声声问候 温暖冬日——世界问候日美育教育

WORLD GREETING DAY

1、“你认为什么是问候？”

问候就是看见老师说：您好！看见好朋友说：你好！问候就是给妈妈一个亲亲，问候就是抱一下还有握握手。

2、“你喜欢什么样的问候方式呢？”

“我喜欢碰拳”

“我喜欢拥抱”

“我喜欢拉拉手”

在这场有关问候的谈话中，孩子们对“问候”的理解，从仅仅是见面说“你好”，到懂得“问候”是一种表达、一种礼貌、一种仪式。

1.”What do we mean by greeting?”

Greeting is to see the teacher and say: Hello! See a good friend say: hello! A greeting is a kiss for mom. A greeting is a hug and a handshake.

2.”What kind of greeting do you prefer?”

“I love fist bumps.”

“I love hugs.”

“I like to pull my hands.”

In this conversation about greetings, children’s understanding of “greetings” goes from just saying “hello” to understanding that “greetings” is an expression, a courtesy, and a ritual.

世界问候日对于每个人来说，都应该成为一个温暖的日子。为了让孩子体验问候所带来的关爱和温暖，中班的老师带孩子们了解了问候日的由来，知道了中国人见面的问候方式，比如：笑脸、拥抱、握手。还了解了不同国家的问候礼仪，比如：鞠躬、碰鼻子、双手合十等，在活动之余，孩子们纷纷效仿起各种不同的问候礼仪。

1. 新西兰毛利人喜欢碰鼻子行礼

2. 泰国人习惯合掌躬首相互向对方致礼，问候“莎瓦迪卡”

3. 法国人亲朋好友见面通常会互相用脸颊碰一下。

World Greetings Day should be a warm day for everyone. In order to let the children experience the care and warmth brought by greetings, the teachers of the middle class took the children to understand the origin of greetings Day and know the Chinese greeting ways, such as smiling faces, hugging, and shaking hands. Also understand the greeting etiquette of different countries, such as bowing, touching the nose, clasping the hands, etc., in the rest of the activity, the children have copied a variety of different greeting etiquette.

• The Maori people of New Zealand like to touch their noses

• Thai people are used to bowing their heads together to greet each other and greet “Shavadika”

• French people usually touch each other on the cheek when they meet friends and relatives.

老师还带着小朋友们一起外出“大观园”开展研学活动，学习了中国古代礼仪。中华民族是一个有着悠久历史的“礼仪之邦”，我们的祖先历来注重文明礼貌教育。老师们以教学活动、游戏活动为载体，让幼儿从不同的年代和不同的国家认识了不同的文明礼仪。

The teacher also took the children out to “Grand View Garden” to carry out research activities and learn ancient Chinese etiquette. The Chinese nation is a “state of etiquette” with a long history. Our ancestors have always paid attention to the education of civility. Teachers use teaching activities and game activities as the carrier, so that children from different ages and different countries to know different civilized etiquette.

小班的教室里，孩子们正随着歌曲舞动，玩起了找朋友的游戏，向朋友传达了浓浓的问候情。游戏结束后又玩起了传声筒，传声筒游戏让孩子们明白：即使相隔再远也要向家人进行亲切地问候。

In the small class classroom, the children are dancing to a song, playing the game of finding friends, and conveying the thick greetings to their friends. After the game, they played a microphone, and the microphone game made the children understand that they should greet their families affectionately even if they are far away.

在传递问候的过程中，孩子们不仅学会了与人交往时应该使用的问候语，也学会了如何树立伙伴意识以及如何更好地融入集体生活。

In the process of passing on greetings, children not only learn the greetings they should use when interacting with others, but also learn how to establish a sense of partnership and how to better integrate into group life.

一句简单的问候，一声甜甜的祝福，一个淡淡的微笑，都能给人带来温暖和感动。大班的小朋友以“让问候成为一种习惯”为主题进行国旗下讲话，倡议老师、小朋友们一起加入到传递幸福和爱的行列中。

A simple greeting, a sweet blessing, a light smile can bring warmth and affection to people. The children in the big class made a speech under the flag with the theme of “Let greetings become a habit”, and proposed that the teachers and children join in the ranks of passing happiness and love.

