From the Diary of a Pre-School Teacher


Anna Hayroyan

Parents can help the pre-school teacher to find new, interesting pedagogical methods, why not create new, individual games by telling about their children. 

Experience shows that 2-5-year-old children behave better in the garden alone than in the presence of their parents, and sometimes vice versa. It will be difficult for the pre-school teacher if she does not cooperate with the parent with a good-hearted discussion. The child is a capable actor: can play a hundred roles. He/she is different with mom and dad, grandparents, different with pre-school teacher and peers, different on holidays and on casual days. I often hear parents say that their children ask a lot of questions. But when I ask, what questions they ask, parents do not remember. 

Leo has asked so many questions to his mother, that the latter has said, “Leo, why are you asking so many questions?” Leo answered, “Mom, I want you to speak a lot.”  

It may happen that we do not remember, but the child imitates the adults. He/she learns to speak, mastering many household ways of behavior, making an impression that he/she has adapted to adulthood behavior.  

25 children of 2-4 years old, one pre-school teacher, and one assistant to the teacher in an independent, free, creative, and safe environment. The parent has chosen our pre-school program and trusts the EduComplex. I talk to parents every day after work. We speak about difficult situations connected with children’s behavior, discuss what we should do.  

Ruben used to fall asleep with difficulty. I talked to his mother. I told her that although he was sleepy, he couldn’t fall asleep. The mother said that she usually caressed Ruben’s back, and he fell asleep easily. I did the same the next day. When Ruben went to bed, I tried to caress his back. Ruben turned to me happily and said, “Miss Anna, scratch my back, will you?” 

Laughter, joy, as a result, Ruben fell asleep easily. 

Naughty children… 

Aren wants to sit on the green chair and "crying" out loud, pushes his friend to get off the chair. 

“Dear Aren, what do you want, why are you hurting your friend?” 

“I want to sit on the green chair.” 

“But your friend is already sitting on that chair. Sit on another chair.” 

“No,…”, and he goes on pushing his friend.  

As a pre-school teacher, I think for a moment, “I’d rather take the green chair out of the room so that they won’t fight for it,’’ but on the other hand, a question arises, “When will they learn to communicate peacefully and harmoniously? When will they learn to help and tolerate each other by giving in?” He may be the third child or the youngest in the family. I admit his being used to it that everything should belong to him. I talked to his parent. I realized that there was no compromise at home. He sometimes can achieve his wish by persuasion. So, it was simply a stubbornness for the chair, and I decided to play a game with chairs: Who can be the first to sit on the chair? Let him realize that all the chairs are the same, and there is little difference in sitting on the green or blue chair. It is sitting on the chair that matters.  

 Once again, I'm convinced that working with parents is effective.     

There are many kinds of dishes on our menu, but there are children who are always willing to eat, and there are those who are not. With a child who is not willing to eat, you should start with one spoon and persuade little by little. Allen refused to eat. He did not have breakfast in the morning. He refused to eat at lunchtime either. He said, “I am not hungry. I ate at home.”  

I phoned Alen’s mother and asked her to talk to his son. She said to his son, “Dear Alen, Have your lunch, and when you come home, we will make pizza together.” Alen’s eyes began shining, and he began eating. Our parents often cooperate with us, and the family cuisine comes to the kindergarten. In this video, you can see Karolina Hakobyan’s mother teaching the children to make pizza.     

Problems in the group with children of different ages are, of course, a concern for adults, but for the younger ones it is stubbornness, a sort of self-aggrandizement, or "I want it this way; do not disturb me." The pre-school teacher should be very careful when making remarks to 2-4-year-olds. I talk to them, ask such questions: "Why did you do it? Why do you want it that way?" For example, if some children do not want to wear slippers in the room, I organize the game with slippers. They should recognize their own slippers in the pile of all the slippers and put them on. 

