園長日誌 - 撕開公告是破壞嗎？A Case of "Destruction" Turned into a Teaching Moment

A Case of "Destruction" Turned into a Teaching Moment

園所裡面發生了一件看似「破壞行為」的事情，一位孩子把貼在牆上的「禁止吸煙」公告的一個角撕了開來。這種行為乍看之下像是孩子在搗亂，但如果我們從不同的角度看待，這其實是一個非常寶貴的教育契機。這件事的處理方式可以讓現場教育者從孩子的角度重新審視，以及我們如何幫助孩子理解行為背後的原因與影響。

重新思考傳統的教養方式

在傳統的教養方式中，成年人面對這樣的情況，往往會選擇直接罵或指責孩子，認為這樣能夠讓他們意識到自己的錯誤並學到教訓。然而，這種方法的效果卻常常不如預期，孩子可能在當下被嚇住，但未必真正理解自己行為的問題，更可能在將來再次發生類似的情況。這樣的處理方式忽略了孩子行為背後的好奇心，以及他們對外在環境探索的自然需求。

引導孩子深入思考的處理方式

面對這次孩子撕公告的情況，我們決定採取另一種處理方式，從教育的角度出發，引導孩子深入思考。我們首先邀請孩子一起討論：為什麼這個公告會被貼在牆上？這個公告有什麼重要性？撕破了之後能否復原？孩子們開始思考這些問題，並逐步理解這張公告的意圖——它的存在是為了提醒大家這個區域是禁止吸煙的，這對於環境和健康都非常重要。

學習責任感與行動修復

在這個過程中，孩子們還學到了責任感。我們問他們：「既然公告被撕破了，我們應該怎麼辦？」在討論的過程中，孩子提出了他的想法，最終的共識是繪製一張新的公告，再貼回原位。這不僅是一個修復損壞的過程，也是一個讓孩子學習如何彌補錯誤、為自己的行為負責的機會。透過這樣的參與式教育，孩子們能夠在實際行動中學習，這些經驗遠比單純的指責來得有價值。

理解行為背後的動機

在這次事件中，作為成人的我們也需要反思：為什麼孩子會想要撕掉公告？經過觀察，我們發現，這張公告因為長期受到風吹雨打，邊緣翹了起來，這對於好奇心旺盛的孩子來說，無疑是一個誘人的目標——那翹起的邊緣看起來非常有「拉扯」的吸引力，特別是對於這個年齡階段的孩子來說，他們正在發展對周遭物件的觸感和操作能力，他們希望能夠觸摸、撕拉並探索這些物件的特性。

積極面對與引導探索

理解了這些，我們便能夠以更為積極和同理的方式來面對這樣的行為。撕公告的行為背後，其實包含著孩子對環境的探索與好奇心，這是一種非常正常且重要的成長階段表現。成人的任務並不是一味地抑制這些探索行為，而是要找到適合的方式來引導孩子，讓他們能在安全的情境中進行探索。同時，我們也應該檢視我們的環境設計，看看是否有其他類似容易引起孩子「探索」衝動的物件，例如翹起的紙張、脫落的貼紙等，並適時地進行修整，以減少這類行為的誘因。

教育的本質：理解與引導

這件事情的處理過程我們本著教育的本質在於理解和引導，而不是單純的懲罰。當孩子犯錯時，我們應該看見的是他們學習的機會，而不是僅僅停留在錯誤本身。我們應該幫助孩子們理解行為與後果的關聯，並教導他們如何補救錯誤。這樣的經歷不僅幫助孩子建立起責任感，也讓他們在面對未來的挑戰時，更能夠冷靜地思考解決方案，而不是被懲罰的恐懼所束縛。

積極影響孩子之間的互動

最後，我們也發現，這樣的經驗對於孩子之間的互動也產生了積極的影響。當其他孩子看到公告被撕破的情況，並了解到撕破公告的行為以及之後的補救行動，他們也開始對公告的存在產生了新的理解和尊重。這些孩子逐漸學會如何保護公物，以及如何在發生問題時，透過合作來找出解決的方式。這種共同參與解決問題的過程，讓孩子們在社會性發展上取得了進步，懂得在團體中協作、體諒和支持彼此。

