揭开神秘面纱，探究十种常见行为，直接挖掘儿童未来……

Lifting the veil of mystery, exploring ten common behaviors, directly tapping into children's future...

1. 创造良好的环境 环境是孩子生理和心理发展的三大要素之一，良好的环境会给孩子提供好的刺激，产生良好的行为习惯。 办法

1. Create a Good Environment The environment is one of the three key elements for a child's physical and psychological development. A good environment will provide positive stimuli for children, fostering good behavioral habits. Solutions:

2. 情绪不稳定，脾气暴躁，任性执拗，喜欢生气，时常乱发脾气，稍不如意就可能出现强烈的情绪反应：如哭闹不止、叫喊、扔东西或以头撞墙等，有时还可能表现出一种屏气发作，即大声号哭之后，呼吸暂时停止，严重时可伴有发绀和痉挛现象。

2. Emotional instability, bad temper,任性 stubbornness, fondness for getting angry, often losing one's temper, and strong emotional reactions may occur when things do not go one's way: such as crying and fussing ceaselessly, shouting, throwing things, or hitting one's head against the wall, etc. Sometimes, a condition known as "屏气发作" (screening breath episode) may also manifest, characterized by temporary cessation of breathing after loud crying, with severe cases possibly accompanied by cyanosis and convulsions.

3. 正确对待攻击行为 孩子有了攻击行为，不能用体罚的方法，因为体罚容易造成孩子的焦虑、忧郁等精神疾病。有的孩子还会因此在攻击行为上再加上说谎，采取隐蔽的、嫁祸于人的办法攻击他人。较好的处理办法是： 办法

3. Properly Handle Aggressive Behavior When a child exhibits aggressive behavior, corporal punishment should not be used because it is prone to cause mental illnesses such as anxiety and depression in children. Some children may even resort to lying and using concealed or blaming others as means to attack others. A better approach is: methods

4. 营造良好的家庭氛围。家庭成员和谐、文明、互相尊重、敬老爱幼等等都能给孩子良好的影响，起到耳濡目染、潜移默化的作用。正因为如此父母一定避免发生争吵，即使发生矛盾也要避开孩子。孩子和小朋友发生攻击时，父母的教育口径要一致，让孩子明白哪些做的对，哪些不应该做。 办法

4. Create a positive family atmosphere. Harmony, civilization, mutual respect, respecting the elderly and loving the young, and so on, can have a good influence on children, playing a role of being influenced by listening and being influenced by the environment. Therefore, parents should definitely avoid arguments, and even if conflicts arise, they should be kept away from the children. When children and their peers engage in aggression, parents should have a unified approach to education, making the children understand what is right to do and what should not be done. Solutions:

5. 利用榜样来影响孩子。榜样的力量是无穷的，良好的榜样影响孩子的情绪及思想行为。生活中有许多榜样，对孩子来说第一的具有决定意义的榜样是父母。父母对孩子来说接触最频繁，具有相当的权威性。许多孩子的言行酷似他们的父母，很大程度是来自模仿。所以父母要利用孩子善于模仿自己的契机，为他们树立良好的榜样。要敢于克服自身的不良行为，为孩子做表率。还要用英雄人物和来自文学作品中的范例等来激励孩子，言教与身教相结合，逐渐教会孩子懂得是非好歹，从而减少攻击行为。

5. Use role models to influence children. The power of a role model is limitless, and a good role model can influence a child's emotions and behavior. In life, there are many role models, and for children, the most decisive role model is their parents. Parents have the most frequent contact with children and possess considerable authority. Many children's words and actions resemble their parents' to a great extent, which is largely due to imitation. Therefore, parents should take advantage of their children's tendency to imitate them to set a good example. They should dare to overcome their own bad habits and be a role model for their children. They should also inspire children with heroes and examples from literary works, combining words with actions, and gradually teach children to understand right from wrong, thereby reducing aggressive behavior.

6. 户外活动中，孩子正有序地排队玩“小小足球员”的游戏，凡凡小朋友抱着自己的球也在等侯，只见她偷偷地趁旁边的小朋友不注意，伸手打跑了别人抱着的球，看着小朋友追赶自己的球，她却开心地笑着。追上了球的小朋友回来了，又伸手打凡凡的球，球骨碌骨碌滚到了一边，凡凡快速地伸手打旁边的小朋友，挨打的小朋友愣了一下，嚷嚷道：你刚才也打了我的球。可凡凡不说话，又狠狠地打了一下，才去找自己的球。

6. In an outdoor activity, the children are playing the game "Little Football Players" in an orderly queue. The little girl Fanfan, holding her own ball, is also waiting. She stealthily reached out and pushed away another child's ball when the child wasn't paying attention. Watching the children chase their own balls, she smiled happily. When a child caught up with the ball and returned, they reached out to hit Fanfan's ball, which rolled to the side. Fanfan quickly reached out to hit the nearby child. The child who was hit was momentarily startled and shouted: "You also hit my ball just now." But Fanfan didn't say anything; she struck again, then went to find her own ball.