They want to sleep with their clothes on, they come to the garden with toys every day and do not give their toys to anyone else, or they want to take the garden toys home every day. "I will take this car or the ball, I will bring it back tomorrow." Or the toy is lost, they do not want to go home from the garden, they force everyone to look for it. The parent has to take the crying child home. "I don’t want to eat; I won’t sit at the table; I want to eat on the windowsill." They can pour out the liquid soap and start playing by mixing it with water. I am convinced that such situations have existed in all groups. What can we do, what method can be effective? I turn any issue, awkward situation into a game in my group: slippers, soap, shoes.  

One of them says, “This is my toy. I want to play with it.” 2-year-old Astghik talks back: “These are my shoes. If I want, I will go to bed with my shoes on. I am still 2 years old, but I am not stubborn, I take off my shoes when I am tumbling.” Another child says: “These are my new shoes, this my new toy.” It sometimes seems to me that shoes can be the best game: you can take them off and then put them on, take them off and put them on. The children who bring their toys with them, do not want to take part in any activity. They even put their toys on the table while eating. They are worried. They think that someone will take their toy when they are eating.  
My aim is to convince them in the rightness of such ways of thinking: I will give my toy to my friend; my toy belongs to all of us; we can’t sing, dance, applaud and wash our hands with the toys in our hands. To achieve this aim parents, children and educators should work in cooperation.  

However, the pandemic restricted the meetings of the parent club. To overcome this we created the “Mother’s Diary” project. Arev Babayan writes in her diary: “Eva, like most 3-year-old children, has several nuances of crying: real crying, pain crying, crying because of being offended, stubborn crying, unreal crying intended to achieve some goal, or without chasing any goal, just for checking whether she can change anything in the attitude towards her particularly in that environment. During one of these unreal crying practices when it seemed impossible to make her stop crying, I hugged Eva, put her on my knees, and began crying myself in a low tone. I said to Eva crying, “Aaaaaah, Eva am I crying in the right way?” Eva got surprised, forgot about her crying, and shook her head. I began crying again changing my tone. I asked again: “What can you say now?” She shook her head again and wanted to continue crying but I asked her: “Teach me to cry, will you? At first, you cry, and then I will cry. We will cry in turn. Very soon the whining changed into a happy laugh.”          

Very soon I realized the experience suggested by Arev Babayan. A couple of days ago when 2-year-old Tigran joined our group, I played the game “Teach me to cry” with him. Tigran stopped crying on the third day.  

Here is another diary note “I myself. I can do it on my own” made by Arev Babayan. 

“We are hurrying to the gymnastics training and soon we will reach a busy street with lots of cars. My daughter doesn’t allow me to take her by the hand, and I turn to the best method for this age, playing a game. I stretch my hand to hers and say: Hello, Eva’s left hand, this is the right hand of Eva’s mother.” And Eva immediately joins the game: “Hello, mom’s hand.” 

“Eva’s hand, where are we going to? Do you know the way?” 

“Yes, I do. We are going to the gymnastics training.” 

“Eva’s hand, please take me there too. I am eager to go there with you, but I don’t know the way.” Eva takes me by the hand and I continue speaking to ensure a good result: “What a warm hand it is! I was cold. How good of you to hold me by the hand!” As a result, we reached the place happily, hand in hand. I often use this method when my “independent” daughter doesn’t want to collaborate with me. For example, the head is tired and wants to have a rest and sleep at the end of the day, the teeth want to shine with whiteness, and the feet are cold and want to put on the slippers.” 

This is a useful method with new solutions to be used in the kindergarten. For example, when two children have quarreled and are crying. Once Mary was crying and saying, “Lucy is no longer my friend.”  

“Mary and Lucy, can you greet each other with noses?” The two girls’ eyes began shining at once, and they bring their noses closer and start laughing. Then they bring their heads, ears, and hands closer and reconcile. 

Pre-school education is the continuation of family education. The mother’s and pre-school teacher’s diaries complement one another which results in the development of the child’s personality.  


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