孩子训斥多，粗暴，态度冷淡，孩子就情绪低沉，对周围的事物缺乏主动性和自信心。

　　2、为孩子创设一个自由、宽松、和谐的环境。

　　这里的环境侧重于心理环境，这种心理环境应让幼儿能够感受到自由、宽松、和谐的气氛，这种环境是要通过老师的努力才能获得的。我们平时经常听到这样一些口语：“都坐好了”、“不许乱讲话”，这种命令性的语言使幼儿处于一种 “必须听话”的被动地位，缺乏敢于自我表现、自我发挥的机会。如在一次绘画活动中，一名幼儿把太阳涂上了绿色，当时我就告诉他不对，要求他重画，他却委屈的哭了，那堂课也因为他的关系没能很好的进行下去。事后我了解了一下，因为我们学过一首诗歌叫“绿色的世界”，他是根据诗歌的内容涂的颜色。所以说尊重幼儿的一些决定，肯定幼儿的一些做法，平等地对待幼儿；为他们创设自由、宽松、和谐的环境，是培养其自信心的重要条件。

　　二、 培养幼儿的能力，体验成功的乐趣。

　　1、在日常生活中，我们应根据幼儿的年龄特点和个体差异，提出适合其水平的任务和要求，确立一个适当的目标，使其经过努力能完成。培养幼儿各种能力，并注意教给幼儿一些必要的技能技巧，如拍球、剪纸、画画、跳舞、系鞋带等。对于幼儿的点滴进步，都要给予表扬和充分肯定，让幼儿体验到成功的喜悦，使幼儿知道老师相信他们的能力，确信自己 “我能做好”、“我做的很棒”。

　　2、鼓励幼儿大胆活动，体验成功的喜悦。如在一次体育活动中，XX小朋友由于体质差、能力弱等原因，在单脚跳跃活动中畏缩不前，难以完成活动。为了让他体验成功，在每次的活动中，老师有意识地降低难度，让他先尝试双脚跳跃，逐渐树立起他的自信心。

　　3、应相信幼儿有解决问题的能力。放手让幼儿在活动中独立的完成任务，在出现问题时，教师可采用讨论、委托幼儿等方法完成任务。倾听他们的意见，尊重他们的合理要求，使幼儿相信自己的力量。而对于自信心较弱的幼儿，教师必须给予更多的关注，为其创造条件获得成功，逐渐形成较强的自信心。

　　三、 促进幼儿自我肯定，培养自信心。

　　1、 培养耐挫精神和教给补偿办法。

　　在生活中，任何人不可能十全十美、一帆风顺。怎样评价自己，怎样对待失败，不同态度会导致不同的结果。因此，在教育过程中要正确分析幼儿的情况，帮助幼儿正确对待不足和失败，培养大胆、勇敢、坚毅的意志品质。如有的幼儿遇到失败只会伤心难过，这时成人要主动接近他，帮助他分析失败的原因，鼓励他通过其他补偿方式来弥补弱点以获得自信。成人要教育幼儿看到自己和他人各有长处，争取做到以己之长，克己之短，当自己获得成功时要关心帮助弱者，当自己失败时也不自卑。

　　2、帮助幼儿发扬自己的长处，建立良好的同伴关系，培养自信心。

　　每个幼儿都有自己独特的地方，有的幼儿画画画得好，有的幼儿唱歌唱得好，有的幼儿动手能力较好，他们在自己喜欢的领域里活动时是非常投入，非常自信的。老师应了解每个幼儿的特点，帮助幼儿在某些领域活动中获得成功，使幼儿建立起自信，从而促进其他方面的发展。如有的幼儿智力发展一般，但社会性发展较好，能关心集体，热爱劳动，老师要及时地表扬肯定他的这些做法，让他感觉到自己的可爱之处，从而促进其自我肯定，增强自信心。现阶段，幼儿园提倡发展幼儿的交往能力，有的幼儿由于不会交往而受到同伴群体的排斥和拒绝，从而感到孤独，缺乏自信。因此，教师要教给幼儿正确的交往技能，多鼓励这些幼儿多与同伴交往，并教育同伴接纳他，关心和爱护他们。

　　四、巧用妙法，培养自信。

　　孩子一般长到两岁以后，动作语言都有了一定程度的发展，自我意识萌芽。这时，孩子往往会表现出非常强烈的独立意识和自主的愿望,什么都要自己来,虽然常常不自量力,但这种“我自己”的愿望却体现出孩子旺盛的生命力,表现出一种原始的寻求自我肯定的需要,这时做为老师的我们,就要巧用妙法,帮助孩子树立自信心。

　　1、心理暗示法

　　当孩子对某件事缺乏信心，有为难情绪时，我们总会对他讲，你能做好这件事，只要用心去做，什么事都能做好。平时我们也经常对他们进行肯定，在这种长期的积极的暗示下，孩子的自信心不断增强，喜欢尝试新鲜事物。但是过高的评价也会使孩子的虚荣心有所增长，有时更不容易面对失败。这是我们应该注意的。

　　2、独立完成法

　　有时，我们放手让孩子独立完成一些事，比如插图、计算操作活动、穿鞋等等。如果孩子自己做了，无论结果怎样，我们都给予鼓励，使他们感受到经过自己努力而取得成功的乐趣，并且逐步建立和增强独自做事的信心，从而更加乐于自己独立去做事。

　　3、示范法

　　幼儿模仿性强，尤其爱模仿成人的行为，因此，当有些事情孩子不会做或做不好时，不要责备他们。老师可通过示范，让他们感到这些事情并不难，从而使他们增强自信，敢于尝试。

　　4、让孩子自己选择法

　　允许孩子做出简单的选择，比如对他说：“你喜欢穿白袜子还是带条纹的袜子？”“今天课间餐你想吃苹果还是吃香蕉？”当没有选择余地的事情出现时，应该坚持正确的要求，只要你的要求是合理的，孩子也会对他必须做的事有信心。比如对他说：“你还可以玩十分钟。”

　　心理学家贝尔纳说“良好的方法使我们发挥天赋和才能，而拙劣的方法阻碍才能的发挥”。自信心的教育是一项复杂而长期的工作，要真正实现这种教育的价值，就必须从儿童生活的具体问题出发，让幼儿在具体的生活中体验自己的感受和变化。为使我们培养的人才能适应时代发展的要求，教师和家长应充分认识自信心对人的成长的重要，保护幼儿的自信心，让幼儿人人拥有自信。

Experience in Nurturing Young Children Part 2

　　The great people's educator, Mr. Tao Xingzhi, said, "Instead of treating children as tianjin ducks and filling them with bits and pieces of knowledge, it is better to give them a few keys so that they can freely unlock the vault of culture and the treasure of the universe." We guide young children to learn to learn, cultivate young children's learning ability; cultivate friendship, bravery, overcoming difficulties, polite, disciplined moral behavior and a series of educational behavior, but ignored can affect the development of young children's personality of a core issue - self-confidence. Self-confidence is an important condition for the psychological health of children's personality. The cultivation of self-confidence is also the most important part of mental health education.

　　The so-called self-confidence is a positive emotional tendency caused by positive self-evaluation of self-affirmation and expect to be respected by others, the collective and society. Self-confidence is the full realization and evaluation of one's own strength. Children with strong self-confidence can actively participate in various activities, can actively socialize with others, establish a good relationship with peers, and can bravely face difficulties and boldly try. In kindergarten, there is also a considerable part of the children lack of self-confidence, that they are in some areas or even many aspects of the other children are not as good as other children, often manifested in the activities do not dare to take the initiative to ask to participate in group games, do not dare to take the initiative to put forward their own views and suggestions, do not dare to boldly express themselves in front of the crowd; the face of new things, new activities are often afraid, retreat, and so on. What are the reasons for young children's lack of self-confidence?

　　First, some adverse environmental factors in the family are important causes of low self-confidence in young children.

　　1. Overprotection by the family.

　　Ever since a child is born, he or she becomes the center of the family. The family cares for the child in every way. Not to, all things are arranged, take the meal, to the child can eat by himself, should let the child eat by himself, although at first the child will eat a mess, eat a long time, but this is the process of his learning to eat. At this time, the adults on the side of the watch anxious, can not help but feed him to eat, another example of hand-washing, mothers often feel that the child can not wash themselves and help him wash, life is full of such examples. To know the child to learn a skill if not give him the opportunity to try, the learning process, the child's ability to how to develop it? Parents frequently deprive him of the opportunity to learn, of course, his self-confidence is also less and less.