7. 过分溺爱孩子，导致他们失去独立生活的能力，变得娇生惯养。

7. Overindulging children can lead to them losing the ability to live independently and becoming pampered.

8. 玩完玩具后，小朋友都拿着小椅子坐下来了，明明看到一个小朋友没坐好，马上跑过去拉他的头发，被拉头发的小朋友还没明白发生了什么事情，他已跑回自己的座位坐好了。我赶紧走过去对他说：“小朋友是不能打人的”。可他响亮地回答：“那个小朋友不乖，他没有坐好。” 这种攻击也往往持续时间较短，研究证明随着年龄的增长，孩子的认知和心理的发展及交往技能的学习，这种攻击性行为会逐渐减少。如不能正确认识也是比较难于矫正的，长此以往，其他孩子也会对这类孩子产生排斥心理，加之有些教师教育不当，常把他们说成“坏孩子”，更有甚时，教师竟怂恿其他孩子远离这些孩子，这更加大了他们的攻击倾向，越是这样就越坏，长此下去就可能会形成恶性循环。

8. After playing with the toys, all the children sat down on their little chairs. Mingming saw one child not sitting properly and ran over to pull his hair, but the child whose hair was pulled had not yet understood what had happened, and he had already run back to his own seat and sat down properly. I hurried over to tell him, "Children should not hit others." But he loudly replied, "That child is not good, he didn't sit properly." This kind of aggression often lasts for a short time. Studies have shown that as children grow older, with the development of their cognition and psychology and the learning of social skills, this aggressive behavior will gradually decrease. If it is not recognized correctly, it is also difficult to correct. Over time, other children may also develop a sense of rejection towards these children. Moreover, some teachers may educate them improperly, often calling them "bad children." In some cases, teachers may even encourage other children to stay away from these children, which further exacerbates their aggressive tendencies. The more this happens, the worse it becomes, and if it continues like this, it may form a vicious cycle.

9. 不给予孩子独处的空间，妨碍他们独立思考，形成依赖心理。

9. Not giving children their own space hinders their independent thinking and fosters a dependent mindset.

10. 严格区分攻击的动机界限。对于孩子的攻击行为，应采取不同的方法加以阻止和抑制。在处理攻击行为是必须注意其动机有一些质的区别。如有的孩子为了坚持正确行为规则，而又无力说服对方而采取了不恰当的方法；或为了打抱不平，在强者欺负弱者时表现出来的攻击行为，这些都要区分对待。因为这类孩子掌握一定行为规则，孩子一定评价是非的能力，只是采取的方法不对，如果我们能肯定其合理的理由，处于帮助引导他们的目的，他们一般都乐于接受。与此同时也要帮助孩子学会自己解决纠纷，掌握正确的方法抑制攻击行为的能力。 目前，种种研究表明许多科学家已经在矫正这一方面有巨大的突破，因此，我们有信心相信孩子的攻击性行为在正确的教育引导下会得以改善，我们的教师和家长应该做个有心人，时刻提醒自己注意观察孩子，引导孩子，教育孩子，让具有攻击性的孩子在一个和谐的氛围中行为有所改变，让我们的孩子能够朝着健康、快乐的方向茁壮成长！

10. Strictly differentiate the boundaries of the motives behind aggression. For children's aggressive behavior, different methods should be adopted to prevent and suppress it. When dealing with aggressive behavior, it is necessary to pay attention to the qualitative differences in motives. For example, some children may resort to inappropriate methods because they want to uphold the rules of correct behavior but lack the ability to persuade others; or they may exhibit aggressive behavior to seek justice when the strong bully the weak. These cases require differentiated treatment. Because these children have a certain understanding of behavioral rules and the ability to evaluate right and wrong, the problem lies not in their understanding but in the methods they use. If we can affirm their reasonable reasons and guide them with the intention of helping them, they are generally willing to accept this guidance. At the same time, we should also help children learn to resolve disputes on their own and acquire the ability to suppress aggressive behavior through proper methods. Currently, various studies have shown that many scientists have made significant breakthroughs in this area, so we have confidence in believing that children's aggressive behavior can be improved under proper educational guidance. Our teachers and parents should be conscientious, constantly reminding themselves to observe and guide their children, and educate them so that children with aggressive tendencies can change their behavior in a harmonious atmosphere, allowing our children to grow robustly and happily in the direction of health and happiness!

