幼儿园群体中教育者与幼儿关系的特征

Lala Aliyeva Mammad
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摘要

许多人认为,与孩子建立关系并培养积极的品质是父母的责任。只有母亲才能更好地理解自己的孩子,用温暖和爱抚拥抱他/她。在某些情况下,由于不利的家庭条件,对孩子来说,最重要和最受爱的人不是父母,而是照顾者。自然主义者满足孩子的需求,照顾他/她,最重要的是爱他/她。本研究的目的是研究幼儿园教育儿童关系的特点。一个多世纪以来,世界各地的儿童一直在社会机构中长大。这一领域的经验正在扩大。父母并不是唯一参与这些机构中培养的儿童心理发展的人,教师(教育工作者)也积极参与这一过程。T.A.Makova、L.Q.Yemelyanova、L.V.Zagik和Y.G.Makova从养育子女的统一原则的角度来处理这个问题。由于他们与父母长期生活在一起,与教育工作者的互动也涵盖了孩子的心理发展。它也是一个影响因素。儿童的家庭教育和公共学前教育需要一个共同的目标和宗旨。在学前年龄结束时,儿童的心理能力的特点是,他们更感兴趣在与老年人和同龄人的活动中满足自己的需求,同时接受自己是个体。事实上,它在他们的动机中占有突出的地位。在这段时间里,孩子的活动主要集中在与人打交道时的自我肯定上。处理物体的做法在以后的年龄会继续改进,但这可能不是孩子的优先事项,因为他/她已经认识到对他/她的生活特别重要的事情和事件。通过意识到他们的标志和特征,他们熟悉了许多自动化的行动系统。
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Features of educator – child relations in kindergarden groups
Many people think that to make relationships with their children and to develop positive qualities are just in the responsibility of parents. Only a mother can better understand her child and embrace him / her with warmth and caress. In some cases, due to unfavourable family conditions, the most important and beloved person for a child is not the parent, but the caregiver. It is the naturalist who meets the needs of the child, takes care of him / her and, which is most important, loves him / her. The purpose of the researchis is to study features of educatior-child relations in the kindergardens. For more than a century, children around the world have been growing up in social institutions. The experience in this field is expanding. Parents are not the only ones involved in the mental development of children raised in these institutions, teachers (educators) are also actively involved into this process. T. A. Makova, L. Q. Yemelyanova, L. V. Zagik and Y. G. Makova approach to the problem in the viewpoint of the principle of unity in the upbringing of the child. As they have lived together for a long time with their parents, the interaction with educators also covers child’s mental development. It acts as an influential factor as well. Children’s family education and public pre-school education require a common goal and purpose. At the end of the pre-school age, children's mental abilities are characterised by the fact that they are more interested in meeting their needs in activities with the elderly and peers, at the same time accepting themselves as individuals. In fact, it occupies a prominent place in their motives. During this period, the main focus of the child's activities is on self-affirmation in dealing with people. The practice of handling objects continues to improve at a later age but it may not be a priority for the child because he / she already recognises things and events that are of special importance for his / her life. By being aware of their signs and characteristics, they become familiar with many automated systems of action.
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