　　Another manifestation of transitional protection is intimidation. Parents sometimes do not allow children to go out to play, but the child is disobedient, parents will say: "outside there are xxxxx, you will encounter danger ......", this trick is very effective, the child will mostly obediently stay at home and do not go out, but the child's self-confidence is also precisely this is scared off! The child's self-confidence is also scared off in this way.

　　2. Excessive criticism from parents.

　　Many parents have high expectations of their children, and always like to compare their children with other children, do not take into account the actual situation of the child, a child "high standards, strict requirements", and the child is difficult to meet parental requirements, often suffer failure, lack of success experience, and gradually developed into a fear of retreat in the event of. Every child has its own strengths and weaknesses, when the child finds that their parents always only see their own shortcomings or weaknesses, while turning a blind eye to their own strengths, how can the child have self-confidence? Many parents ignore the fact that "other children can do, my 'child' is not necessarily good", the same standard to require children, in fact, is also difficult for children. Doing so is bound to be self-defeating and will destroy the child's self-confidence.

　　(b) Differences in the level of development of young children can also lead to low self-confidence.

　　Each young child has different abilities, behaviors, personalities, intelligence, etc. due to his/her genetic qualities, family, environment and education, so that there are individual differences among young children. Young children's lack of self-confidence is due to deficiencies in certain areas that are not remedied in a timely manner.

　　(c) Negative evaluations and negative attitudes of adults are another important cause of low self-confidence among young children.

　　Due to the limitations of young children's ability to do some things is often "unable to do", often to do things badly, and therefore by the adults of the blame, prohibited, so they do not dare to do, do not want to do, and even more will not do, resulting in shrinking, avoidance of behavioral responses. For the healthy growth of young children, we need to pay attention to the adoption of positive and appropriate educational methods to cultivate optimism in young children and help them build self-confidence. So, how to cultivate children's self-confidence?

　　I. Create an environment conducive to the development of self-confidence in young children.

　　1 Understand the psychological characteristics of young children, respect and trust them.

　　Teachers should take the method of less criticism and more encouragement, listen to their voices, satisfy their curiosity, and give them more space for imagination. Allow them to free association, free to talk about, let them use a variety of different ways to express their inner thoughts, when their ideas are affirmed, the child's self-confidence will also be formed unconsciously. On the contrary, if teachers and parents reprimand children a lot, rude, cold attitude, the child will be emotionally depressed, lack of initiative and self-confidence in the things around them.

　　2. Create a free, relaxed and harmonious environment for children.

　　The environment here focuses on the psychological environment, which should enable young children to feel a free, relaxed and harmonious atmosphere, which can only be obtained through the efforts of the teacher. We often hear this kind of spoken language: "all sit down", "no nonsense", this kind of commanding language makes the children in a "must obey" passive position, lack of opportunity for self-expression and self-expression. This kind of commanding language puts children in a passive position of "must obey" and lacks the opportunity to dare to self-expression and self-expression. For example, in a painting activity, a child painted the sun green, I told him it was wrong and asked him to redraw it, but he cried in frustration, and the class did not go on well because of him. Afterwards, I found out that he had painted the colors according to a poem called "Green World" that we had learned. Therefore, respecting children's decisions, affirming their practices, treating them equally, and creating a free, relaxed and harmonious environment for them are important conditions for developing their self-confidence.

　　II. Cultivate children's abilities and experience the joy of success.

　　1. In our daily life, we should, according to the age characteristics and individual differences of young children, put forward tasks and requirements that are appropriate to their level, and establish an appropriate goal that they can accomplish with their efforts. Cultivate children's various abilities and pay attention to teaching them some necessary skills and techniques, such as shooting balls, paper-cutting, drawing, dancing, tying shoelaces and so on. Praise and give full affirmation to the children's slightest progress, so that they can experience the joy of success and know that their teachers believe in their abilities and are sure that "I can do it well" and "I'm doing great".

　　2、Encourage children to be bold in their activities and experience the joy of success. For example, in a sports activity, XX children due to poor physical fitness, weak ability and other reasons, in the one-legged jumping activity shrinking, difficult to complete the activity. In order to let him experience success, in each activity, the teacher consciously reduces the difficulty and lets him try jumping on both feet first, gradually building up his self-confidence.

　　3. Young children should be trusted to have the ability to solve problems. Let go and let children complete tasks independently in activities. When problems arise, teachers can use methods such as discussion and delegating tasks to children. Listening to their opinions and respecting their reasonable demands make children believe in their own strength. As for children with weak self-confidence, teachers must pay more attention to them and create conditions for them to succeed and gradually form stronger self-confidence.

　　III. Promote self-affirmation and develop self-confidence in young children.

　　1. Developing frustration tolerance and teaching compensation.

　　In life, no one can be perfect and smooth sailing. How to evaluate oneself and how to deal with failure, different attitudes will lead to different results. Therefore, in the process of education, we should correctly analyze the situation of young children, help young children to correctly deal with the shortcomings and failures, and cultivate boldness, courage, perseverance and willpower quality. For example, if a toddler only feels sad when he meets failure, adults should take the initiative to approach him, help him analyze the reasons for his failure, and encourage him to make up for his weaknesses through other compensatory means to gain self-confidence. Adults should teach children to see their own strengths and the strengths of others, and strive to do their own strengths, their own weaknesses, when they are successful to care about helping the weak, when they fail not to inferiority complex.

　　2、Help children to develop their strengths, establish good peer relationships, and cultivate self-confidence.

　　Every toddler has his/her own uniqueness. Some toddlers are good at drawing and painting, some sing well, and some are better with their hands, and they are very engaged and confident when they are active in their favorite areas. Teachers should understand the characteristics of each child and help children to succeed in certain areas of activities so that they can build up their self-confidence and thus promote development in other areas. For example, if a child's intellectual development is average, but his social development is good, he cares about the community and loves labor, the teacher should praise and affirm him in time for these practices, so that he can feel his own loveliness, thus promoting his self-affirmation and enhancing his self-confidence. At this stage, the kindergarten advocates the development of young children's ability to interact, some children do not know how to interact with their peers by the group's rejection and rejection, thus feeling lonely, lack of self-confidence. Therefore, teachers should teach young children the correct skills of socializing, encourage these children to socialize more with their peers, and educate their peers to accept them and care for and love them.

　　Fourth, skillful use of the magic method to develop self-confidence.

　　Children generally grow to two years of age, movement and language have a certain degree of development, self-consciousness is budding. At this time, the child will often show a very strong sense of independence and the desire for autonomy, everything to themselves, although often not self-conscience, but this "my own" desire reflects the child's exuberant vitality, showing a primitive need to seek self-affirmation, and at this time as a teacher we have to be skillful method to help Children to build self-confidence.

　　1. Psychological Suggestion Method

　　When the child lacks confidence in something and has difficult feelings, we always tell him, you can do this well, as long as you put your heart into it, you can do anything well. Usually we also often affirm them, in this long-term positive hints, the child's self-confidence continues to grow, like to try new things. But too high evaluation will also make the child's vanity grow and sometimes it is not easy to face failure. This is something we should pay attention to.

　　2. Independent completion method

　　Sometimes, we let go and let the children do something independently, such as illustrating, calculating operation activities, putting on shoes, etc. If the children do something by themselves, we encourage them to do it. If the children do it by themselves, no matter what the result is, we give encouragement to make them feel the fun of success through their own efforts, and gradually build up and enhance the confidence of doing things by themselves, so that they will be more willing to do things independently by themselves.

　　3. Demonstration method

　　Young children are strong imitators and especially love to imitate the behavior of adults, so do not blame them when there are things they cannot do or cannot do well. Teachers can make them feel that these things are not difficult by demonstrating them, so that they can enhance their confidence and dare to try.

　　4. Let the child choose his or her own method

　　Allow your child to make simple choices, such as saying to him, "Do you prefer to wear white socks or socks with stripes?" "Do you want an apple or a banana for today's recess meal?" When things come up in which there is no choice, you should insist on what is right, and as long as your request is reasonable, your child will also feel confident about what he must do. For example, say to him, "You can still play for ten minutes."

　　The psychologist Bernard said that "good methods enable us to utilize our gifts and talents, while poor methods impede them". The education of self-confidence is a complex and long-term work. To truly realize the value of such education, it is necessary to start from the specific problems of children's lives and let them experience their feelings and changes in concrete life. In order to enable the talents we cultivate to meet the requirements of the times, teachers and parents should fully recognize the importance of self-confidence to human growth, protect the self-confidence of young children, and enable them to have self-confidence for all.

