幼儿园分离焦虑培训心得体会3篇幼儿园分离焦虑培训心得体会 小说月刊旧味161小说月刊■文/阿依努尔·阿不力孜每年到幼儿进入幼儿学习时,我们幼儿教师都会亲身体会到幼儿园里热闹的景象下面是小编为大家整理的幼儿园分离焦虑培训心得体会3篇,供大家参考。
论新入园小班幼儿分离焦虑及其对策
Admission of New Separation Anxiety Young Children in Small Classes and Countermeasures
院
系
教育科学系 专
业 学前教育 班
级 2006 级 姓
名
学
号 200613402143 指导教师单位 教育科学系 指导教师姓名
指导教师职称 副教授
论新入园小班幼儿分离焦虑及其对策 教育科学系
摘要 在幼儿园开学之初, 新入园的小班幼儿正处在从家庭到幼儿园的适应、 过渡阶段,幼儿总会有哭闹的现象, 这是幼儿分离焦虑的一种信号。
当幼儿出现分离的时候, 如果得不到及时有效的处理, 就会严重影响幼儿的健康成长。
怎样缓解幼儿的分离焦虑、安定幼儿的情绪成为这一时期幼儿园教师工作的主要任务。
本文通过收集和整理了大量的有关资料, 研究了新入园小班幼儿分离焦虑的表现和危害, 总结出影响幼儿分离焦虑的多种因素, 并针对这些因素提出了消除新入园小班幼儿分离焦虑的对策。
关键词:
幼儿, 新入园, 分离焦虑, 对策
The Anxiety of Separation of Young Children in Kindergarten and Strategies Pre-2006 Huang Si -Juan Instructor Huang Jun-guan Abstract At the beginning of a term in kindergarten, children are in the period to adapt to the transition phase of nursery separating from the family. There is always a phenomenon of crying, which is a signal of separation anxiety. If there are no any timely and effective actions, it will seriously affect the healthy growth of children when separation occurs. It becomes main task for teachers in kindergarten to reduce the children’ separation anxiety and stabilize their emotions during this period. This paper researches the performance of separation anxiety and its disadvantages by collecting and sorting out a lot of relevant information. The paper also analyzes the factors which affect children’s separation anxiety. The author brings up some suggestions on how to eliminate young children’s separation anxiety.
Key words:
Children, new admission, separation anxiety, countermeasures
目录 一 分离焦虑表现及危害 ····································································································· 1 (一)
分离焦虑概念的界定 ························································································ 1 (二)
分离焦虑的表现 ································································································ 1 (三)
分离焦虑的危害 ································································································ 3 1 过度的分离焦虑引发幼儿身体的各种疾病 ····················································· 3 2 过度的分离焦虑阻碍幼儿智力的正常发展 ····················································· 3 3 过度的分离焦虑阻碍幼儿心理的健康成长 ····················································· 3 二 幼儿分离焦虑产生的原因 ····························································································· 3 (一)
家庭因素 ············································································································ 3 1 家长对孩子的过度溺爱, 导致孩子的独立性差 ············································· 3 2 家庭环境封闭, 使孩子缺乏交往的经验 ························································· 3 3 家长不正确的入园观, 加重幼儿的分离焦虑 ················································· 4 (二)
幼儿园因素 ········································································································ 4 1 幼儿对幼儿园环境产生的陌生感, 引发幼儿的分离焦虑感 ························· 4 2 教师教育方法的不正确运用, 加重幼儿的分离焦虑 ····································· 5 3 幼儿园入园体制不完善, 导致幼儿分离焦虑的产生 ····································· 5 (三)
家园缺乏交流合作 ···························································································· 5 1 家长对幼儿园和孩子的不了解, 使幼儿的分离焦虑得不到有效缓解 ········· 5 2 幼儿园和家长缺乏交流, 导致幼儿的分离焦虑得不到有效的消除 ············· 6 三 消除新入园小班幼儿分离焦虑的对策 ········································································· 6 (一)