11. 言语攻击 是指攻击者一方通过口头言语直接对被攻击者进行羞辱、嘲弄、骂人、说脏话等。这一类攻击在低龄儿童中比较少见，往往在大孩子中多一些。

11. Verbal abuse refers to the act of the attacker directly embarrassing, mocking, cursing, or using foul language towards the victim. This type of abuse is relatively rare in young children and is more common among older children.

12. 无原因的攻击 是指这类攻击事先无预兆，也无原因，说打就打。 案例

12. Unprovoked attacks refer to attacks that occur without prior warning or cause, and they just happen spontaneously. Case study:

13. 攻击性行为的分类及分析 目前，不同的科学家对攻击性行为的划分是多样的。如：劳茨和雷斯把攻击分为情感攻击和工具性攻击；兰格斯伯兹和比约昆斯特根据攻击行为的表现形式把攻击分为身体攻击、语言攻击和间接攻击；道奇和考依把攻击性分为反应性攻击和主动攻击；另外，有人把攻击性行为分为他人驱动的攻击和无原因的攻击。 综上，孩子的攻击性行为大致有如下类型：

13. Classification and Analysis of Aggressive Behavior At present, different scientists classify aggressive behavior in various ways. For example, Lautz and Raus have divided aggression into emotional aggression and instrumental aggression; Langsbergs and Bjorkquist have categorized aggression based on its表现形式 into physical aggression, verbal aggression, and indirect aggression; Dodge and Coie have differentiated between reactive aggression and proactive aggression; in addition, some have classified aggressive behavior into aggression driven by others and aggression without a cause. In summary, the types of aggressive behavior exhibited by children are generally as follows:

14. 无休止的责备和责骂，使孩子觉得自己毫无价值。

14. Endless blaming and scolding make the child feel completely worthless.

15. 强迫孩子参加过多的课外辅导班，使他们承受巨大的学业压力，身心疲惫。

15. Forcing children to attend an excessive number of after-school tutoring classes causes them to bear immense academic pressure and become physically and mentally exhausted.

16. 主动型攻击 表现为物品的获取或做自己想做的事、欺负或控制伙伴。 案例 斌斌的晨间活动表现就属于这一类型 攻击性行为是孩子中比较常见的一种社会行为，它不但会对他人或集体造成危害，而且还会因为自己的行为得到较多来自环境的否定态度，不利于其健康的成长。大量研究表明，有攻击性行为的孩子，其同伴关系一般较差，大多数同龄小朋友会对其拒绝态度，一般会说：“我不爱跟他玩，因为他老是打人。”“我不喜欢。因为他欺负别人，把人家弄哭了。”而且由于他爱惹事生非，影响正常的教学秩序，故而也不易受老师的欢迎，可想而知，孩子在这种消极、否定的环境中成长。久而久之，各方面的发展必然受到很大的限制，更要引起注意的是如果孩子的攻击性行为不及时加以干预、矫治，那么幼儿期攻击性行为严重的孩子将来容易走上犯罪的道路。

16. Active Aggression manifests as obtaining items or doing what one wants to do, bullying or controlling partners. Case: Binbin's morning activities demonstrate this type of behavior. Aggressive behavior is a relatively common social behavior among children, which not only causes harm to others or the group but also leads to a lot of negative attitudes from the environment due to their actions, which is不利于 their healthy growth. A large number of studies have shown that children with aggressive behavior generally have poor peer relationships, and most children of the same age will show a rejecting attitude towards them, saying things like: "I don't like to play with him because he always hits people." "I don't like him because he bullies others and makes them cry." Moreover, due to their tendency to cause trouble, affecting the normal teaching order, they are also not popular with teachers. It is可想而知 that children grow up in such a negative and negative environment. Over time, their development in all aspects will be greatly limited. It is especially important to note that if children's aggressive behavior is not timely intervened and corrected, those children with severe aggressive behavior in the early years are more likely to end up on the path to crime.

17. 每天过分强调孩子的缺点，导致他们自卑，认为自己永远不够好。

17. Overemphasizing a child's shortcomings every day leads to their feeling of inferiority, believing that they will never be good enough.

18. 固执与违拗。幼儿好奇心强，求知欲强，喜欢问“为什么”这些正常的求知欲望若不能得到满足，甚至受到压抑，久而久之，他们就会出现固执和违拗现象。

18. Doggedness and disobedience. Toddlers are highly curious and eager to learn, often asking "why." If these normal thirst for knowledge cannot be satisfied or is even suppressed, over time, they may develop into doggedness and disobedience.

