Lugano capacity refers to the psychological characteristics people exhibit when they have successfully completed some activities, including the ability to acquire knowledge and skills and apply the knowledge and skills needed. Initially, I thought that the abilities of three-year-old children were very low because they depend on adults for their independent living capabilities, distinguishing right from wrong, and learning and mastering knowledge and skills related to eating, clothing, sleeping, and playing. Children at this age do not understand much and cannot function without adult care. Educational methods should accommodate their characteristics and properly arrange activities for the children. Childcare should be subtle and considerate based on age characteristics, such as arranging more outdoor activities to take good care of urination needs.
In daily life, assistants help children organize chairs, pick up toys, and keep them busy. To cultivate good behavior in small classes, children imitate the teacher’s actions. The teacher explains how to perform tasks, and children imitate these actions repeatedly. As a result, this educational method may cause teachers back pain due to the repetitive work but effectively trains children's physical and thinking skills. However, if knowledge is imparted rigidly without stimulating their brains, it limits their intellectual development.
With advancements in science and technology worldwide, new discoveries are emerging continuously. Early childhood intellectual development is gaining increasing attention from many educators and psychological researchers who have proven its importance through experiments. Early childhood is a critical period for intellectual development. If educators fail to prioritize early education and neglect positive practices to develop children’s intellectual abilities, it could lead to significant losses in their lives and hinder the progress of modernization in our country.
In the 1980s, with new scientific and technological discoveries, children's horizons broadened. They often want to hear and talk about new things, not just old-fashioned stories from their grandmothers but also topics inspired by films, television, and emerging technologies. For example, three-year-old children play with building blocks and scramble to build helicopters and rockets, dreaming of becoming pilots or astronauts. This shows that with the improvement in societal material levels, the psychological development of three-year-old children has advanced, enhancing their thinking, imagination, and language abilities. If we provide timely and appropriate education, enabling them to grasp knowledge and skills effectively, their intellectual development can achieve a quantum leap, significantly accelerating China's modernization efforts for the benefit of our nation's future. We must contribute our hard work to shape a new generation for our motherland.
Based on six months of learning, practice, and attempts, the young children in my class have undergone certain changes. They initially understood what to do and what not to do in life, learned to follow discipline, became friendly with companions, cared for public property, took care of the collective, dressed independently, ate neatly, washed up orderly, cooperated, and systematically performed simple proctor duties like quickly cleaning up toys. They observed surrounding things with great interest, individual children loved asking questions and exploring, showing improvements in independent living abilities and learning knowledge and skills.
To improve the abilities of three-year-old children, we need to recognize that they come from different families and nurseries, so their abilities vary. Generally speaking, the negative abilities of children at this age are weaker, and they depend on adult care. They are lively, imitative, and find it difficult to control their own behavior with weak purposefulness. Therefore, we must clarify truths to children in ways they can understand, inspire them to comprehend these truths, and guide them to practice. In practice, we help them grasp the laws, impart knowledge and skills, develop young children's intelligence, and enable them to use flexible minds to solve problems using knowledge and skills, thereby acquiring more knowledge and skills.
Children at this age are more dependent on adults in life. The urgent problem to solve is dressing, eating, toileting, and sleeping. These reflect their heart levels. To promote the improvement of their physiological and psychological levels, we must strengthen their life skills, making them faster, more independent, and free in life. However, mastering self-service capabilities is complex for three-year-old children, requiring significant mental and physical effort. Therefore, we systematically teach them methods, demonstrate specifically, help them understand why and how to do things, and allow them to grasp the laws in practice, thus training their abilities quickly.
(a) Teach young children to master basic knowledge and skills to enhance their independence in life, such as wearing clothes: in the past, children often wore clothes incorrectly, dressed slowly, and relied heavily on teachers and assistants to dress them. There are several reasons for this: 1) Not telling where, often wearing clothes backward; 2) Not distinguishing left from right, often wearing clothes upside down; 3) Not pulling sleeves correctly, only wearing one sleeve. Through classroom education and specific methods, we teach children: 1) Learn the names of various parts of clothes and distinguish inside from outside; 2) Teach the skills of pulling sleeves correctly; 3) Teach dressing (in three steps): a) Lay the clothes flat on the table, facing outward; b) Pick up the collar with both hands, lay down one hand, and wear the collar under the armhole; c) Pull the rest of the sleeve over and put it on. Through repeated practice, children master the knowledge and skills of dressing and summarize simple rules, such as ensuring collars and sleeves are pulled correctly, and coordinating both hands. Later, children learn to wear pillowcase clothes quickly and avoid wearing them incorrectly. Through constant comparison and practice, their independent dressing abilities improve. After a few weeks, children basically learn to dress and eat independently.
(b) Pose questions to children to improve their ability to analyze and solve problems. In handling toys, children aged three are accustomed to playing with one toy and not giving way to others. This is an age characteristic of small classes, so we try to buy multiple toys. But within budget constraints, teachers first provide good time management methods, allowing one group to play first, followed by another group. This achieves the goal of not stealing or scrambling. However, children sometimes lack independent thinking and problem-solving abilities, and teachers occasionally forget to explain. Now, we change the educational method. For example, providing five boxes of fishing toys in class, all children scramble to play. The teacher asks them how to handle it. If they compete, what would happen? How many children can play? Teachers prompt, and many children suggest taking turns. Some say fishing limits per person can prevent too much catching. After discussion, the teacher sets a rule of three fish per person, allowing others to catch as well. After this treatment, the fight over toys is resolved. Through this process, children understand the truth that playing toys does not concern others. They learn the way of handling toys. Mastery of this ability is not a mechanical implementation of the teacher’s decision but understanding the truth and coming up with solutions themselves. Adding doll houses and later role-playing games, teachers provide two mirrors and two small combs. Children all love them but know not to compete. A wheel with a comb works well. Observing their actions during the game, they really do not scramble, showing that children learn to use their brains, think, and solve problems, improving their ability to analyze and solve problems.