家长做好入园前的准备, 有利于幼儿尽快的适应幼儿园生活 ···················· 6 1 培养幼儿良好的生活习惯, 提高幼儿的独立生活能力 ································· 6 2 扩大幼儿的人际交往圈, 增强幼儿人际交往的能力 ····································· 7 3 树立正确的入园观, 做好幼儿入园的心理准备 ············································· 7 (二)充分发挥幼儿园的积极作用, 缓解幼儿的分离焦虑 ········································· 8 1 创设良好的环境, 让幼儿尽快适应幼儿园生活 ············································· 8 2 教师运用有效的教育方法, 有利于缓解幼儿的分离焦虑 ····························· 9 3 完善幼儿园入园体制, 短期内延迟幼儿与父母分离的时间 ·························· 9
(三)
加强家园交流合作, 缩短幼儿的分离焦虑 ·················································· 10 1 老师主动加强与家长交流, 全面了解幼儿的习惯和爱好 ··························· 10 2 家长积极配合幼儿园的工作, 有效缓解幼儿的分离焦虑 ··························· 10 3 家园携手, 提前让幼儿感受到上幼儿园的乐趣 ··········································· 10 结束语 ································································································································· 11 致谢 ····································································································································· 11 参考文献 ····························································································································· 11
玉林师范学院本科生毕业论文 1 一 分离焦虑表现及危害 (一)
分离焦虑概念的界定 幼儿分离幼儿园开学之初, 新入园的幼儿总会有哭闹的现象, 这是幼儿分离焦虑的一种信号, 这种分离焦虑在新入园的小班幼儿中表现的特别明显。《特殊教育辞典》 将分离焦虑定义为儿童焦虑症的一种, 是指儿童与其依恋对象(通常是母亲)分离时所表现的强烈不安和丧失感[1]。
而在《百科全书》 中, 分离焦虑是指儿童与他所依附的人或最初照顾他的人分离时所表现出来的焦虑情绪[2]。
综上所述, 本文研究的分离焦虑是指 2 岁半到 4 岁的幼儿第一次长时间地与主要抚养者分离, 离开家庭进入到幼儿园小班进行游戏、 生活时所表现出的紧张、 不安、 恐惧等正常的焦虑情绪, 具体表现为大声哭、 哭泣、 依恋老师、 依恋自带物、 默坐、 不正常进餐及不正常午睡等等。
这本是一种正常心理反应, 但是若过度恐惧和紧张不安, 持续时间过久, 则可能是神经症。
过渡的分离焦虑会影响幼儿的健康成长。
焦虑表现的形式是多种多样的。
有些幼儿会以比较冲动的方式表现分离焦虑,有些却表现的比较平静, 有些幼儿同一时间主要以一种方式表现自己内心的焦虑,而有些幼儿可能同时伴有几种表现, 或者几种表现交替出现。
(二)
分离焦虑的表现 一个新学期的开始, 对那些新入园的小班幼儿来讲, 哭闹成为了最常见的现象。他们有的在家就表现出依依不舍, 离开家就一路哭闹; 有的家长一离开就哇哇大哭;有的看到同伴的哭闹, 也不住的抽泣; 还有的寻求老师、 保育员, 依偎在他们的身边, 这种情景在幼儿新入园的时候是非常常见的。
研究证实:
“新入园时孩子的哭闹, 是幼儿分离焦虑出现的一种信号, 这是孩子对所依恋的人和环境消失的敏感性反应。” 有的孩子会以冲动的方式表现自己, 如踢打、 喊叫等, 也有的孩子在潜意识中建立自己防御手段, 一般表现为固执、 压抑。
这就是孩子分离焦虑的一般表现,专家把这一时期称之为“孩子的第二断奶期”。
根据对已有“分离焦虑” 内涵的解析——主要是与父母分离或与所爱和依赖的人分离或面临分离的威胁等情况下, 表现出的一系列恐惧、 焦虑紧张和不安的情绪反应[3]。
参考楼必生等人 1987 年进行的“14-24 个月幼儿入所时情绪变化的调查”中将幼儿的情绪和行为表现分为:
啼哭、 跟人、 乱跑、 拒睡、 拒吃、 侵犯、 呆坐、
黄斯娟
论新入园小班幼儿分离焦虑及其对策 2 依物、 随地大小便共 9 项[4]。
结合研究者在以往实践中的观察及本人对新入园小班幼儿分离焦虑的观察, 发现新入园小班幼儿分离焦虑的这些恐惧、 紧张、 不安情绪是以一些具体的言行表现出来的。
本文将小班幼儿新入园分离焦虑的具体的言行进行归纳分类如下:
1、 独自游戏:
极少出现哭、 闹等行为, 正常进餐及午休, 偶尔参与教师组织的活动大部分时间独自一人在一个角落玩耍, 对外界环境很少关注。
2、 默坐:
把椅子搬到人不多的地方坐着或者坐着时面向无人或人少的方向,不参与活动, 不关注他人活动, 也不发出声音, 眼睛望向某一方向(主要是门口及窗口的方向)。
3、 自言自语:
多次重复同一个句子且出现的时间、 情境不定。
4、 依恋自带物:
主要是对自己从家中带来的物品(玩具、 书包、 书籍、 水杯、照片等特别依恋, 长时间地将这些物品背在身上、 抱在怀里、 挽在手臂上、 抓在手里或紧贴着自己放着。
5、 依恋老师:
特别依恋某位老师, 要牵老师的手、 衣角、 裤子等, 老师走到哪里跟到哪里, 要求坐在老师旁边, 要老师喂饭或陪着午睡等。
6、 哭泣:
哭的声音很轻或几乎听不到, 不影响他人, 伴...
教学目的:
1、看课件展示,帮助家长了解什么是"幼儿入园分离焦虑"2、学适合方法,指导家长正确对待"幼儿入园分离焦虑"教学重点:
指导家长正确对待"幼儿分离焦虑"教学准备:
幻灯 ppt 教学方法:
谈话法、图示法、观察法教学过程:
1、谈话导入:
又到了一年一度的开园时,这是一个令人既高兴又痛苦的时期,高兴的是我们的孩子长大了,痛苦的是孩子的苦恼让我们坐立不安。如何正确看待并解决这一难题呢?首先请看一个短片。
2、课件展示(1)什么是"幼儿分离焦虑"(2)"幼儿分离焦虑"的具体表现、产生原因(3)家长面对"幼儿分离焦虑"的正确做法
3、看后谈感想:
我会怎样做帮助孩子顺利度过"分离焦虑期"
4、自然结束作业:
回家查阅关于"幼儿分离焦虑"的内容,丰富知识前期情况:
前期与家长的交谈让我们感觉到部分家长对幼儿园了解不多,不丰富,缺乏与教师的有效沟通,我们有必要开展一次家长课程,帮助家长打消顾虑。
实施情况:
开学后,我们明显感到家长是按照正确的做法在教育孩子,以身作则,用积极的语言引导孩子,我们教师很欣慰,课程目的达到了。
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