Investigation On The Status Of Self-management Ability Of Children In Big Classes And The Study Of Promotion Strategies

In addition to requisite knowledge reserves,it is more important to acquire the self-management psychological quality for large class children being about to enter primary school,including listening,waiting,self-service,emotional regulation,conflict resolution,etc.,which helps to lay a solid foundation for children’s healthy growth.Based on children ’ s age characteristics,the structure of children’s self-management abilities includes basic self-care ability,self-protection ability,self-discipline ability,emotional management ability and interpersonal management ability.This study investigated the development level of self-management ability of large class children by questionnaire survey,literature survey,observation and interview based on parents of four large classes’ children in M Nursery School as the research object,and analyzed the problems existing in self-management ability of large class children and the causes of these problems.The strategy was proposed to improve the self-management ability of large class children based on children’s age characteristics and physical and mental health development.According to descriptive analysis of the current development of the large class children ’ s self-management ability,the overall development level of self-management ability of large class children is above the average.And the self-protection ability is highest,then the emotion management ability,self-discipline ability,interpersonal management ability and self-care ability.In terms of gender difference,girls’ self-management ability is significantly higher.From the perspective of children’s growth environment,generation-skipping education hinders the development of children’s self-management ability,and the democratic family education style is mostly beneficial to the development of children’s self-management ability.Based on the observation of children’s behavior and the interview with teachers and parents,there are some problems in the current situation of children’s self-management ability.The performance of children’s self-care behavior at home is worse than that in kindergarten.There are differences in children’s cognition and coping behavior of self-protection.In terms of children’s self-discipline,large class children lack good self-control and positive persistence.Children’s emotional expressivity is slightly better than emotion regulation.Children have a strong desire to interpersonal communication,but lack of decent interpersonal communication strategies.Four aspects,children,family,kindergarten and society,cause this result,such as teachers’ understanding deviation towards conventional management,parents’ wrong view of children and education,and the restriction of kindergarten management system.Based on the existing problems of the large class children’s self-management ability,the strategy was proposed to improve the self-management ability of large class children from children,family and kindergarten.First,starting from children themselves: Cultivate children’s self-management ability;create opportunities to take care of themselves in life,and give play to children’s main role;pay attention to children’s own experience and improve the ability of self-protection;give children encouragement and support to cultivate persistence and learn self-discipline;guide children to regulate their emotions and enhance emotional management;create a platform for children to learn interpersonal communication strategies.And then the family: Standardize family education and improve the quality of family education;create a democratic and harmonious family environment and renew the concept of education;scientific implementation of generation-skipping education and improve the quality of family education.Moreover,the effort of kindergarten is also important:Ensure the level of kindergarten education,and create a good environment to improve children’s self-management ability;create a self-management environment for everyone and develop the self-management habit;carry out rich and colorful activities to promote the overall development of children’s self-management;utilize community resources to improve children’s self-management ability.Finally,the family and kindergarten work together: Optimize the environment of cooperative cultivation and improve the joint cultivation force;enhance teachers’ educational ability and promote effective communication between family and kindergarten;develop online and offline communication platform to improve cooperation platform.