培养幼儿的心得体会 篇3

　　一.问题的提出

　　有位哲人说：“自信是成功的基石，是每个人事业成功的支点。一个人若没有自信心，就不可能大有作为，有了自信心，就能把阻力化为动力，战胜各种困难，敢于夺取胜利。”可见，自信心是一个人对.自身力量的认识和充分估计，是一种良好的心理品质。而现代教育纲要（试行）中明确指出：避免过度保护和包办代替，鼓励并指导幼儿自理、自立的尝试。在现实生活中，有的幼儿充满自信，有的幼儿却有自卑感，但未来是充满着机遇和发展的社会，也是机遇和发展稍纵即逝的社会，只有充分自信的人，才能相信自己，把握自我，及时抓住机遇，努力奋斗，使自己的才智得到充分发挥。然而，在现代教育中，由于过去只注重智力开发，不注重包括自信心在内的非智力因素的培养的传统教育模式的影响，我们的孩子，尤其是中小班幼儿往往较胆小、懦弱，缺乏主动性，独立性差，更缺乏克服困难的勇气和信心，没有耐挫感。可以来看下面两个镜头：

　　镜头一：放学了，小班幼儿xxx高兴地从教室里走出来扑向正领他回家的爸爸，并兴奋地指着额头对爸爸说：“爸爸，我今天画画得了一朵笑脸花。”爸爸一本正经对他说：“难看死了，这要来干什么，赶快撕下来把它仍掉。”该幼儿无可奈何，小手始终没有伸到额头的笑脸花上。

　　镜头二：xxx幼儿胆小害羞，每次老师让她作画时，她就会小声哭泣，并告诉老师：“妈妈说我画不像，只有蠢材才这样画，xxx才画得好。”

　　镜头三：晨间自主性游戏时，xxx幼儿一会儿看书，一会儿剪纸，一会儿搭积木， 后老师看见了不耐烦地说：“你忙死了，换来换去，什么事都做不成，别玩了，坐着。”之后，孩子带着惧怕的目光望着老师和小朋友，不知所措。

　　二．幼儿缺乏自信心的原因

　　什么原因造成幼儿缺乏自信心呢？从幼儿的谈话、行为、游戏、活动和家长的交谈中，发现了以下原因是造成孩子缺乏自信的根本。

　　1.成人对幼儿态度和评价的随意性

　　老师、家长对幼儿的态度和评价对幼儿自信心发展有直接影响作用。幼儿在与成人交往中，成人成为幼儿生活中的一面镜子，幼儿从这些镜子中看到自己，继而判断他们的所见所闻。有的家长以为只要把孩子的缺点说出来就能使孩子获得帮助和改变，孩子在家中习惯了被否定、被挑剔，接受了家长的这种消极暗示，那么孩子从家长那里获得的最大教诲就是时时发现和克服自己的弱点，以一种否定的态度对待自己不能看到自己的价值和能力，体验不到他人的重视和信任。如果反映的内容良好，幼儿则会作出积极的自我评价，反之则会推断自己毫无价值，不仅破坏了物质环境的美丽，而且不利于幼儿自信心形成和发展。

　　2.成人对幼儿的过度溺爱、包办代替

　　现代社会的家庭里，大多数幼儿是“小皇帝”“小太阳”，更是父母手中的掌上明珠，上辈样样都舍不得他们干，视幼儿为柔弱的个体，总是煞费心思为孩子解决各种困难。如：手手伸出来、奶奶来穿衣服、嘴巴张张大吃一口饭、别扫地我来扫。这种过度地照顾和过分地保护，实际上剥夺了幼儿锻炼的机会，使幼儿缺乏一定的生活自理能力、独立能力、活动能力，更缺乏解决问题的能力，并且长久这样会造成他们不善于交往，有较强依赖性，遇到困难缺乏耐挫感，并会形成自卑心理。

　　3.成人对幼儿交流的权威性和不平等性

　　在家庭中，家长是权威人物，在幼儿园，老师也是孩子心目中的权威，家长和老师有时也会手持特权，随便使用各种词汇，尤其是使用限制幼儿思路和行为的词和否定言行的词。如：你不会做,不要去碰、你像小猪一样笨，这样的事都做不成等。成人的头脑里有这种“非此即彼”的意识，用“不”字给孩子画出行为界线。另外，成人用“应该”一词来衡量和指导孩子的行为，实际上是在强调自己的主观愿望，而忽略了孩子在客观状态下进行的创造，即没给孩子留下自我调整步伐的机会和空间。当孩子出现问题时，轻者批评、否定，重者训斥、讽刺。幼儿长期处于这种缺少接纳的环境中，孩子倾向于形成“自我无能感”，久而久之，做任何事会缺乏自信。

　　4.成人对幼儿的过度期望和不尊重

　　当今社会竞争激烈，望子成龙望女成风是每位家长的梦想和期盼，在社会上都抓起了第二课堂的热潮，但有些成人不考虑孩子的兴趣爱好和实际能力，盲目要求孩子按成人的轨道成长，对孩子有过分的期望，使孩子承受着很大的压力，过多的批评与其他孩子的批攀比，或在成人面前指责孩子的缺点，会让孩子感到自卑，感到成人对他的不尊重，这样会使幼儿产生持续失败的挫折感，从而引发自卑感。

　　三．如何培养幼儿的自信心

　　1.转变成人的教育观念和思想意识

　　自信是孩子成长过程中的精神核心，是促使孩子充满信心去努力实现自己的 愿望和理想的动力。一位哲人说得好：谁拥有自信谁就成功了一半。因此在幼儿园对幼儿进行自信心的培养具有十分重要的意义。首先，教师要驾起家园互相沟通的桥梁，使家园同步对幼儿进行教育，树立正确的'儿童观，并使家长意识到培养幼儿非智力因素的重要性，更新家长重知识轻非智力因素培养的观念，了解幼儿在家庭教育背景和在家庭中的基本情况。其次，定期召开家长会，大力宣传心理健康教育内容，努力改变家长的教养，教给他们正确的科学的教育子女的方法。再次，还要进行家访，对个别孩子的特殊情况共同切磋，制定教育方案。如：我园举办的小班家长会，向他们宣传了自信心如何培养、面对幼儿不肯上学怎么办、如何让幼儿学会生存等内容，事后家长向我们咨询了有关该方面的内容，觉得这样教育子女很有道理，说明家长的教育观念正在转变。

　　2.放手参与活动，鼓励幼儿施展才能

　　积极参与各种活动，是儿童产生自信心的重要源泉。在活动中儿童动手动脑能增长知识技能，认识自己的能力，增加成功经验，体验成功的快乐。每个孩子都有自己的爱好，孩子在自己喜欢的领域活动时是非常投入非常自信的。首先老师应给幼儿准备充足的材料和宽广的活动区域，保证活动时间，让幼儿按意愿自由选择活动内容。如在教室的角落设置各种活动区域，让幼儿自由地在那里剪、贴、读、观察等，在活动中引发他们的主动性、积极性，使他们在自由宽松的氛围中挖掘自己，展现自己的才能。其次，设计的活动，应是幼儿易接受的、力所能及的活动，对活动的指导应恰如其分，使幼儿在成功后产生成就感，积累成功经验。俗话说：“数子十过，不如奖子一过”，心理学研究表明，人在被激励的条件下，其自身潜能的发挥是平时地2-3倍。

Experiences in Nurturing Young Children Part 3

　　I. Presentation of the issue

　　A philosopher said, "Self-confidence is the cornerstone of success, the fulcrum of every person's career success. If a person does not have self-confidence, it is impossible to make a big difference, with self-confidence, you can turn resistance into motivation, to overcome all kinds of difficulties, and dare to seize the victory." Visible, self-confidence is a person's . Recognition and full estimation of one's own strength, is a good psychological quality. And it is clearly stated in the modern education program (for trial implementation): avoid overprotection and substitution, encourage and guide young children's attempts at self-care and self-reliance. In real life, some young children are full of self-confidence, while others have a sense of inferiority. However, the future is a society full of opportunities and development, as well as a society in which opportunities and development are fleeting, so only those who are fully self-confident will be able to believe in themselves, grasp their own selves, and grasp opportunities in time to strive hard to give full play to their talents. However, in modern education, due to the influence of the traditional education model that only focuses on intellectual development in the past and does not pay attention to the cultivation of non-intellectual factors, including self-confidence, our children, especially in small and medium-sized groups of young children tend to be more timid, cowardly, lack of initiative, independence, and even more so, lack of the courage to overcome difficulties and confidence, and no sense of frustration. You can see the following two shots:

　　Camera 1: After school, the small class of children xxx happy to come out of the classroom to pounce on his father who is leading him home, and excitedly pointed to his forehead and said to his father: "Dad, I got a smiley flower in today's drawing." The father said to him in all seriousness, "It's ugly, what do you need it for? Tear it off and throw it away." The toddler could do nothing about it, and his little hand never reached the smiley face flower on his forehead.

