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Moral Education of Kindergarten effective use of incentive strategies

Chinese papers League finishing. Abstract reward is a nursery one of the methods commonly used in moral education. Moral Education in Kindergarten use the reward strategy, is necessary, effectiveness and suitability. Moral education in kindergarten, the teacher should pay attention to properly reward the frequency, extent appropriate, flexible and diverse forms, to ensure rewards fair, just, and parents agreed, reasonable moral integration and use of other methods, to enhance the moral quality of kindergartens. Key words moral kindergartens; incentives; reward strategy Moral Education Kindergarten-day lives at nurseries, kindergartens moral incentive strategy is one of the most common . However, the practice of moral education in kindergarten, some teachers understand and apply for awards there is a deviation, resulting in kindergartens moral effect is not very satisfactory. As a result, some researchers repeatedly stressed in the paper the negative effects of reward strategy, criticizing the abuse of reward teachers, resulting in the incentives that many teachers use a lot of confusion there. It should be said, rewards strategy is a neutral moral education method, which itself is neither good or bad, can not be generalized. 〔1〕 this definition from the start reward, reward strategies focus on the effective use of the importance of moral education in kindergarten, and teachers how to effectively use incentives more in-depth discussion of strategies to moral education for kindergarten teachers to work smoothly and effectively improve children reference level of moral development. One definition of the concept and classification of award researchers for a variety of ways the definition of incentives, more representative, there are two explanations: one is the psychological sense defined, is then applied to act to increase the likelihood of recurrence of the behavior of things, focusing on the incentives of the symbol; the other is the interpretation of the meaning of Education, is the right of individual or collective, good thinking affirmative act or praise, focusing on the process of reward, reward is an emphasis on teaching methods, a moral way. 〔2〕 recognized education researchers who compared the interpretation of the award. Tan Chuan-Bao considered moral incentives are a number of specific methods, refers to a positive way to strengthen moral behavior of students in educational methods, means that students must understand and act or higher rating. 〔3〕 I will reward defined as the process of moral education in the kindergarten teachers of young children positive moral behavior (and immoral behavior relative) for recognition and affirmation of the method. Cognitive school of thought can be divided into extrinsic rewards and intrinsic rewards incentives, and emphasized the role of intrinsic rewards. Behaviorists think that material rewards can be divided into classes class awards and non-material incentives. Class material incentives,[link widoczny dla zalogowanych], including prizes, awards and receive an additional free time. Non-material incentives, including a teacher class attention, praise and encouragement and so on. 〔4〕 above is based on incentives in the form of symbols to divide the type of reward. Nature from the implementation of incentives to see, including the control-type incentives and information-based incentive awards, the former point to the rewards of ethical behavior during early childhood, which emphasis on children's moral behavior reward results. 〔5〕 Second, kindergarten moral significance in the effective use of incentives 1. From the essential characteristic of moral point of view, incentives are necessary to carry out the method of moral education kindergartens, with the necessity Liu Tiefang that moral doctrine to be concerned about the value of individual life forms, adjusting the value of life, body shape and form of the conflict, to seek harmony within the individual life and seek a reasonable individual in the world of a happy life. 〔6〕 Tan Chuan-Bao also believed that moral education should return to the care of life, spiritual or moral value of sex is the essence of life and education, and spiritual core is the spiritual home or the essential nature of ultimate value. 〔7〕 So, in essence, sense, moral education is to teach people Shang Shanchong the United States, to help people obtain happiness, the process of moral education should be a harmonious and comfortable, because only then could reach the fullness of individual virtue. Every educational process and ultimately, the evaluation of educational objects. From the authority's evaluation of the level make educated and understand their situation, to help learners determine the direction of future efforts. Of pupils to make positive or negative evaluation, which in the education process is essential. Admittedly,[link widoczny dla zalogowanych], children can receive spiritual rewards satisfaction and pleasure. 〔8〕 no praise, sure,[link widoczny dla zalogowanych], full of negative, punitive activities can not cultivate the moral sincerity to truth, goodness, the true virtue to the United States. Therefore, the incentive for moral education in kindergarten is necessary. 2. From the point of view the effectiveness of incentives to reward the use of child care can strengthen the positive ethical behavior, with effective social learning theory that people tend to repeat the behavior to be rewarded,[link widoczny dla zalogowanych], avoid Repeat a price to pay and punished behavior. Strengthen the incentives do have a certain role, once the teacher's positive moral behavior of young children in a timely manner with proper incentives, that is, strengthening, children can gain confidence and pleasure to repeat and maintain these ethical behavior. This phenomenon is not uncommon in the kindergarten. Learning theory point of view according to the operation, people do not expect immediate rewards will be shown under the pro-social behavior, it is because the previous award has been made within the appropriate behavior is strengthened. That is, perhaps before the children in the pursuit of moral behavior is based on incentive motivation, but the rewards of ethical behavior but also for generating internal motivation to lay a good foundation, the last child care because of ethical behavior and meet their own pleasure sense of continuing this behavior, then the external motivation into internal motivation. Therefore, the award has enhanced the power of promotion, can effectively strengthen the children's positive moral behavior. 3. From kindergarten moral object - Characteristic of children's age, the age of incentives consistent with characteristics of children with suitability moral education of young children can not rely on oral preaching, but also need some practical, effective method for children age characteristics. According to the development of psychological research, pre-school aged children are still small, poor comprehension, abstract thinking, low level of development is difficult to judge their own behavior and reflection. Studies have pointed out that the basic pre-school children in moral judgments Children need adults to form ethical behavior assessment and intervention need to be evaluated in adults as a reference. In addition, although the thought has not yet developed children, but the plasticity, imitation and strong. Adult approval and is certainly one of the social needs of young children. Incentives for child care has a positive meaning. Each child care teachers are hoping to get recognition and praise, reward the behavior by teachers, children will become the object of imitation, while the children observe and imitate the good ability to provide them with the possibility of imitation. Overall, the incentives as a method of moral education, moral education for kindergartens has very important significance. If the award because in the comprehension and use of temporary deviation on the result of the incentive bias kindergarten teachers, and even turn away the incentive, it is very unwise. There is no incentive policy itself wrong, and the key depends on the ability of teachers rational and effective use of incentive strategies to enhance the moral quality of kindergartens. Third, effective use of moral education in kindergarten reward strategy Looking Tan Chuan-Bao Zheng ternary, Mo source in autumn, Zhou Xiao Song and others, in combination with their own moral practice seen in kindergarten and think, I believe that moral education is premised on the implementation of effective kindergarten teachers must have their own children as unique individuals independent personality and self-esteem, with full respect for each child care. On this basis, the kindergarten teachers in the use of moral education in kindergarten should strive to award the following. 1. Proper frequency reward some teachers abuse in the moral incentive to actively raise their hands to answer questions awards, class prizes sitting upright, the game does not roughhouse with your partner awards ... ... Some teachers especially like the frequent use of the prior promise of reward way to motivate young children, such as the teacher to praise you the original appeal; the second is to reward children for psychological dependence, is rewarded by it, or even to be rewarded as the purpose of learning to produce objects of reward and craving attention, all the awards for the purpose of loss of intrinsic motivation . Incentive to do proper frequency, we must seize the rewards of time. If children have no intrinsic motivation, or intrinsic motivation is not strong, teachers have to motivate children from the outside to promote children's generation and maintenance of ethical behavior, when the use of incentives is necessary. However, if the children have been recognized moral act itself, have an internal motivation, then there is no need to reward children, in order to avoid self-defeating, not only can not improve the children's initiative, but will weaken the children's intrinsic motivation.
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