Mr. Chen Heqin, a famous educator, put forward the educational principle that children should be allowed to do what they can. The Guiding Outline of Kindergarten Education (Trial) also clearly points out that it is necessary to cultivate children's basic self-care ability. Self-care is simply self-help and self-care. It is the most basic life skill that a person should have. The cultivation of self-care ability is of great significance to promote children's development in all aspects. In the hands-on operation, it can effectively exercise children's finger flexibility, movement coordination and hand-eye coordination, and can also integrate other knowledge, thus promoting children's intellectual development. More importantly, the formation of children's self-care ability is helpful to cultivate children's sense of responsibility, self-confidence and ability to deal with problems, which will have a far-reaching impact on children's future life, which is the wealth of children's life. However, today's children have a common feature, that is, poor self-care ability. For example, in the morning physical examination, we often find children (small, middle and large classes) in the cloakroom, waiting for teachers or parents to take off their coats. On the stairs, you will often meet parents holding their children up and down the stairs; Even the children in the big class put on the wrong shoes after getting up from a nap. Therefore, it is urgent to cultivate children's self-care ability.

First, help children successfully pass the psychological "weaning period" and fully understand their own abilities.

Montessori, a famous Italian child educator, once said: "Education must first advance along the road of independence." Childhood is a transitional stage from completely relying on parents to self-reliance, and it is a critical period to cultivate and train children's self-care ability.

Before entering the park, children should first learn to eat independently with spoons, drink water with cups, wash their hands, wear shoes and take a nap alone. However, at home, children will not eat alone, so they will be fed by their parents. Can't wear clothes, need help from adults. Children enter the kindergarten from home and come into contact with a new environment. Interesting toys and many friends attracted them strongly. They like studying and living in kindergarten. The environmental changes brought by entering the park are precisely the opportunity to cultivate children's self-care ability. But they can't eat, wash their hands, wear clothes and hats and other self-care problems, so that they can't adapt to kindergarten life quickly. In daily activities, teachers put forward appropriate requirements in time and fully realize the importance and necessity of cultivating children's self-care ability. In the process of children's self-care, teachers give timely encouragement and help, establish children's self-confidence and let them know how to do their own things. While improving their abilities, children also cultivate a good habit of daring to overcome difficulties and doing things independently.

Second, create a good living atmosphere and stimulate children's interest in doing it themselves.

"The cultivation of children's abilities and habits is in preschool period". Through various forms, let children know that they have grown up, don't be afraid of hardship and fatigue, and "do your own thing." Therefore, kindergartens should take advantage of the situation, "not only attach great importance to and meet the needs of children for protection and care, but also respect and meet their growing independent requirements, avoid excessive protection and arranged substitution, encourage and guide children to try to take care of themselves", and pay attention to cultivating children's initial self-care ability and basic habits of daily life.

(A) determine the age characteristics of children's goals

The famous Italian educator Montessori pointed out that action education is one of the courses of daily life practice, and its main purpose is to cultivate children's self-management ability, sense of responsibility and good living habits.

Through observation and research, it is found that children aged three to four have the following abilities: washing hands and faces; Take off your clothes, shoes and socks; Eat and drink; Pack up toy books; Clear the dishes, etc. These contents are simple and easy to use, which are in line with the age characteristics of children aged three to four. Children aged four to five will arrange clothes; Wash handkerchiefs and socks; Can use chopsticks; Clean the desktop after meals; Classify your own toy books. These contents increase the difficulty on the basis of small classes and are suitable for the age characteristics of children in middle classes. Children aged five to six should be able to tidy their schoolbags; Will tidy up your room; Washing dishes and chopsticks; Can pack and fold clothes, etc. These are easy for children in large classes to complete.

For children, the goal should be neither too simple nor difficult to achieve, and it must be suitable for children's age characteristics.

(B) Flexible methods to stimulate children's interest

The development of children is a positive development process. For example, when teaching middle school students how to tie their shoelaces, we can combine the song "Tie Your Shoelaces": two good friends meet and shake hands, get into a big hole and pull their ears hard to become butterflies. Let children learn to tie their shoes easily and independently in laughter; Let the children fold their own clothes: "the left and right doors should be aligned, and the middle should be bent together, holding the small hands on both sides." Putting them in the closet is really neat. " Under the guidance of nursery rhymes, children gradually learn to do their own things and exercise their self-care ability. Vivid explanations improve children's interest in learning and enable them to better master various life skills.

(c) Enhance children's awareness of self-service and the excellent quality of collective service.

Let children develop from self-service to group service. For example, arrange students to be on duty every day, set the table for children and distribute napkins, so that children can take care of themselves and serve the collective and others, and cultivate their self-care ability while shaping their excellent quality.

Third, family education to improve children's self-care ability.

"Starting from dressing and eating, we should pay attention to the cultivation of children's healthy personality. Life is education. Only by stepping on your feet first can children find the starting point of success. " Because there is still a considerable amount of self-care content in the family, parents can take advantage of the opportunity to pick up and drop off their children and reflect their children's situation in the park in time, so that parents can know the importance of cultivating their children's self-care ability and encourage them to do their own things at home. Don't think that children are young and it's never too late to do anything when they grow up. Let adults help them eat and urinate. Even some children can do things by themselves in kindergarten, but when they get home, they "reach for clothes and come with their mouths open." Over time, children develop a "dependent" mentality. This requires that in the process of cultivating children's self-care ability, children should be educated at home and given consistent education. Change parents' misconceptions and let them know not to deprive their children of the right to do it at home. Therefore, parents need patience and determination, insist on requirements, encourage their children to do it themselves, and promote the improvement of their self-care ability.