　　Shot 2: xxx toddler is timid and shy, every time the teacher asks her to draw she whimpers and tells the teacher: "Mommy says I can't draw like this, only stupid people draw like this, xxx draws well."

　　Scene 3: During the independent play in the morning, xxx child reads a book, cuts paper and builds blocks, then the teacher sees it and says impatiently, "You're busy, you can't get anything done by switching around, don't play, sit down." After that, the child looked at the teacher and the children with fear, not knowing what to do.

　　II. Reasons for young children's lack of self-confidence

　　What causes young children to lack self-confidence? The following reasons have been identified as the root causes of lack of self-confidence in young children from their conversations, behaviors, games, activities, and parent conversations.

　　1. The arbitrariness of adult attitudes and evaluations of young children

　　Teachers' and parents' attitudes and evaluations of young children have a direct impact on their self-confidence development. In their interactions with adults, young children become a mirror in their lives, and young children see themselves in these mirrors and then judge what they see and hear. Some parents think that by telling their children's shortcomings, they can make their children get help and change. The children are used to being denied and picked on at home, and accept this negative implication from their parents, then the greatest teaching the children get from their parents is to discover and overcome their weaknesses at all times, and to treat themselves with a negative attitude not being able to see their own value and ability, and experiencing less attention and trust from others. If the reflection is good, the child will make a positive self-evaluation, and vice versa will infer that he or she is worthless, which not only destroys the beauty of the physical environment, but also is not conducive to the formation and development of the child's self-confidence.

　　2. Adults' over-indulgence and substitution of young children

　　Modern society, most of the family, most young children are "little emperor", "little sun", but also in the hands of the parents of the pearl in the palm of the hand, the upper generation of all kinds of can not afford to do them, as young children for the weak individual, always take great pains to solve all kinds of difficulties for the child. Such as: hand hand out, grandma to wear clothes, mouth open big eat a mouthful of rice, do not sweep the floor I sweep. This excessive care and overprotection, in fact, deprived children of the opportunity to exercise, so that young children lack a certain degree of self-care ability, independence, activity ability, but also lack of problem-solving ability, and for a long time this will cause them to be poor at socializing, have a strong dependence, lack of frustration in the face of difficulties, and the formation of an inferiority complex.

　　3. Authoritative and unequal adult communication to young children

　　In the family, parents are the authority figures, and in kindergarten, teachers are also the authority in the children's minds. Parents and teachers sometimes hold the privilege of using all kinds of words casually, especially words that restrict the young children's thoughts and behaviors and those that negate words and actions. For example, you can't do it, don't touch it, you are as stupid as a piggy, you can't do anything like that, etc. Adults have this "either/or" mentality and use the word "no" to draw behavioral boundaries for children. In addition, adults use the word "should" to measure and guide the child's behavior, in fact, is to emphasize their own subjective wishes, while ignoring the child's objective state of creativity, that is, did not leave the child the opportunity to adjust the pace of self-adjustment and space. When the child has a problem, the lesser criticizes and denies, the more serious reprimands and sarcasm. Young children in this lack of acceptance of the environment for a long time, the child tends to form a "sense of self-incompetence", and over time, do anything will lack of self-confidence.

　　4. Excessive expectations and disrespect of young children by adults

　　Today's society is highly competitive, looking forward to the son and daughter is the dream and expectation of every parent, in the community have caught the boom of the second class, but some adults do not take into account the child's interests and hobbies and the actual ability to blindly require children to grow up according to the adult track, the child has excessive expectations, so that the child to bear a great deal of pressure, too much criticism of the batch of other children climbing with other children, or accusing the child in front of the adults of the Shortcomings, will make the child feel inferior, feel adults do not respect him, this will make the young children produce continuous failure of frustration, thus triggering a sense of inferiority.

　　III. How to develop self-confidence in young children

　　1. Transforming the educational concepts and ideologies of adults

　　Self-confidence is the spiritual core of a child's growth process, and it is the driving force that prompts the child to strive to realize his or her aspirations and ideals with confidence. A philosopher said well: whoever has self-confidence is half successful. Therefore, it is very important to cultivate children's self-confidence in kindergarten. First of all, teachers should drive up the bridge of mutual communication between home and abroad, so that home and abroad synchronize the education of young children, set up a correct 'children's view, and make parents realize the importance of cultivating young children's non-intellectual factors, and update the parents' concepts of focusing on knowledge but not on non-intellectual factor cultivation, and to understand the background of young children's education in the family and the basic situation in the family. Secondly, regular parent-teacher conferences are held to vigorously publicize the contents of mental health education, and efforts are made to change the upbringing of parents and teach them correct and scientific methods of educating their children. Once again, we also have to make home visits, to individual children's special circumstances to cut together, and formulate educational programs. For example, at the parents' meeting for small classes held in our school, we publicized to them how to cultivate self-confidence, what to do in the face of young children's refusal to go to school, and how to let young children learn to survive, etc. Afterwards, the parents consulted with us about the content of this area, and they felt that educating their children in this way was very sensible, which means that the parents' concepts of education are being transformed.

　　2. Letting go of activities and encouraging children to show their talents

　　Active participation in various activities is an important source of self-confidence for children. In the activities of children's hands and brains can increase knowledge and skills, recognize their own ability, increase the experience of success, and experience the joy of success. Every child has his or her own hobbies, and children are very engaged and confident when they are active in their favorite fields. First of all, the teacher should prepare sufficient materials and a wide range of activities for children to ensure that the activity time, so that children are free to choose the content of the activities according to their wishes. For example, various activity areas should be set up in the corners of the classroom, so that children can freely cut, paste, read, observe and so on, and their initiative and enthusiasm should be triggered in the activities, so that they can dig themselves out and show their talents in a free and relaxed atmosphere. Secondly, the activities designed should be easy for young children to accept and within their reach, and the guidance for the activities should be appropriate so that young children can have a sense of accomplishment and accumulate successful experience after success. As the saying goes: "It is better to count ten faults of a child than to reward him for one". Psychological research shows that under the condition of being motivated, the realization of one's own potential is 2-3 times more than usual.

培养幼儿的心得体会 篇4

　　有自理的意识，才能进行自理能力的学习。那我们在实践中，应当如何增强孩子的自理意识呢？

　　家长观念要转变：

　　要让家长明确孩子虽小，但也能够做一些力所能及的事。他们已经可以自己吃饭、穿简单的衣服等，作为家长要坚持引导孩子自己去完成，给孩子充裕的时间，切莫代劳。

　　要让家长掌握正确的教育方式。让家长面对幼儿不可避免的失败，千万不以简单，粗暴的方式对待，以免挫伤幼儿的自尊心和学习的积极性。要以鼓励、引导、示范等正面的方式进行，用榜样法、提示法、表扬法、示范法等方法进行教育。

　　教师工作要积极：

　　教师积极的语言暗示帮助幼儿建立起“我能行”的信心。幼儿的自我评价往往是建立在成人对他的评价的基础上，教师的评价对他们自我意识形成影响至深。在幼儿行为没有发生时，给予一个正确、积极的暗示，幼儿的行为会向着这一暗示的指向去做。

　　用积极的评价，强化幼儿的行为。在培养幼儿自理意识的过程中，教师要及时地给幼儿以积极的鼓励和表扬，不断地肯定他们，使其形成对自身价值的'认同，建立起自信，从而更加积极地投入实践。孩子的每一点进步，教师都通过集体表扬、物质（小红花）奖励、家庭宣扬等形式进行鼓励，让孩子树立“我能行”的意识。我想在这样反复培养的过程中，孩子的自理意识会不断的增强，从而转化为积极主动的行为。

　　幼儿生活自理意识的培养不是一两次教育就能奏效的，这是一个漫长的过程。也是学校和家长共同努力的结果，只要他自己能做，就要给他创造锻炼的机会，在此基础上，施以言传身教，辅以耐心细致的指导，积极向上的鼓励，结合家园同心，相信孩子的自理意识会有很大的提升。

Experiences in Nurturing Young Children Part 4

　　It is only when there is a sense of self-care that self-care learning can take place. So how should we enhance children's sense of self-care in our practice?