(c) Guide children to observe, cultivate their interest and curiosity in things around them, and enhance child care concepts. Observation and thinking ability are important ways for children to understand the world and form a knowledge base. Observing holds utmost significance for children’s intellectual development and inspires curiosity. First, I pay attention to observing three-year-old children carefully regarding surrounding things, cultivating their interest in things, and improving their ability to take the initiative to understand the world. Every day, I arrange time to teach children to recognize various flowers, grass, trees in the kindergarten, recognizing the premises such as bathrooms, kitchens, music rooms, offices, and staff labor. Watch the woodworking uncle make doll furniture. See the mother cat sunbathe, watch fish eat, ducklings swim, etc. Through a series of observations, children become interested in things and observe carefully. Many children near the nursery door always go back and forth to see ducks change looks. During each free activity, children tell the teacher about today's blooming flowers, growing buds. Individual children can carefully observe the tail of goldfish, immediately turning this small action. Yanfeng noticed by bus that when the car turns right, two springs inside and outside the railings shorten and elongate, and turn left, just the opposite. This shows that the child has been attracted by external things and started observing and understanding the world. In daily life, often observe natural environmental changes with children, understand simple relationships between things, and improve children's observation and thinking skills. Day-to-day, I take the whole class of children to observe natural environmental changes, understand the relations and connections between things, such as rain teaching them to listen with ears and see with eyes. After observing, children all scramble to say: raindrops fall into water, ditches, creating circles like windmills, rotating aircraft like propellers and Cultural Park. Raindrops falling into water throw bubbles, burst and look like flowers, pretty great. Wind allows children to see windy scenes themselves, knowing branches sway when the wind blows, leaves fall, clothes float, hair flies, doors and windows bang, and people feel cool, showing that this is windy weather. Children also know clouds hide the sun, the sky is gray, which is cloudy, the sun shines in the sky with white clouds, the sky is very bright, this is sunny weather often changes when. Overcast with no sun and rain, this is rainy day. When children understand how winter rain makes grass yellow, playing games, children clearly find why spring grass grows tender green because spring often drizzles, grass gets water, moist, so much longer than in winter. Through observed experiments, children answer three questions in early childhood thinking and guide young children to find answers themselves gradually train children to ask questions and problem-solving habits. In observation questions, I always enthusiastically tell the class to encourage children to rack their brains to learn from them and guide class children to use their brains together to find answers. One child raised a question and found the answer to tell the class and lead the whole class children to go to the chicken mother to see what happens. Through observation, children found chickens really have noses and ears, invariably a knowing smile, like eating honey sugar, sweet.
Experience: (1) Three years old is a very rapid period of children's intellectual development. As long as we seize this period, early childhood cognitive development inspired by warm induction will enable children's capacities to develop rapidly. It can make children access knowledge, skills, and thought quality previously considered impossible to obtain, achieving a leap in their mental level. What should include 2-year-old children’s ability? It should include the ability to live independently, understand what to do and what not to do, as well as dealing with the relationship between learning ability to use knowledge and skills.
Developing the abilities of three-year-old children should consider their age characteristics, considering their acceptability. The only way to receive good news is through effective methods. For example, fostering children to observe things must be interesting to children, and each observation task should not be too much. Too many tasks leave children unable to remember, and each task and objective should be different. Sometimes you want children to see how kittens sunbathe, and children interested in kittens will happily observe, returning with vivid descriptions. Sometimes children observe big red flower cores or touch tree bark. Look at frangipani trees sprouting? And so on. Because the task is unclearly observed something interesting meets a child’s curiosity and moves, attracting the child's attention, maintaining positive emotions when looking at things, helping to improve children's cognitive abilities.
The plasticity of four-year-old children who like to imitate the teacher's example is very important. The teacher’s words and deeds have a tremendous effect on children. If the teacher is interested in advance, children will also be interested. Children love to ask questions if the teacher loves to ask questions and dislikes what children dislike. Therefore, we must take full advantage of favorable conditions to train all aspects of a child's ability to promote intellectual development.
Cultivate children’s ability to pay attention to guiding children to use existing knowledge to solve new problems. Teachers should not rush to replace children’s thinking, continuously improving the child's ability.
Develop children’s ability comprehensively and indivisibly virtue, wisdom, and so on. Teaching washing involves giving children basic toilet knowledge while fostering concern for the collective, others, conserving water, and other ideological qualities. Needs to know what washed, washed.
Rich knowledge and intellectual development improve the relationship between abilities. Knowledge does not equal intelligence, but rich knowledge and experience are the basis of improving intellectual skills. As mentioned above, the child does not know the name of each part of the clothes, lacks the knowledge and skills to distinguish inside from outside, and cannot improve dressing abilities. Conversely, if only teaching children to mechanically imitate the teacher’s dressing method, children do not understand why this dress quickly dressed quasi-abilities are not easy to improve. Therefore, enriching knowledge, developing skills, and intellectual development are interrelated and indivisible. Both make the child know why and teach children how to do long-long knowledge of wisdom in practical exercises.