19. 他人驱动的攻击 是指由于孩子的辨别能力弱，意识不到一件事的对错，而在别人怂恿、驱动下对他人发动攻击， 案例 比如浩浩找不到自己的小椅子了，丹丹就说你去把宝宝的椅子拿来吧，浩浩向宝宝索要，宝宝不给，浩浩便将宝宝推到地上，而浩浩并未意识到自己的错误。 这类攻击在小班特别是在刚入园、年龄较小时比较常见。

19. Driven-by-others attacks refer to situations where, due to a child's weak ability to discern right from wrong, they launch an attack on others under the incitement and drive of others. Case: For example, when Hao Hao can't find his little chair, Dan Dan suggests, "Go get the baby's chair for me," so Hao Hao asks the baby for it. When the baby doesn't give it, Hao Hao pushes the baby to the ground, but Hao Hao is not aware of his own mistake. Such attacks are more common in the kindergarten class, especially among younger children who have just started school.

20. 坚持正面教育 孩子天真幼稚，对大千世界的食物、现象认识尚属萌芽时期，他们辨别是非、善恶的能力差，对各种影响容易接受和模仿，因此需要成人从正面加以引导。 办法

20. Uphold Positive Education: Children are innocent and naive, and their understanding of the vast world, including its foods and phenomena, is still in its infancy. Their ability to discern right from wrong and good from evil is poor, and they are easily influenced and imitated by various factors. Therefore, adults need to guide them positively. Methods:

21. 表现为寡言、不合群，表情冷淡，行动迟钝，这方面大多与管教过严，父母不和，教育方法不一致，体弱多病和亲属中有精神病史有关。

21. It manifests as taciturnity, lack of social interaction, cold expression, and slow actions. This is mostly related to strict discipline, parental disharmony, inconsistent educational methods, being physically weak and prone to illness, and having a family history of mental illness.

22. 活动增多。幼儿好动，随着年龄的增长，自控能力会增加。

22. Increase in activities. Young children are active, and as they grow older, their self-control abilities will improve.

23. 教养方式 案例 一个父亲知道自己的儿子在幼儿园总爱打人，要不就动手抢别人的东西，要不就趁小朋友不注意时推别人一把，甚至公开挑衅，追着小朋友打，这个父亲不以为然地对教师说：“这孩子就是顽皮。”转过脸来，这个父亲对别人说：“我孩子就是勇敢，这样才不被人欺负。” 分析 父母绝不可纵容孩子的攻击性行为，否则随着年龄的增长而日益固化，最终会导致严重的个性偏差。 有的家长怕孩子吃亏，不但告诉孩子吃东西时好的多吃，分水果时要大的，还教孩子攻击行为“打架时别人打你，你就打他，打不过你就抓他。”父母的诱导，强化了攻击行为，另外家长对孩子溺爱，过度保护，姑息迁就，百依百顺，久而久之导致孩子产生“自我为中心”的心理，成为一个不懂尊重别人和不能与别人共享幸福的利己者。一旦满足不了他的“关门称王”的欲望，便产生攻击行为促使孩子在家中成为高度攻击者，并习以为常。当感到攻击会被允许，会受到支持的时候，也会表现出高度的攻击性。 方法 一是让孩子明白攻击别人是不文明的行为，同伴之间应当相互关心、团结友爱，有了矛盾应该通过商量、说理来解决。 二是如果孩子是因为内心过度压抑，需要用攻击性行为来发泄，教师可以帮助孩子转移注意力，即转移孩子的攻击目标，使之把敌意转向一般的物品。 三是如果是嫉妒心导致的攻击性行为，要看到嫉妒心常伴随自卑感产生，认为别人在某方面确实比自己强，而自己又确实赶不上人家时产生的，教师要针对这种心态加以疏导，解除对嫉妒对象的敌意，认识自己的长处与不足。 四是教师要与家长多沟通，让家长明确攻击性的危害，可能造成粗暴、虐待的个性，但又不能简单用批评、体罚来强行压制。