　　Parental perceptions need to change:

　　It is important for parents to make it clear that their children, though small, are able to do what they can. They can already eat by themselves, wear simple clothes, etc. Parents should insist on guiding their children to do it by themselves, giving them plenty of time, and never doing it for them.

　　It is important to equip parents with the correct way of teaching. Let parents face the inevitable failures of young children, and never treat them in a simple, rough way, so as not to dampen their self-esteem and motivation to learn. They should be encouraged, guided, modeled and other positive ways, and educated by example, prompting, praising and modeling.

　　Teachers should be active in their work:

　　Teachers' positive verbal cues help children build up confidence that "I can do it". Young children's self-evaluation is often based on adults' evaluation of them, and the teacher's evaluation has a deep impact on the formation of their self-awareness. If a correct and positive suggestion is given to children when their behavior is not occurring, children's behavior will be directed towards the direction of the suggestion.

　　Use positive comments to reinforce the behavior of young children. In the process of cultivating young children's sense of self-care, teachers should give them positive encouragement and praise in a timely manner, constantly affirming them, so as to make them form an "identity" of their own value and build up self-confidence, so that they will be more actively involved in the practice. Teachers will encourage every bit of progress of children through collective praise, material (small red flower) rewards, family publicity and other forms of encouragement, so that children establish the "I can do it" consciousness. I think in this process of repeated cultivation, the child's sense of self-care will continue to grow, which will be transformed into active behavior.

　　The cultivation of young children's sense of self-care is not one or two times of education can be effective, this is a long process. It is also the result of the joint efforts of the school and parents, as long as he can do it himself, we should give him the opportunity to create exercise, on this basis, teach by word and example, supplemented by patient and careful guidance, positive encouragement, combined with the home concentricity, I believe that the child's sense of self-care will have a great deal of improvement.

培养幼儿的心得体会 篇5

　　自信心较强的幼儿能够抱有乐观的态度，积极主动地参与集体的各种活动，与小伙伴们能友好融洽地相处;在面临困难问题的时候，有勇气去大胆尝试，不怕失败。如何培养幼儿自信心，如何潜移默化地引导幼儿建立健全自信心，这是幼儿教师当前亟须思考的问题。

　　自信心在幼儿教育中的作用

　　幼儿年纪较小，心智较弱，来幼儿园之前一直被家中长辈宠爱着。一旦离开了熟悉的庇护环境，独自面对幼儿园的陌生环境，他们会感到害怕、孤独、畏缩，这都是很正常的心理状态。有的幼儿能够在一段时间之内很快地融入新的环境之中进行学习和生活，而有的幼儿长时间不能适应，他们自卑、不热心参与学习活动，甚至抵触外面任何新东西、新知识的介入。通过实践的总结，自信心在幼儿教育中的作用非常明显，自信心较强的幼儿往往比自信心弱的幼儿在很多方面都要表现突出。

　　在幼儿教育中培养幼儿的自信心

　　自信心就是对自己具有的能力很肯定，相信自己能够实现选择的目标，是一种积极正面的心理，也是对自己能够取得成功的一种坚定意志力的表现。幼儿从家庭环境进入学校环境中，难免对环境的适应期较长，此时，幼儿教师需要给予幼儿爱心，让幼儿能够感受到家庭般的氛围，理解幼儿的痛苦和快乐，信任并鼓励幼儿，使幼儿能够敞开心扉和教师、同伴进行交流，进而教育幼儿勇于克服困难，相信自己能够做到，培养幼儿的自信心。

　　1.在体验成功中增强幼儿的自信心教师在幼儿教育中会潜移默化地培养幼儿的各种能力和必要的生活技能技巧，此时应当充分结合幼儿的个性特点、年龄阶段来进行，对于幼儿掌握的诸如跳舞、画画、剪纸、拍球等技能，教师要充分地表扬和肯定，让幼儿感受到成功的愉悦感，让幼儿知道教师是非常肯定他们的，从而使幼儿的自信心增强。

　　2.教师要及时调整幼儿的期望值一般而言，幼儿对于某种活动参与成功的几率和其自信心是正相关的，当幼儿能够获得某种活动成功的几率较大时，其自信心较强，也更加期望能够获得成功;当幼儿感觉能够获得某种活动成功的几率较小时，其自信心也较弱，对活动成功的'期望就会较低。幼儿的心理比较脆弱，对事物成败的耐受度也较低，遇到挫折和困难时容易选择退步，教师在培养幼儿自信心时，需要充分了解幼儿不同的心理状况，帮助幼儿调节对于成功的期望值，为幼儿设定符合其自身实际情况的成功期望值，使幼儿能够通过自己的努力达到成功。

　　3.科学引导，客观评价，培养幼儿的自信心首先，教师要培养幼儿的耐挫精神。人在生活当中总会遇到困难和挫折，不可能是非常完美的，也不可能是事事都能成功的，教师要教会幼儿面对成功、失败时的态度，帮助幼儿正确对待不足和失败，让幼儿懂得遇到困难要想办法解决而不是依赖或者退缩，使幼儿具备勇敢、坚强和大胆的良好品质，增强幼儿挑战困难和挫折的决心和信心;其次，帮助幼儿发现并表现自己的长处，建立良好的同伴关系，培养自信心。每个幼儿都具有其他人没有的特长，有的幼儿擅长唱歌，有的幼儿擅长跳舞，有的幼儿则擅长画画，他们对自己擅长的领域都非常有自信，教师就应当深入了解并掌握幼儿的特长，帮助幼儿在某些领域活动中获得成功，使幼儿建立起自信，并促进幼儿其他方面的发展。比如有的幼儿学习能力一般，但是非常喜欢交往，很容易融入集体，很喜欢为集体做事，教师就应当注意到这一特点，多从这些方面表扬幼儿，增强其自信心，并带领其他幼儿学习其长处，发展幼儿的正确交往能力，使不爱交往的幼儿能够感受到同伴的温暖，增强自信。

　　4.发扬优点，弱化缺点，增强幼儿的自信心每个幼儿都具有非常显著的个性特点，教师在教育幼儿的过程中一定要根据幼儿的实际特点，采用不同的教育方式，不能将幼儿进行相互比较，应当善于发现幼儿的长处和优点，弱化其缺点，根据不同幼儿的不同发展趋势，引导幼儿看到自己的闪光之处和进步的地方，进而树立自信心，并积极追求进步。比如有的幼儿很喜欢劳动，教师就安排他们当值日生，帮助教师为其他幼儿服务，使其感到非常受教师重用，自己的劳动非常有价值，就会感到非常开心，劳动时就会更有动力。

　　5.加强与家长的沟通和合作教育培养幼儿自信心不只是幼儿园教师的责任，还需要家长、教师、社会等方面共同配合开展。家长是幼儿人生当中的第一位教师，其对幼儿的成长教育是非常重要的。家长要注重幼儿的自信心培养，教师也应当多与家长沟通幼儿的日常情况。比如，教师可以告诉家长在家庭教育中要多鼓励孩子，让孩子多动手做事情并对孩子做的事情进行客观地评价，让孩子发表自己的看法和意见等，使家长多表扬鼓励孩子的优点长处，增强孩子的自信心。

　　培养幼儿自信心的具体方法

　　1.暗示法幼儿面临难题时，可能会丧失勇气，认为自己肯定做不好。教师发现这一问题时，可以用肯定的语气或讲述以往成功的事例暗示这一次他一样也会成功。

　　2.独立法幼儿简单的学习任务或者生活中简单的事情，教师都应该鼓励他们单独完成并给予表扬，这样会逐步增强其学习的信心和把事情做好的决心。

　　3.示范法幼儿学习初期的模仿性很强，通过对大人们的模仿将事情也能做到八九不离十，这时教师也应该给予赞许的目光。在日常活动中，教师应规范自己的言行，成为幼儿模仿的榜样。

　　4.选择法随着意识的萌发，幼儿会逐渐显现出一些个体的特质。教师和家长都应该努力捕捉到这样的信息，并加以很好地引导。面对简单的选择时，要给予幼儿充分的自主空间，让他自己决定穿什么衣服鞋子袜子，让自己选择玩耍的地点。这样有助于幼儿自我表达意识、自我肯定意识的同步加强。

