Children observation record
幼儿观察记录
观察地点(Place): 教室（Classroom）
(Name):
部分幼儿
Observation and analysis
虽然案例中四名幼儿都不愿意整理玩具，但从他们的回答中可以看出他们都已经知道“拿玩具的人负责送玩具”这一规则，而拿玩具的幼儿在老师的提醒下也去整理玩具了。尽管还没养成主动整理玩具的习惯，但幼儿都知道规则的存在，没有发生哄抢，也都把自己玩的玩具放进了篮子里。
Although the four children in our analysis are unwilling to organize toys, it can be seen from their answers that they all already know the rule that “the person who takes the toy is responsible for the toy and responsible to put it back”, and the child who takes the toy is reminded by the teacher to put it back. Although they have not yet developed the habit of actively organizing toys, young children are aware of the existence of rules and no looting has occurred. They have put their toys in the basket.
观察过程
Observation process
“请小朋友把玩具收好！”老师的话音刚落，益智区的几名小朋友纷纷把手中的玩具整理好放在盒子里，然后都搬椅子走了。我看到玩具盒子还放在桌子上，就问：“这一小组的小朋友为什么没有收玩具呢？”这时，小a停下来说：“不是我拿的。”另外也有两名幼儿跟着说：“也不是我拿的。”小b说，“也不是我拿的，是小c拿的。”听到小b的话后，小c慢慢吞吞地放下椅子走到桌子前，搬走了盒子。
“Please keep the toys away!” As soon as the teacher said, several children in the puzzle area arranged their toys and put them in the boxes, and then all moved their chairs away. When I saw the toy box still on the table, I asked: “Why don’t the children in this group collect toys?” At this time, Xiao A stopped and said, “I didn’t take it.” Two young children followed: “I didn’t take it either.” Xiao B said, “I didn’t take it, it was Xiao C.” After hearing Xiao B’s words, Xiao C slowly put down his chair and walked to the table and moved away the box.
措 施
Measures
在教育幼儿时描述事情本身。“孩子们，地上怎么还有这么多玩具宝宝没有回家呀，我们想想办法好吗？”这样，孩子的注意力就集中在了散落在地的玩具上，引起他下一步的思考。如果换做成责备，那么孩子必然首先想到的是逃避惩罚。
Describe the matter itself when educating young children. “Children, why are there so many toys on the ground that haven’t come home? In this way, the child’s attention is focused on the toys on the ground, causing him to think about the next step. If it is replaced by blame, then the child must first think of evading punishment.
给孩子指出正确的信息。“你看，玩具都掉落在地上，没有人送它们回家，它们一定很伤吧？”“如果把玩具宝宝送回家，它们一定还愿意和你做朋友！”这样的信息能启发孩子思考事情的后果以及解决问题的方向，而且都是与他密切相关，使他不得不意识到，这件事情是我应该做的。
Point out the correct information to the child. “Look, the toys are all falling on the ground. No one will send them home. Are they be very sad?” “If you send your baby toys home, they will still be willing to be friends with you!” Such messages can inspire children. Thinking about the consequences of things and the direction of solving the problem, and they are closely related to him, so that he has to realize that this matter is what I should do.
说出感受。如：“老师看到地上乱糟糟的玩具很不太舒服。如果你能把它收拾整齐，我会特别高兴！“教师坦诚说出自己的感受，容易让孩子理解和接受，从而产生共情，进而促使行为的改变。
Tell your feelings. For example: “The teacher is very uncomfortable to see the messy toys on the ground. If you can tidy it up, I will be very happy!” The teacher frankly talks about his feelings, which is easy for the children to understand and accept, thus creating empathy, and then Promote changes in behavior.
利用图示、环境和一些材料起到指示与指导的作用，代替教师唠叨督促，更能显出孩子的主动性。如开展社会领域主题活动“玩具找朋友”。
Use illustrations, environment and some materials to play the role of instruction and guidance, instead of the teacher’s nagging and supervising, it can show the child’s initiative. Such as launching the theme activity “toy find friends” in the playground.
让孩子自主选择。自主选择一项任务，更容易激发幼儿参与的愿望。适当的帮助与竞赛形式符合孩子的年龄特点。“比比看，哪位小朋友收拾玩具又快又整齐？”
Let children choose independently. Choosing a task on your own will make it easier to stimulate children’s desire to participate. Appropriate help and competition forms are in line with the age characteristics of the child. “Look at Bibi, which kid tidy up the toys quickly and neatly?”
反 思
OReflection
“随着经济的发展和家长的重视，孩子拥有的玩具越来越多，却忽视了教育孩子如何整理玩具这件事本身。家长认为孩子年龄小、能力差，样样事情都代为包办，导致部分幼儿在入园前完全没有整理玩具的意识。入园后，需要老师及时提醒才能把玩具收好，回到家还是不会整理玩具。有的孩子甚至看着别人整理自己却无动于衷，对掉在地上的玩具也视而不见。针对幼儿不懂得爱惜、保管和整理玩具，老师和家长首先要改变自己的观念，放手让孩子去整理。同时要利用榜样的作用，运用丰富的形式，让幼儿养成主动整理玩具的习惯。
With the development of the economy and the attention of parents, children have more and more toys, but they have neglected to teach children how to organize them. Parents believe that their children are young and poor in ability, and everything is done on their behalf, causing some children to have no sense of tidying up toys before entering the kindergarten.
After entering the kindergarten, the teacher needs prompt reminders to put the toys away, and they still won’t organize the toys when they return home. Some children were indifferent even watching others tidy up themselves, and turned a blind eye to toys that fell on the floor.
For children who don’t know how to cherish, keep and organize toys, teachers and parents must first change their ideas and let the children organize them. At the same time, we must use the role of role models and use rich forms to let children develop the habit of actively organizing toys.
此外，我们在教育幼儿时，要深刻意识到，幼儿的思维水平、认知特点、动作熟练程度等都与成人有很大的差别。我们不能以成人的标准来要求他们。当我们宽容地接纳孩子的表现，耐心洞察和理解孩子的心理，才能为后面的交流沟通达成一致，做好铺垫。
In addition, when we are educating children, we must be deeply aware that children’s thinking level, cognitive characteristics, and motor proficiency are very different from adults. We cannot demand them by adult standards. Only when we tolerantly accept the child’s performance and patiently observe and understand the child’s psychology can we reach agreement and pave the way for subsequent communication.
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