《幼儿园3-6岁儿童学习与发展指南》 中提出：3-6岁幼儿处于语言发展的关键期，口语交流能力的培养是幼儿语言学习的重中之重。良好的倾听习惯的养成是从学前阶段开始的，因此就幼儿语言学习和发展而言，倾听是不可缺失的一种行为能力。《指南》“倾听与表达”目标中表示：要求幼儿在语言学习与发展中学会有意识的倾听别人所说的话，分析性的倾听交流的信息，同时形成理解性的倾听语言能力。

In the Guide to Learning and Development for Children aged 3-6 in Kindergarten, it is proposed that children aged 3-6 are in the critical period of language development, and the cultivation of oral communication ability is the most important thing in children’s language learning. The formation of good listening habits starts from the preschool stage, so listening is an indispensable behavioral ability in terms of children’s language learning and development. According to the “Listening and Expression” goal of the Guide, children are required to learn to consciously listen to what others say, listen analytically to communication information, and form the ability to understand listening language in language learning and development.  

那么为什么要倾听儿童呢？

因为我们每个人都是有思想的独立个体，每个人都应该被看见、被理解。而没有倾听，就谈不上理解，没有倾听，就谈不上尊重。

So why listen to children?

Because each of us is a thinking individual, each of us deserves to be seen and understood. Without listening, there is no understanding, and without listening, there is no respect.

当孩子拿着一幅画兴高采烈地说：“妈妈，你看”时，我们是认真观察他的作品后和他一起讨论作品内容，还是暗示他应该用更多的颜色作画？

When a child holds a painting and says happily, “Mom, look,” do we look at it carefully and discuss the content with him, or do we suggest that he should paint with more colors?

当孩子因为被抢玩具而着急打了其他小朋友，并且哭闹的时候，我们是直接告诉他“不能打人”“哭闹没用”，还是有察觉到他此刻心中的委屈与无助？

When the child is worried about hitting other children because of the toy being robbed, and crying, do we directly tell him that “you can’t hit” and “crying is useless”, or do we notice the grievance and helplessness in his heart at this moment?

当孩子观察天空后向我们问道：“为什么天空是蓝色？”我们有没有捕捉到刺客孩子正对这片浩瀚天空的专注与好奇？有没有可能，这个孩子心中已经有了无数个答案–“会不会是奥特曼打翻了蓝色颜料盘呢？”面对这些，我们会一笑而过，还是认真去听他的想法、他的表达？

When children look at the sky and ask us, “Why is the sky blue?” Have we captured the attention and curiosity of the assassin children in this vast sky? Could it be that the child already had a million answers in his mind – “Could Ultraman have knocked over the blue paint tray?” In the face of these, will we laugh it off, or seriously listen to his ideas, his expression?

孩子的表达每时每刻存在，所以倾听也应该每时每刻存在，它可以成为我们成人理解儿童的抓手，但不应该成为某一固定环节、某一种一定需要书面表达出来的任务。当我们静下心来去倾听孩子的声音，我们便能更好的理解孩子。

Children’s expression exists all the time, so listening should also exist all the time, it can become our adults to understand children’s grasp, but should not become a fixed link, a certain need to write out the task. When we calm down and listen to our children, we can understand them better.

所以，“倾听”不是“听到”和“记录”，而是“听懂”和“尊重”。站在成人的角度，当倾听孩子时，要对孩子说的话保持信心，因为当孩子感觉到自己被倾听时，他们就会继续提问并分享能够反映其体验的信息和感受，同时在这个过程中，不需要给孩子过多的信息，坚持就事论事的原则，我们需要通过观察和倾听来判断他们何时获得了当下所需要的信息。当孩子感到自己被倾听和回应，就会继续觉得他们能与我们一起讨论自己的思想、观点和感受。

Therefore, “listening” is not “hearing” and “recording”, but “understanding” and “respecting”. From an adult’s point of view, when listening to a child, be confident in what the child is saying, because when the child feels that they are being heard, they will continue to ask questions and share information and feelings that reflect their experience, and in this process, do not need to give the child too much information, adhere to the principle of the case. We need to watch and listen to determine when they are getting the information they need in the moment. When children feel heard and responded to, they will continue to feel that they can discuss their thoughts, opinions and feelings with us.

那“理解”什么呢？

理解孩子的语言与行为。

孩子的行为与语言背后反应了孩子的内心世界，不要急于指责或者定义孩子的行为，针对原因去包容去理解后，进行教育。孩子是需要我们成人引导教育的，并且是积极的回应与引导，这点非常重要。

And “understand” what?

Understand your child’s language and behavior.

The child’s behavior and language reflect the inner world of the child, do not rush to blame or define the child’s behavior, according to the reasons to tolerate and understand, and then carry out education. Children need our adult guidance education, and is a positive response and guidance, this is very important.