23. Rearing Methods - Case Study A father knows that his son always likes to hit others at kindergarten, either by physically grabbing things from others or by pushing them when the other children are not paying attention. Sometimes, he even openly challenges others and chases them to beat them up. This father casually tells the teacher, "This child is just mischievous." Turning to others, he says, "My child is brave, that's why he's not bullied." Analysis Parents should never tolerate their children's aggressive behavior, as it may become increasingly entrenched with age, eventually leading to serious personality disorders. Some parents are afraid that their children will suffer losses and not only tell them to eat more when they are eating, to take the bigger piece of fruit when dividing, but also teach them aggressive behavior, "If someone hits you in a fight, you hit them back, and if you can't win, you grab them." The parents'诱导 strengthens aggressive behavior. Moreover, parents who indulge their children, over-protect them, and indulge in their whims, leading to children developing a "self-centered" psychology, becoming egocentric individuals who do not respect others and cannot share happiness with others. Once their desire to "be the king of the world" is not satisfied, they may resort to aggressive behavior to become highly aggressive at home, and it becomes habitual. When they feel that aggression will be allowed and supported, they will also show high levels of aggression. Methods 1. Make the child understand that hitting others is an uncivilized behavior, and peers should care for and love each other. Conflicts should be resolved through discussion and reasoning. 2. If the child is overly repressed internally and needs to vent through aggressive behavior, the teacher can help the child shift their attention, i.e., change the child's target of aggression to general objects. 3. If the aggressive behavior is due to jealousy, it is important to recognize that jealousy often comes with a sense of inferiority, where one believes that others are indeed better in some aspects than oneself, and one cannot keep up. Teachers should guide this mindset, resolve the hostility towards the jealous object, and recognize one's own strengths and weaknesses. 4. Teachers should communicate more with parents, making them aware of the dangers of aggression, which may lead to粗暴 and cruel personalities, but they should not simply use criticism or corporal punishment to forcibly suppress it.

24. 分清是非，正面引导。以冷静的态度解决孩子间的纠纷，分清争执的双方孰是孰非，不能为了息事宁人，而对无理取闹的攻击者妥协，不能给孩子留下“攻击者占便宜”“谁凶谁合算”的印象。应通过商量、说服的办法来解决。在孩子是非观念的基础上，让幼儿体会到从攻击行为中并不占便宜，而且是一种由于感情冲动而对理智和做人的道德标准的破坏，这样，孩子的攻击行为就逐渐减少和消除。 办法

24. Distinguish right from wrong and guide positively. Solve disputes among children with a calm attitude, distinguishing the rightness or wrongness of both parties involved in the dispute. Do not compromise with the unreasonable attackers in order to pacify the situation, and do not leave children with the impression that "attackers gain an advantage" or "whoever is more fierce gets the upper hand." Solutions should be sought through negotiation and persuasion. Based on children's understanding of right and wrong, let them realize that they do not gain an advantage from aggressive behavior, and that it is a destruction of reason and moral standards due to emotional impulsiveness. In this way, the children's aggressive behavior will gradually decrease and be eliminated. Methods:

25. 排队活动时的行为表现 小班的孩子在户外活动时，为防止掉队，老师要求后面的孩子拉着前面孩子的衣服。排队走的时候，斌斌经常会故意紧紧拉着前面孩子的衣服，不让其走；有时又不让后面的孩子拉自己的衣服，否则会动手打人。

25. Behavior during Queueing Activities: When the children in the kindergarten class are engaged in outdoor activities, to prevent them from falling behind, the teacher requires the children at the back to hold the clothes of the children in front. While queuing to walk, Binbin often deliberately holds the clothes of the child in front tightly, preventing them from moving; sometimes, he also refuses to allow the children behind to pull his clothes, otherwise he would resort to physical violence.

26. 身体攻击 是指攻击者利用身体动作直接对被攻击者一方实施的攻击性行为，一但他们所要玩的玩具被别人拿走或其他小朋友不能让自己开心时，他们立刻就会产生敌意，并用抓、打、咬、踢、损坏的方式来满足自己的需求。 案例 斌斌排队时的表现是属于这种情况。

26. Physical attack refers to aggressive behavior directly inflicted on the attacked party by the attacker using physical movements. Once they find that the toy they want to play with has been taken by someone else or when other children cannot make themselves happy, they will immediately show hostility and satisfy their needs by means of grabbing, hitting, biting, kicking, and damaging. Case: Binbin's behavior while queuing up is an example of this situation.

27. 模仿与观察 社会学习理论的代表人物班杜拉早在20世纪50年代，就开始研究孩子这类观察学习的攻击行为，并进行了一系列的实验。这些实验对孩子学会攻击行为（如：打人）做出了解释。 经典实验重现

27. Imitation and Observation - The representative figure of the social learning theory, Bandura, began to study the aggressive behavior of children through observational learning as early as the 1950s, and conducted a series of experiments. These experiments explained how children learn aggressive behaviors (such as hitting others) and the classic experiments are reconstructed.

28. 三组孩子都看到过攻击行为，虽然没有亲自体验，但仍然学会了这种行为。即孩子的攻击性行为是观察模仿的结果。 经典实验重现

28. All three groups of children have witnessed aggressive behavior, although they have not experienced it firsthand, yet they have still learned this behavior. That is to say, the children's aggressive behavior is a result of observation and imitation. A classic experiment is reproduced.