　　结束语

　　幼儿自信心的培养十分重要，对幼儿的成长发育影响非常大。依据“以人为本”的原则，教师和家长要协调配合、相互沟通、注重方法、注重事实、注重培养，共同完成培养幼儿自信心这一项教育任务。幼儿自信心的教育不是一朝一夕就能成功的，需要教师和家长从幼儿的个人特点、生活中面对的具体问题出发，指导幼儿正确地面对成功和失败，让幼儿积极参加各种活动，使其在活动中增强勇气和学习各种技能，并对幼儿掌握的技能多给予鼓励和肯定，使其自信心进一步增强。幼儿教育作为人一生接受教育的基础阶段，对幼儿成长发展和综合素养的提升起着非常重要的作用。幼儿教师要注重对幼儿全面素质发展的教育，启发幼儿对自我意识的正确认识，通过积极肯定幼儿长处，让幼儿能够独立做事情，体验成功愉悦感。通过家园共同教育培养幼儿的自信心，使幼儿对任何事物都保持一种积极向上的态度和快乐的情绪。

Experiences in Nurturing Young Children Part 5

　　Self-confidence of young children can hold an optimistic attitude, active participation in various collective activities, and small friends can get along with friendly; in the face of difficult problems, have the courage to boldly try, not afraid of failure. How to cultivate children's self-confidence, how to subconsciously guide children to establish sound self-confidence, this is the early childhood teachers need to think about the current problem.

　　The role of self-confidence in early childhood education

　　Young children are young and weak-minded, and before coming to kindergarten they have been pampered by their elders at home. Once they leave the familiar sheltered environment and face the unfamiliar environment of kindergarten alone, they will feel scared, lonely and intimidated, which is a normal psychological state. Some children can quickly integrate into the new environment for learning and living within a period of time, while some children cannot adapt for a long time, they have low self-esteem, are not enthusiastic to participate in learning activities, and even resist the intervention of any new things and new knowledge outside. The role of self-confidence in early childhood education is obvious, and children with stronger self-confidence tend to excel in many aspects than those with weaker self-confidence.

　　Developing Self-Confidence in Early Childhood Education

　　Self-confidence is the certainty of one's own abilities and the belief that one can achieve one's chosen goals, which is a positive psychology and a manifestation of one's firm willpower to succeed. Young children from the family environment into the school environment, it is inevitable that the adaptation period of the environment is longer, at this time, teachers need to give young children love, so that young children can feel a family-like atmosphere, understand the pain and happiness of young children, trust and encourage young children, so that young children can be open to teachers and peers to communicate, and then educate young children to be brave enough to overcome the difficulties, and believe that they can do it, and cultivate young children's self-confidence.

　　1. in the experience of success in the enhancement of young children's self-confidence teachers in early childhood education will be subtle cultivation of young children's various abilities and necessary life skills skills, this time should be fully combined with the personality characteristics of young children, age stage to carry out for young children to master such as dancing, painting, paper-cutting, patting the ball, and other skills, the teacher should be fully praised and affirmed, so that young children to feel the pleasure of success, so that young children know that teachers The teacher should praise and recognize the children fully, so that they can feel the pleasure of success, and let them know that the teacher is very sure of them, so that the children's self-confidence will increase.

　　2. Teachers should adjust the expectations of young children in a timely manner in general, young children for a certain activity to participate in the success of the odds and their self-confidence is positively correlated, when young children can get a certain activity the odds of success is greater, its self-confidence is stronger, but also more expected to be able to obtain success; when young children feel that they can get the chance to obtain the success of a certain activity is small, its self-confidence is also weaker, the success of the activity 'expectations will be lower. Young children's psychological vulnerability, tolerance of success or failure of things is also lower, when encountering setbacks and difficulties, it is easy to choose to retreat, teachers in the cultivation of young children's self-confidence, we need to fully understand the different psychological conditions of young children, to help young children to regulate the expectations for success, for young children to set up their own actual situation in line with the expectations of success, so that young children can through their own efforts to achieve success.

　　3. Scientific guidance, objective evaluation, cultivate young children's self-confidence First of all, teachers should cultivate young children's spirit of frustration. People will always encounter difficulties and setbacks in life, it is impossible to be perfect, and it is impossible to be successful in everything. Teachers should teach young children to face the attitude of success and failure, help young children to correctly deal with the shortcomings and failures, let young children know that when they encounter difficulties, they should think of ways to solve them instead of relying on them or retreating from them, so that young children can have the good qualities of bravery, strength and boldness, and enhance the determination and confidence of young children to challenge difficulties and setbacks; secondly, help young children find and show their strengths, establish good peer relationships, and cultivate the spirit of frustration. Secondly, to help children find and show their strengths, establish good peer relationships and develop self-confidence. Every child has a special skill that others don't have. Some children are good at singing, some are good at dancing, and some are good at drawing, and they are very confident in what they are good at. Teachers should understand and grasp the children's strengths, and help the children to be successful in certain areas of activities, so that the children can build up their self-confidence and promote the children's development in other areas. For example, some children have average learning ability, but they like to socialize very much, they can easily integrate into the group, and they like to do things for the group. Teachers should pay attention to this characteristic, praise children from these aspects, enhance their self-confidence, and lead other children to learn from their strengths, develop children's ability to correctly socialize, and make children who do not like to socialize feel the warmth of their peers, and enhance their self-confidence.

　　4. Promote the advantages, weaken the shortcomings, enhance the self-confidence of young children every child has a very significant personality characteristics, teachers in the process of educating young children must be based on the actual characteristics of young children, the use of different educational methods, not to compare young children with each other, they should be good at discovering young children's strengths and strengths, weakening the shortcomings of young children, according to the different development trends of different young children, to guide young children to see their own flash and progress, and then build up self-confidence and actively pursue progress. According to the different developmental trends of different children, we should guide them to see their own shining points and progress, so that they can build up their self-confidence and actively pursue progress. For example, some children like to work very much, the teacher will arrange for them to be the duty student and help the teacher to serve other children, so that they will feel very much valued by the teacher and their labor is very valuable, and they will feel very happy and more motivated to work.

　　5. Strengthen communication and cooperation with parents to cultivate self-confidence in young children is not only the responsibility of kindergarten teachers, but also requires parents, teachers and society to work together. Parents are the first teachers in the life of young children, and their education is very important to the growth of young children. Parents should pay attention to the development of children's self-confidence, and teachers should also communicate with parents about their children's daily situation. For example, teachers can tell parents to encourage their children in family education, let them do more things with their hands and evaluate them objectively, and let them express their own views and opinions, so that they can praise and encourage their children's merits and strengths, and enhance their children's self-confidence.

　　Specific ways to develop self-confidence in young children

　　1. Suggestion: When a child is faced with a difficult problem, he or she may lose courage and think that he or she will not be able to do it. Teachers can use a positive tone of voice or recount past successes to suggest that they will be successful this time around.

　　2. independent method of young children's simple learning tasks or simple things in life, teachers should encourage them to complete alone and give praise, which will gradually enhance their confidence in learning and determination to do things well.

　　3. Demonstration method of young children's learning early imitation is very strong, through the adults will be able to do things through imitation, this time the teacher should also be given a look of approval. In daily activities, teachers should standardize their own words and actions, and become a role model for children to imitate.

　　4. Choice method With the emergence of consciousness, young children will gradually show some individual qualities. Teachers and parents should try to capture such information and guide it well. When faced with simple choices, the toddler should be given full autonomy to decide what clothes, shoes and socks to wear and where to play. This will help the toddler's sense of self-expression and self-affirmation to be strengthened simultaneously.

　　concluding remarks

　　The cultivation of self-confidence in young children is very important and has a great impact on their growth and development. According to the principle of "people-oriented", teachers and parents should coordinate and cooperate, communicate with each other, pay attention to the method, focus on the facts, focus on cultivation, and jointly accomplish the educational task of cultivating the self-confidence of young children. The education of young children's self-confidence can not be successful overnight, it is necessary for teachers and parents to start from the personal characteristics of young children, the specific problems they face in life, to guide young children to face success and failure correctly, to let young children actively participate in a variety of activities, so that they can enhance their courage and learn various skills in the activities, and give more encouragement and affirmation of the skills that young children have mastered, so as to make their self-confidence further strengthened. Early childhood education, as the basic stage of education in a person's life, plays a very important role in the growth and development of young children and the enhancement of comprehensive literacy. Early childhood teachers should pay attention to the education of children's overall quality development, inspire children's correct understanding of self-consciousness, and through positive affirmation of children's strengths, so that children can do things independently and experience a sense of success. Through joint education at home and abroad, children's self-confidence can be cultivated, so that they can maintain a positive attitude towards everything and a happy mood.

