Action Research On Preschool Teachers' Use Of Reward Strategies From The Perspective Of Care

In the day-to-day life of kindergartens,rewards are an educational method commonly used by kindergarten teachers.Rewards can stimulate the growth of young children and can strengthen and consolidate the good behaviors of young children.Relevant research shows that preschool teachers can increase the probability of reward behaviors,so that children can get positive emotional experience.At the same time,they can set a role model for other children to improve their behavior and develop in a good direction.In recent years,with the emphasis on preschool education,more and more attention has been paid to the overall development of young children,especially the promotion of the use of positive education to promote the development of young children.For example,Appreciation Education requires teachers to appreciate children in kindergartens,and to affirm and praise children's behaviors,so as to give full play to the positive functions of rewards,which will help children's physical and mental health.This study focuses on the action research method,and supplements the observation method and interview method to study the reward strategy of the kindergarten teachers.By analyzing and arranging the relevant research results of rewards and reward strategies,the researchers have developed relevant strategies for cooperative teachers based on the common problems in teacher rewards,that is,rewards in the perspective of care are rewards under the human nature that respect individual differences.The rewards under the context of emotional experience are rewards under the teacher's practice of care,and the rewards under the care relationship.The entire process of action research is divided into three phases.The first step: the reward strategy from the perspective of care highlights the pertinence of reward behavior.In this stage of research,from the perspective of care,rewards are implemented for group activities,group activities,and individual activities of young children.According to the performance of the first stage children and the feedback of the teachers,the second stage strategy is formulated.The second step: the reward strategy under the perspective of care strengthens the context of reward behavior,paysattention to the emotional and contextual nature of the reward strategy,explores flexible and diverse forms of reward,and walks out the “weak” misunderstanding of the reward form.According to the results of the implementation of the first two activities,the implementation of the reward strategy is inseparable from the participation of parents,and based on this problem,the third stage strategy is formulated.The third step: the reward strategy under the perspective of care promotes the consistency of reward behavior.At this stage,we will actively communicate with parents before the children,do a good job in parenting,pay attention to the family's concept of reward and punishment for children,jointly promote the development of children's good behavior habits and cultivate the formation of children's good personality.After the implementation of this action study,according to the performance of young children and interviews with teachers,these reward strategies have played a certain role in the development of children's behavioral habits and personality,and the reward strategies for cooperative teachers and other teachers in this study.It has obvious feasibility reference value.