29. 严格要求，不要溺爱孩子。俗话说“严是爱，松是害，不管不教是祸害。”溺爱虽然是孩子得到暂时的欢乐和满足，但埋藏的后患是无穷的。溺爱孩子，家长就会失去教育的主动权。我们一定要做到对孩子“爱而不骄”“爱而不惯”严与爱并济。对孩子攻击行为应当加以约束，而不能视而不见，甚至纵容。 办法

29. Strict demands, do not pamper children. As the saying goes, "Strictness is love, leniency is harm, and neglect and no education is a disaster." While pampering may bring temporary joy and satisfaction to children, the hidden consequences are endless. When parents pamper their children, they lose the initiative in education. We must strive to love our children without spoiling them, and without惯uating them, combining strictness with love. We should约束 children's aggressive behavior and not turn a blind eye to it, even less tolerate it. Solutions:

30. 工具性攻击 是指孩子为了获得某个物品而做出的掠夺、推搡动作。在这类攻击中攻击只是一个手段，它并不是为了给受害者造成伤害。 案例 比如：宝宝抱了一个娃娃，浩浩觉得好玩便去抢，宝宝不给，浩浩就使劲掠夺或撕咬。 斌斌玩玩具似的表现也属于这一类。 分析 这种攻击在幼儿园中小年龄段比较常见，为达到某种目的而发动攻击。其攻击的意图主要不在于伤害他人，但值得注意的是，孩子在刚开始的时候只是使用攻击而夺取他想要得东西，但如果教师和家长不给予纠正，长此以往，孩子便会常常采用这种手段，从而达到某种目的，这样攻击行为就成了一种伤害他人，满足自己的手段。

30. Instrumental aggression refers to the act of a child making actions such as looting and pushing to obtain a certain item. In such cases, the attack is merely a means to an end, and it is not intended to cause harm to the victim. Cases: For example, if a baby holds a doll, Haohao finds it fun and goes to grab it. When the baby doesn't give it, Haohao makes a strong effort to loot or bite it. Binbin's behavior while playing with toys also falls into this category. Analysis: This kind of aggression is more common among young children in kindergartens, as they launch attacks to achieve certain goals. The main intent of the attack is not to harm others, but it is noteworthy that at the beginning, the child only uses aggression to seize what they want. However, if teachers and parents do not correct it, over time, the child will often adopt this method to achieve certain goals, and the act of aggression will become a means to harm others while satisfying oneself.

31. 无休止的唠叨和指责，让孩子感到压抑和焦虑，无法自由地成长和发展。

31. Endless nagging and blame make the child feel oppressed and anxious, preventing them from growing and developing freely.

32. 玩玩具时的行为表现 斌斌喜欢用积木搭建手枪、大炮等玩具，只要他看中的，其他孩子就别想拿，他也会从别的孩子手中抢夺自己想要的积木。当他搭好一支手枪，总是很炫耀的朝其他孩子“砰砰”开枪，然后骄傲地说：“看，我有手枪，我是警察！” 我们把斌斌的这种行为称为攻击性行为，心理学中把攻击性定义为他人不愿接受的出于故意或工具性目的的伤害行为。

32. Behavior When Playing with Toys: Binbin likes to use building blocks to construct toys like guns and cannons. As long as he likes something, no other child can take it, and he will also snatch the building blocks he wants from other children. When he finishes building a gun, he always boasts and "bang bang" shoots at other children, then proudly says, "Look, I have a gun, I'm a police officer!" We call Binbin's behavior an aggressive behavior, and in psychology, aggression is defined as harm behavior that is unwanted by others, and is done intentionally or for instrumental purposes.

33. 言语较多，喜欢与人争执，好胜心强，往往遇到一件小事非争不可，并且时常讲粗话骂人。

33. Talkative, fond of arguing with others, with a strong desire to win, often feel the need to argue over trivial matters, and frequently use coarse language to骂人.