培养幼儿的心得体会 篇6

　　《幼儿园教育指导纲要(试行)》中明确指出：“要培养幼儿良好的饮食、睡眠、盥洗、排泄等生活习惯和生活自理能力。”，教育家陈鹤琴先生提出：“凡是儿童自己能做的，应当让他自己做”。

　　幼儿生活自理能力培养的研究，就是研究孩子在日常生活中照料自己生活的能力，它是一个人应具备的最基本的生活技能。包括自己穿脱衣服及鞋袜、收拾整理衣服、独立进餐、自己洗脸等。这就要求我们在学校教育和家庭教育中做到“孩子自己能做的事情自己做，自己不会的事情学着做，大人也可以帮着一起完成”。

　　在多年的教育实践中，我们发现在很多家长眼里，觉得他们的孩子太小，尽量帮助他们把所有的事情全部承包下来，尤其是爷爷奶奶带孩子的过程中，由于溺爱、怕出小状况、怕不卫生等，将孩子所有的事情全部包揽下来，觉得这样才是爱孩子。在这种环境中成长起来的'孩子，养成了饭来张口，衣来伸手的习惯，缺乏实践和锻炼，造成胆量小，自理能力差等。因此，我从孩子入园第一天起，就着手进行幼儿生活自理能力的培养，着重从为自己服务、吃饭、穿衣裤、分饼干、分牛奶、搬自己的凳子等方面进行教育。同时要求家长树立“孩子自己能做的事情自己做，自己不会的事情学着做，大人也可以帮着一起完成”的理念，组织亲子活动，提高孩子的动手能力。

　　实践证明，越是尽早进行生活自理能力培养，孩子的自理能力发展的越快，尤其是到中班以后，表现的最为明显。所以我觉得要尽早开始培养幼儿的生活自理能力。

Experience in Nurturing Young Children Part 6

　　The Outline of Guidance for Kindergarten Education (for trial implementation) clearly states: "It is necessary to cultivate good eating, sleeping, washing, defecating and other living habits and the ability to take care of oneself." Mr. Chen Heqin, an educator, puts it: "Whatever a child can do by himself, he should be allowed to do by himself."

　　The study of the development of self-care ability of young children is the study of a child's ability to take care of his/her own life in daily life, which is the most basic life skill that a person should possess. It is the most basic life skill that a person should have, including putting on and taking off clothes and shoes and socks by oneself, tidying up and organizing clothes, eating meals independently, and washing one's own face, and so on. This requires that in school education and family education, "children do what they can do themselves, learn to do what they cannot do, and adults can help them to do it together".

　　In many years of educational practice, we found that in the eyes of many parents, think their children are too small, try to help them to contract all the things, especially grandparents with children in the process of the child, due to spoiling, fear of small situations, fear of unhygienic, etc., the child all things, think that this is the love of the child. Children who grow up in this kind of environment have developed the habit of being fed and clothed, and lack of practice and exercise, resulting in small guts and poor self-care skills. Therefore, from the first day of the child's admission to the kindergarten, I started to cultivate the child's self-care ability, focusing on education in the areas of serving oneself, eating, putting on clothes and pants, distributing cookies, distributing milk, and moving one's own stool, etc. At the same time, I ask parents to set up a "child's self-care ability". At the same time, we ask parents to establish the concept of "children can do things by themselves, learn to do things they do not know how to do, and adults can also help to complete together", and organize parent-child activities to improve the children's hands-on ability.

　　It has been proved that the earlier the self-care ability is cultivated, the faster the child's self-care ability develops, especially after the middle class, the performance is most obvious. Therefore, I think it is necessary to start cultivating children's self-care ability as early as possible.

培养幼儿的心得体会 篇7

　　从儿童心理发展规律看，年龄越小越单纯，可塑性越强，越容易接受各种影响和教育，此时培养孩子的自我服务能力及习惯越易成功。同时，小班幼儿的基本动作已发展得比较自如，他们已能够掌握各种运用大肌肉的动作和某些运用小肌肉的精细动作，这为幼儿生活自理能力的培养奠定了基础，而且他们自身也产生了独立地进餐、盥洗、睡觉、穿脱衣服的愿望。这时，成人既不能撒手不管，也不能包办一切，而要针对他们的发展水平，提供必要的条件和机会，帮助他们实现生活自理能力的愿望。前苏联著名教育家苏霍姆林斯基也曾经指出：幼儿的智力发展应当同时体现在手指的操作、语言的表达和用脑的思考上，动手、动口与动脑三者之间有着息息相关的内在联系。从小给孩子一双灵巧的小手，是促进孩子思维发展、丰富其语汇、增强其自信心的基础和前提。我们不要荒废孩子双手上的智慧，要教给孩子一些实干、巧干的方法和技能，这是孩子学会生存、学会自主的起点。

　　幼儿生活自理能力的培养是一项系统工程，需要幼儿园、家庭、社会、幼儿的共同努力。在这个过程中，只有四者认识一致、态度一致、言行一致、行动一致，才会形成强大的教育合力。培养幼儿的'生活自理能力是一项艰巨而漫长的任务，“冰冻三尺非一日之寒。”幼儿生活自理能力的培养不是一下就能奏效的，这是一个漫长的过程。孩子还小，只要他自己能做，就要给他创造锻炼的机会，在此基础上，施以言传身教，辅以耐心细致，结合家园同心，只有这样，培养孩子生活自理能力才能成为现实。

Experiences in Nurturing Young Children Part 7

　　According to the law of children's psychological development, the younger the child, the simpler and more malleable he is, the easier he is to accept all kinds of influences and education, and the easier it is for him to succeed in cultivating his self-service ability and habits at this time. At the same time, the basic movements of small children have developed more freely, and they are able to master a variety of movements using large muscles and certain fine movements using small muscles, which lays the foundation for the cultivation of children's self-care ability, and they have also developed the desire to independently eat, wash, sleep, and get dressed and undressed. At this time, adults can neither leave them alone nor do everything for them, but should provide the necessary conditions and opportunities to help them realize their desire for self-care ability according to their level of development. Sukhomlinsky, a famous Soviet educator, once pointed out that the intellectual development of young children should be reflected in the operation of the fingers, language expression and thinking with the brain, hands, mouth and brain are closely related to the intrinsic connection between the three. Giving children a pair of dexterous hands from an early age is the basis and premise for promoting children's thinking development, enriching their vocabulary and enhancing their self-confidence. We should not waste the wisdom of the child's hands, to teach the child some practical, skillful methods and skills, which is the starting point for the child to learn to survive and learn to be independent.

　　The cultivation of young children's self-care ability is a systematic project that requires the joint efforts of kindergartens, families, society and young children. In this process, only when the four have the same understanding, the same attitude, the same words and the same actions will a strong educational synergy be formed. Cultivating young children's 'life self-care ability is a difficult and long task, "Three feet of ice is not cold in one day." The cultivation of young children's ability to take care of themselves is not something that can be done at once, it is a long process. The child is still small, as long as he can do it himself, we must give him the opportunity to create exercise, on this basis, to teach by example, supplemented by patience and meticulous, combined with home and family concentricity, only in this way, to cultivate the child's self-care ability to become a reality.

