A Study On Teacher' Coping Strategies To Deal With Children's Violation Behavior

The social development of children is the acquisition of rules in a sense.The teacher is an important subject in the rule education,and plays a leading role in the construction of rules and the formation of rule consciousness.However,at present,children's rule-breaking behaviors occur frequently in the implementation process of kindergarten rule education,and teachers are faced with the difficulty of balancing children's needs with the implementation of rule education.This study focuses on the micro perspective of teachers' strategies to deal with children's illegal behaviors.By analyzing and comparing three mature teachers' cognition of rules,judging children's illegal behaviors,and exploring the reasons behind teachers' different coping strategies,it seeks effective coping strategies that can promote children to construct rules.Through purposeful sampling,this study selected the chengdu mature D three kindergarten teachers,coding for T1,T2,T3,as the research object,and using the participatory observation method to collect "early childhood violations-strategy" typical events of three teachers in class' s and grade's irregularities and teachers coping strategies for qualitative and quantitative analysis.The findings:First of all,there are significant differences in the cognition of rules among the three teachers.T1 teachers' cognition of rules is inconsistent with the implementation of rules;T2 teachers take teachers as the main body to understand the rules,and the number and details of the rules are many.T3 teachers believe that rules are "conventions",reflecting the concept of children as the main body,and the number of rules is small.Secondly,children in three classes in one day life basically show a trend of decreasing violations with the growth of children's age.One of the exceptions is thatmiddle class children have the most violations in life activities,which is related to T2teachers' refinement and strict implementation of rules.Under other different dimensions,the children in small class,middle class and big class have different illegal behaviors.Finally,the author collected 171 coping strategies of T1 teachers,169 coping strategies of T2 teachers and 146 coping strategies of T3 teachers.In general,T1teacher's coping strategies for children's illegal behaviors are relatively simple,with behaviorist coping methods such as reminding,criticizing,reprimanding,etc.,leading to a big gap between the expected coping strategies and the actual coping strategies implemented by her,and the coping strategies are chaotic.As a typical teacher with high control,teacher T2 has simple and rough coping strategies,which also belong to behaviorism.He focuses on correcting children's illegal behaviors immediately and ignores their understanding and construction of rules.Therefore,children have many hidden behaviors under high control.T3 teacher's strategy is a strategy group,which is usually conducted in the way of guidance,reminder and criticism.It adopts low-control and democratic coping strategy,respects the subjectivity of children,and carries out rule education in a permeable way.It has a preliminary constructivist strategy germination,which is an efficient coping strategy.Different teachers' coping strategies are different in three aspects.First,they have different understandings of the connotation of rules.Second,the value orientation of rules is different.T1 and T2 teachers view rules from the value orientation of class management and morality,while T3 teachers view rules from the value orientation of children's needs.The third is the difference in reflective ability.Compared with T1 and T2,T3 teachers have better reflective ability through "log".This study advocates teachers to deal with children's illegal behaviors with a positive attitude.To set up the role model of teachers;Adhere to the value orientation from the needs of children to treat children violations.