34. 选择良好的条件刺激。影视和读物对孩子的行为会产生很大的影响，这种影响可以是积极的，也可以是消极的。孩子通过看影视、读物，会是行为发生一定的变化。家长不仅要注意促进其智力发展，而且要重视孩子在合作性、助人为乐、谦让他人等诸方面的积极影响。成人应该有意识的为孩子选择有教育内容和教育意义的教材。 办法

34. Select good conditional stimuli. Movies, TV shows, and reading materials can have a significant impact on a child's behavior, which can be either positive or negative. Through watching movies, TV shows, and reading, children's behavior may undergo certain changes. Parents should not only focus on promoting their intellectual development but also pay attention to the positive influences on their cooperative nature, willingness to help others, and yielding to others. Adults should consciously choose educational materials that have educational content and significance for children. Methods:

35. 多让孩子与同伴交往。独生子女往往缺少和年龄相近的小伙伴相互友爱、互相提携、友好往来的机会。成人要有意识的让小朋友一起玩耍，在与小朋友游戏中注意培养孩子学会和其他小朋友分享玩具、共同游戏等。这样在孩子心目中，就会渐渐产生和群与尊重被人、关心别人的愿望和行为，减少攻击行为。

35. Encourage children to interact with their peers more. Only children often lack the opportunity to have friendly, supportive, and friendly interactions with peers of similar age. Adults should consciously arrange for children to play together, and during these games, pay attention to cultivating the child's ability to share toys and engage in joint play with other children. In this way, gradually in the child's mind, the desire and behavior to be a part of a group and respect others, as well as to care for others, will be fostered, reducing aggressive behavior.

36. 研究者把所有参与实验的孩子分成四组，让第一组孩子看真人打充气娃娃，那个人嘴里还骂道“把它打倒！”“揍它鼻子！”让第二组孩子观看**里的人打充气娃娃，演员也是大声叫嚷着“把它打倒！”让第三组孩子看，上画着有人在打充气娃娃；并且前三组看的**里的演员边打边骂还做着一些古怪的动作，第四组孩子什么也没看。然后，研究者让四组孩子分别单独地与充气娃娃留在一个房间里。结果，第

36. Researchers divided all the children participating in the experiment into four groups, and had the first group of children watch a person beating a blow-up doll, with the person shouting things like "Knock it down!" and "Hit its nose!" The second group watched a scene where the person inside the **(screen)** was beating the blow-up doll, with the actor shouting "Knock it down!" as well. The third group saw a drawing of someone hitting the blow-up doll; and the actors in the **(screen)** for the first three groups were hitting, cursing, and making odd movements. The fourth group of children saw nothing. Then, the researchers had each group of children spend time alone in a room with the blow-up doll. The results were as follows:

37. 反应型攻击 指受到他人攻击或激惹后做出的攻击性反应，主要表现为愤怒、发脾气或失去控制。 案例

37. Reactive Aggression refers to an aggressive response made after being attacked or provoked by others, primarily manifested as anger, tantrums, or loss of control. Case:

38. 晨间活动时，孩子们玩得是“爬爬比赛”的游戏。比赛中的孩子们既兴奋又欢快，孩子们不时地为自己那队的小朋友加油、呐喊，当看到自己队胜利时，孩子们兴奋地欢呼起来，侃侃也站在队里，脸上不时浮现出浅浅的笑意，他左右环视了一下，突然毫无理由地用左手抓住身旁的欣欣，右手对着欣欣的脸就是一拳。欣欣被打懵了，一只手抚着脸，呆呆地看着侃侃，好象在说：“你为什么打人？”而侃侃若无其事地在那里晃了起来，就象什么事也没有发生一样。 案例

38. During the morning activities, the children were playing a "Climbing Competition" game. The children in the competition were both excited and joyful, cheering and cheering for their teammates from time to time. When they saw their team win, the children cheered excitedly. Kankai, who was also standing in the team, couldn't help but show a faint smile on his face. He looked around to his left and right, and suddenly, for no apparent reason, he grabbed欣欣's arm with his left hand and punched her face with his right. Xinxin was taken aback by the punch, one hand touching her face, staring at Kankai as if to say, "Why did you hit me?" But Kankai acted as if nothing had happened, casually swaying there as if nothing had occurred. Case

39. 在公众场合让孩子丢脸，使他们感到羞耻和尴尬，影响他们的社交能力。

39. Embarrassing children in public, making them feel ashamed and embarrassed, can affect their social skills.

40. 与孩子平等相处。要教育孩子与别人平等生活，引导孩子关心别人，先人后己。如：家中来客人让孩子招待；在分水果时，有意识引导孩子来分，养成让大人先吃，自己后吃的礼貌行为，这样，孩子到幼儿园也就不会在类似场合发生攻击性为了。 办法

40. Treat children on an equal footing. Educate children to live with others on an equal basis, guide them to care for others, and put others before themselves. For example: when guests come to the house, let the children entertain them; when distributing fruit, consciously guide the children to do the distribution, cultivating the polite behavior of letting adults eat first and then themselves. In this way, children will not exhibit aggressive behavior in similar situations when they go to kindergarten. Methods:

41. 恐惧和胆怯。对幼儿讲述恐怖性的封建迷信故事，使幼儿产生怕黑、怕空旷、怕响声、怕独睡等心理。所以，不要恐吓幼儿，应诱导他们多参加集体生活。不宜操之过急地勉强他们去接触所害怕的事物。在耐心地让他们从实践过程中逐渐克服恐惧、胆怯心理。对体弱者要注意其营养，让他们加强锻炼，增强体质。

41. Fear and timidity. Telling frightening and superstitious stories from the feudal era to young children can induce in them a fear of darkness, wide open spaces, loud noises, and being alone. Therefore, one should not scare young children; instead, they should be encouraged to participate in group activities more often. It is not advisable to force them to confront the things they are afraid of too abruptly. Patience is needed to allow them to gradually overcome their fear and timidity through practical experience. For those who are weak in health, attention should be paid to their nutrition, and they should be encouraged to strengthen their physical fitness through exercise.

42. 三组孩子出现打充气娃娃的攻击行为比第四组孩子的多出两倍。更有意思的是，那些看过特制**的孩子所表现的攻击性行为很大程度上是模仿是**中那些新奇的攻击行为（包括语言上的和肢体上的）。 实验说明：第

42. The children in the three groups exhibited twice as much aggressive behavior towards the inflatable dolls as those in the fourth group. What's more interesting is that the aggressive behavior shown by the children who had watched the specially designed ones was largely a mimicry of the novel aggressive behaviors depicted in them (including verbal and physical). Experimental Explanation: The fourth group of children...

43. 易冲动、自控能力差。经常向同伴发起身体攻击，如打人、咬人、推人、踢人等，惹是生非、戏弄、恐吓、欺负同龄孩子或比他小的孩子，强占抢夺他人的玩具和物品。

43. Impulsive and poor in self-control. Frequently initiates physical attacks on peers, such as hitting, biting, pushing, kicking, etc., causing trouble, teasing, frightening, bullying children of the same age or younger, and forcibly occupying or seizing others' toys and items.

44. 间接攻击 并不是直接的面对面的攻击，而是一方借助另一方间接对被攻击者施加攻击，常表现为造谣离间和社会排斥，而研究表明在幼儿园中女孩采用间接攻击的情形多于男孩，这一研究也打破了多年来许多人认为的男孩的攻击性行为多于女孩，因为多数人只看到了工具性攻击和言语攻击而忽略了间接攻击，这显然是一种误区，不过，对这一观点的更正对矫正孩子的攻击性行为有着重要的意义。

44. Indirect Attacks are not direct face-to-face confrontations, but rather one party attacks the target indirectly through another. This often manifests as spreading rumors, causing division, and social exclusion. Studies have shown that in kindergartens, girls tend to use indirect attacks more often than boys. This research also challenges the long-held belief that boys are more aggressive than girls, as many people only see instrumental aggression and verbal aggression, while ignoring indirect attacks. This is clearly a misconception, but correcting this view is of great significance in correcting children's aggressive behaviors.

45. 放任孩子沉迷于手机游戏，使他们失去对现实生活的兴趣，影响身心健康。

45. Allowing children to be addicted to mobile phone games can make them lose interest in real life, affecting their physical and mental health.

46. 不重视孩子的意见，总是否定他们的想法和感受，让他们觉得自己无法被理解。

46. Not valuing the child's opinions, constantly negating their thoughts and feelings, making them feel as if they cannot be understood.

47. 晨间活动时的行为表现 斌斌的不良行为，最明显的表现是在户外活动时。小班幼儿做操都要求踩在一个小红点上，这是老师按孩子的身高排的。做操前，老师都会带孩子绕圆圈做一些简单的准备活动，每次他踩在自己的点上就不肯走了，也不许其他孩子踩在他的点上，否则就会动手推开他们。做操的过程中，他经常不做，还时常推周围的孩子，看到别人被他推倒在地，他会笑得很开心。

47. Behavior during Morning Activities: The most obvious manifestation of Binbin's bad behavior is during outdoor activities. Preschool children are required to stand on a small red dot while doing morning exercises, which is arranged by the teacher according to the children's height. Before doing the exercises, the teacher always leads the children to do some simple warm-up activities in a circle. Each time he stands on his own dot, he refuses to move and does not allow other children to stand on his dot either; otherwise, he will physically push them away. During the exercises, he often does not participate and frequently pushes the children around him. When he sees others being pushed to the ground, he laughs happily.

48. 频繁地将孩子与他人比较，让他们失去自信，觉得自己永远赶不上别人。

48. Frequently comparing children with others can make them lose confidence and feel that they will never catch up with others.