培养幼儿的心得体会 篇8

　　幼儿生活自理能力的培养不是一蹴而就的，需要长时间的反复练习。幼儿的生活自理能力是幼儿在生活中自己照料自己的生活，自我服务的能力，主要包括，自己穿脱衣服，鞋袜，洗手脸，刷牙，独立进餐，擦屁股等，但现在的大部分幼儿在入园前，依赖性强，生活自理能力差，不能很好的适应幼儿园的生活环境。

　　针对幼儿生活自理能力差的原因，开展有效的教育培养就显得极为重要：

　　原因一：家庭成员的包办代替，针对这一原因教师与家庭成员开展面对面的交流谈心，谈一谈培养幼儿生活自理能力对幼儿成长的重要性，达成共识，共同做好家园共育工作，在家中不要一味的包办代替，让幼儿自己动手，允许幼儿做得不好，不要急于求成，给幼儿一个慢慢学习的过程。

　　原因二：幼儿没有掌握生活自理能力的方法，如穿鞋，幼儿分不清左右，就谈不上穿对鞋了，缺少自理能力的技巧，就是想做也做不好，我们教师针对幼儿一日生活的各个环节，把自理能力的方法融入到教学活动中的儿歌、故事、户外游戏活动中。举例子，把幼儿能看懂的，洗手流程图贴在墙上，让幼儿边看边洗，幼儿之间边说边做，轻松愉快的接受。只有掌握了方法，才能解决问题。

　　家长的包办代替，使孩子形成一种错误认识：自己不愿意干的事情，父母会帮着干，于是我们看到的是孩子在等待，等我们帮他们做掉各种本应他们自己做的事情。为此，我们选取了儿歌、故事等，帮助幼儿充分理解作品内涵，通过作品中角色的行为，使幼儿受到感染、教育。让幼儿知道自己的事情要自己做，培养幼儿自理的意识。班级里还逐步的开展了很多有关自理能力的活动，如“我长大了，我是能干的好娃娃，我会自己来……等等活动和各种自理能力的竞赛，激发幼儿的上进心，培养幼儿的自信心。

　　并针对幼儿的差异，开展落差式的培养幼儿生活自理能力，幼儿之间存在明显的差异，针对幼儿的差异，相对提高要求水平，或者降低要求水平，让幼儿循序渐进，从简到繁，从易到难，逐步提高要求，来积极培养幼儿的兴致，以免挫伤幼儿的自信心。

　　一、加强练习，提高自信

　　1.反复强化训练。在幼儿的一日生活中教师要加强指导。要做到前有要求，后有小结，指导、监督幼儿的自理行为，使其形成习惯。

　　2.游戏中练习。在日常生活中的小游戏中加强幼儿自我能力技能的训练。例如，在饭后活动中，教师安排幼儿进行系扣子小活动。使幼儿既学习系扣子又发展了幼儿手部肌肉的灵活性。或者组织幼儿进行穿衣比赛，虽然年龄小但是都很努力的自己去穿，生怕让别的小朋友笑话。

　　二、家园配合，共同培养

　　我们秉承陶行知先生的.大教育观——“生活即教育”、“社会即学校”。纲要也指出：“家庭是幼儿园的合作伙伴。”要培养幼儿良好的生活自理能力，家长们必须端正教育观念，这样才能促进幼儿的发展进步。虽然幼儿园里进行了一系列活动，但只靠幼儿园的培养是远远不够的，在生活习惯培养方面家庭也起很大的作用。如果缺少家长的支持那么一百减一等于零。所以在培养幼儿自理能力的过程中，幼儿园应及时做好家园沟通，著名教育家陈鹤琴指出：“良好习惯之养成与否，家庭教育应负重要的责任。”我利用家长会和家园联系栏向家长宣传了培养幼儿良好生活习惯的重要性，幼儿园的培养目标、介绍幼儿园的生活作息制度，介绍了生活习惯培养的要求、内容、方法，培养自理能力的益处等。使家长了解、认可并积极配合幼儿自理能力的培养，这会取得事半功倍的效果的。

　　总之，幼儿生活自理能力的培养不是一朝一夕就能完成的，这是一个漫长的过程。让我们放开关爱的双手，不断地为他们创造锻炼的机会与条件，使他们不断的学习与提高自我服务能力。

Experiences in Nurturing Young Children Part 8

　　The development of young children's self-care ability cannot be achieved overnight, but requires repeated practice over a long period of time. Young children's self-care ability is their ability to take care of their own life and self-service, which mainly includes putting on and taking off clothes, shoes and socks by themselves, washing their face, brushing their teeth, eating independently, wiping their buttocks and so on. However, most of the young children nowadays have strong dependence before entering kindergarten, and their self-care ability is poor, which makes them unable to adapt to the kindergarten's living environment well.

　　It is extremely important to develop effective education and training to address the causes of young children's poor self-care skills:

　　Reason 1: the family members of the replacement, for this reason teachers and family members to carry out face-to-face exchanges talk about the importance of cultivating young children's self-care ability on the growth of young children, to reach a consensus, and do a good job of home and family co-education work, do not just do it at home, so that young children to do it by themselves, allowing young children to do not do well, do not rush, to give young children a slow process of learning.

　　Reason 2: Children do not master the method of self-care ability, such as wearing shoes, children can not distinguish between left and right, can not talk about wearing the right shoes, the lack of self-care skills, that is, want to do not do well, our teachers for the children's day-to-day life of the various aspects of the self-care ability of the method into the teaching activities of children's songs, stories, outdoor games and activities. For example, the children can understand, hand-washing flow charts posted on the wall, so that the children watch while washing, children talk to each other while doing, easy and pleasant to accept. Only by mastering the method can we solve the problem.

　　Parental substitution makes children form a wrong understanding that their parents will help them to do things they don't want to do, so what we see is that children are waiting for us to help them to do all kinds of things that they should do by themselves. For this reason, we have selected children's songs and stories to help children fully understand the connotation of the work, and through the behavior of the characters in the work, the children are infected and educated. Let the children know that they should do things by themselves and cultivate their sense of self-care. The class has also gradually carried out many activities related to self-care ability, such as "I've grown up, I'm a capable doll, I can do it by myself ...... and other activities and various self-care competitions, to stimulate the children's motivation and cultivate the children's self-confidence.

　　And for the differences in young children, to carry out the fall in the development of young children's self-care ability in life, there are obvious differences between young children, for the differences in young children, relatively raise the level of requirements, or lower the level of requirements for young children, so that young children step by step, from the simple to the complex, from the simple to the difficult, and gradually raise the requirements to actively cultivate young children's interest, so as not to frustrate the self-confidence of young children.

　　I. Strengthening practice and improving self-confidence

　　1. Repeated and intensive training. Teachers should strengthen guidance in the day-to-day life of young children. There should be requirements before and summaries after, to guide and supervise children's self-care behavior and make them form habits.

　　2. Practice in games. Strengthen the training of children's self-competence skills in small games in daily life. For example, in the after-dinner activities, the teacher arranges the children to carry out a small activity of fastening buttons. So that children not only learn to fasten buttons but also develop the flexibility of hand muscles. Or organize the children to wear clothes competition, although the age of the children, but they are very hard to put on their own, afraid of letting other children laugh.

　　Second, home and family cooperation, joint cultivation

　　We follow Mr. Tao Xingzhi's . The Great View of Education - "Life is Education" and "Society is School". The program also points out that "the family is a partner of the kindergarten." In order to cultivate good self-care ability of young children, parents must correct the concept of education, so as to promote the development and progress of young children. Although a series of activities are carried out in kindergartens, it is not enough to rely only on kindergarten training, and the family also plays a big role in the development of living habits. Without parental support, one hundred minus one equals zero. Therefore, in the process of cultivating children's self-care ability, the kindergarten should do a good job of timely communication between home and family, the famous educator Chen Heqin pointed out that: "the family education should be responsible for the formation of good habits or not." I used the parents' meeting and the home contact column to publicize the importance of cultivating good living habits of young children, the kindergarten's cultivation goal, introducing the kindergarten's living and working system, introducing the requirements, contents, methods of cultivating living habits, and the benefits of cultivating self-care ability. Parents understand, recognize and actively cooperate with the development of self-care ability of children, which will achieve twice the result with half the effort.

　　In conclusion, the cultivation of young children's self-care ability cannot be accomplished overnight, it is a long process. Let's let go of our caring hands and keep creating opportunities and conditions for them to exercise, so that they can continuously learn and improve their self-service ability.

结语： 在培养幼儿的旅程中，我深刻体会到，每个孩子都是独特的个体，他们拥有无限的潜能和潜力等待我们去挖掘。通过与孩子们的互动，我学会了耐心倾听、细心观察，并始终以积极的态度面对每一个挑战。我明白了，作为教育者，我们不仅是知识的传递者，更是孩子们成长道路上的引路人。这份经历不仅让我更加热爱教育事业，也使我对如何更好地培养下一代有了更深刻的认识。我相信，只要我们用心去爱、去教育，每一个孩子都能绽放出属于自己的光彩。

Conclusion: In my journey of nurturing young children, I have come to realize that every child is a unique individual with unlimited potential and potential waiting to be tapped. Through my interactions with children, I have learned to listen patiently, observe carefully, and always face every challenge with a positive attitude. I realized that as educators, we are not only the transmitters of knowledge, but also the guides on the children's path of growth. This experience has not only made me more passionate about education, but also given me a deeper understanding of how to better nurture the next generation. I believe that as long as we love and educate with all our heart, every child will be able to blossom with his or her own luster.