Experts concluded that giving children more opportunities to try is an important part of implementing quality education. There is a simple reason. Once a child is deprived of the opportunity to try, it is equal to being deprived of the opportunity to make mistakes and correct, and it is impossible to succeed. Remember: the earliest bird has the best hope of flying high.

The second part: cultivate good living habits and let children benefit for life.

(1) Habit begins with life.

Before the age of three or four, it is a critical period for babies to develop behavioral habits. From the day of birth, children begin to cope with the challenges of life through various behaviors. At first, it mainly relied on innate reflex, and then gradually tried and imitated new methods to establish a unique behavior pattern bit by bit. Every action of the baby will produce a result, and this result will be fed back, prompting the baby to maintain or change the behavior pattern. This process is repeated and will gradually form a habit in the child's mind.

For example, the baby is naturally sensitive, he has peed and sweated, his urine is not wet or his clothes are uncomfortable. He always cries, which leads to his parents helping him to change as soon as possible. When you grow up, when you see dirty clothes, your baby will take the initiative to tell your parents that you can put on clean clothes immediately and get praise. Over time, your child will form a good habit of loving cleanliness. For example, when he started to pee on the ground, he heard his mother say with a smile, "Look at this little villain, drawing a map for his mother again." He thought it was a compliment, which gradually changed from unintentional behavior to intentional behavior. Later, such behavior was punished by his parents. Being left out in the cold, he found that only urinating anywhere can immediately attract his parents' attention, and inadvertently developed the bad habit of urinating anywhere.

Small things in life seem trivial, but parents' reactions and attitudes will have a great impact on their babies. In the future, whether children are careful or careless, methodical or messy, whether they like reading or hate learning, whether they are willing to communicate or unwilling to communicate, many habits are formed through the little things in life, day after day, year after year.

(2) Habits are hard to change.

People's behavior has a stereotyped tendency, that is, they like to handle affairs with familiar actions, language and thinking, because familiar methods are the least labor-saving, and children are no exception. Some children are picky eaters, which is often accidental at first. When they see something that they have no appetite or are uncomfortable to eat, the first reaction they see later is to refuse. After a long time, they get used to picky eaters, and some foods can't be eaten any more.

Habits take a relatively long time to form, but once formed, it is difficult to change. The same behavior is repeated and gradually forms a fixed neural circuit in the brain, and this reaction pattern will be fixed, which is difficult or even impossible to change. Just like a child stuttering, it is fun at first. When he stutters, if he doesn't strengthen treatment as soon as possible, he will never be able to correct it. As the saying goes: mountains and rivers change, but nature cannot change. Parents must pay attention from an early age to prevent their babies from developing bad habits.

(3) Cultivate good habits that will benefit children for life.

Good habits can benefit children for life, while bad habits will harm children for life. Cultivating good living habits is one of the most important contents of early infant education. Parents must attach great importance to it and put it into action from the following aspects.

1, extremely encourage and praise the baby's good behavior;

2. Always indifferent or limited to the child's bad performance;

3, set an example and let the baby imitate;

4. Let the children supervise and inspect the bad habits of parents;

5. Consciously guide and cultivate the baby's good behavior pattern.

Parents should pay attention to the cultivation of good habits from the big picture, check the baby's behavior and their own performance in daily life from the small picture, and consciously guide the baby to develop good behavior patterns. As long as noisy parents are indifferent to his performance of urinating everywhere from now on, ask him to sit and urinate regularly, and at the same time encourage noisy and grandma to tidy up their toys and praise his progress in time. I believe that it won't be long before noisy will prove himself to be a really good boy with actions.

Also pay attention to cultivating children:

● Do your own thing.

In pre-school preparation, let them learn to make their own beds, get up, take off their clothes, shoes and socks, wash their faces, wash their feet, rinse their mouths, brush their teeth, set dishes and chopsticks, serve food and clear the table. Parents should let their children take part in some hard work, learn some simple labor skills, open and close doors and windows, sweep the floor, clean tables and chairs, and tidy up and put toys, books and other utensils by themselves.

● Teach children to manage themselves.

I often hear parents complain that their children can't tidy up their schoolbags, which are like "wastebaskets" and parents have to make them for them. In fact, the cause of bad habits is that parents in preschool do everything and fail to cultivate their children's ability of self-management. From now on, let the children organize their own books, toys, schoolbags and daily necessities; Know how to keep and organize schoolbags, textbooks, picture books and stationery; Learn to sharpen pencils, use scissors, pencil sharpeners, erasers and other tools, and make simple game AIDS according to teachers' requirements.

Normalization of children's lives

Primary school life is formal and orderly. Parents should cultivate their children's concept of time in advance and let them know when to do something; When not to do something, control your will and behavior. If you want to do your homework, you must write it carefully, and you can watch TV after you finish it. Teach children to get up early, go to bed early and eat on time.

The cultivation of habits requires skills, and skills must contain a harmonious mixture of a series of indicators and norms. So I hope to refine the habit formation to an amazing degree. In other words, what good habits do children of different ages need to develop? What specific steps should be taken to cultivate these habits? What norms and standards should be achieved? It should be summarized through research and practice. Of course, this is a requirement for researchers. For parents and teachers, it is only necessary to establish training objectives and methods according to the children's situation.

The question is, what do we pursue in habit-forming education? How can we fundamentally cultivate good habits?

For example, when someone offers a smile service, they ask the service staff to show eight teeth. You can try it in the mirror, and the smile when you show eight teeth is really brilliant. It should be said that this requirement is well-founded. However, people with a little social experience know very well that the smile of Eight Teeth may not be sincere. Fake smile, dry smile, giggle, laugh wildly, etc. Can show eight teeth. Is this what people need?