教育的選擇：理解與成長

教育的力量在於細微之處，對於這樣一個看似不起眼的事件，我們可以選擇罵孩子，讓事件就此打住，或者我們可以選擇去理解孩子的行為，並藉此機會給予他們一次成長的體驗。當我們選擇後者，不僅是給予孩子成長的機會，也是我們自身作為教育者的一次成長，學會如何更有效地引導和陪伴孩子，共同探索這個充滿好奇與學習的世界。最後，我們必須說，這不是破壞！而是需要成人從孩子的角度來看世界。

In our school, an incident occurred that seemed like an act of “destruction”: a child tore off a corner of a “No Smoking” notice posted on the wall. At first glance, this behavior appeared disruptive, as though the child was causing trouble. However, when viewed from another perspective, this situation presented a valuable educational opportunity. How we chose to handle it allowed us, as educators, to reassess the child’s perspective and discover ways to help them understand the reasons and consequences behind their actions.

Rethinking Traditional Discipline

In traditional parenting or teaching methods, adults often respond to such incidents with reprimands or scolding, assuming that this will make children realize their mistakes and learn a lesson. However, these methods often fail to yield the desired results. While a child might be startled or silenced in the moment, they may not fully understand the problem with their behavior, leading to similar incidents in the future. Such an approach overlooks the child’s curiosity and their natural need to explore their environment.

A Guiding Approach to Understanding

When faced with the torn notice, we opted for a different approach—one rooted in education and understanding. We invited the child to discuss the situation: Why was this notice posted on the wall? Why was it important? Could it be repaired after being torn? Through this discussion, the child began to understand the purpose of the notice—that it was there to remind people that smoking was prohibited in this area, which is important for maintaining a healthy and clean environment.

Learning Responsibility and Making Amends

During this process, the child also learned about responsibility. We asked, “Now that the notice is torn, what should we do?” Through discussion, the child proposed their own solutions, and together we agreed to create a new notice and post it back on the wall. This wasn’t just a process of repairing damage; it was an opportunity for the child to learn how to take responsibility for their actions. By participating in this problem-solving process, the child gained practical experience, which proved far more valuable than mere scolding.

Understanding the Motives Behind Behavior

As adults, we also reflected on why the child might have torn the notice. Observing the situation, we noticed that the notice, having been exposed to the elements for a long time, had its edges peeling up. For a curious child, this dangling edge was irresistibly tempting—a perfect target for pulling and tearing. This is particularly understandable for children of this age, as they are developing their tactile and manipulative skills. They naturally want to touch, pull, and explore the characteristics of objects around them.

Positive Guidance and Encouraging Exploration

Understanding this, we approached the behavior with empathy and positivity. The act of tearing the notice wasn’t mischief; it reflected the child’s natural curiosity and exploration of their environment—a normal and important part of their developmental stage. As adults, our role isn’t to suppress these behaviors but to guide them in a constructive way, ensuring they can explore safely and appropriately. Additionally, we reviewed the environment to identify other items, such as peeling paper or loose stickers, that might similarly invite exploration, and made timely adjustments to reduce potential triggers.

The Essence of Education: Understanding and Guidance

In handling this situation, we upheld the essence of education: understanding and guidance rather than punishment. When children make mistakes, we should see these moments as opportunities for learning rather than focusing solely on the errors themselves. By helping children understand the relationship between their actions and consequences, and by teaching them how to make amends, we instill a sense of responsibility. These experiences not only prepare children to face future challenges calmly but also free them from the fear of punishment.

Fostering Positive Peer Interactions

This experience also had a positive impact on the children’s social interactions. When other children noticed the torn notice and saw the repair process, they began to understand the significance of such notices and developed greater respect for shared items. Gradually, the children learned how to care for public property and how to collaborate in finding solutions when issues arise. This collaborative problem-solving process helped the children grow socially, teaching them teamwork, empathy, and mutual support.

Choosing Understanding and Growth in Education

The power of education lies in its subtlety. Faced with an incident like this, we could choose to reprimand the child and end the matter there, or we could choose to understand the child’s behavior and provide them with an opportunity for growth. By choosing the latter, we not only give the child a chance to learn but also grow as educators, learning how to guide and accompany children more effectively in their exploration of a world full of curiosity and learning opportunities.

Ultimately, we must recognize: this wasn’t destruction—it was a moment that required adults to view the world from a child’s perspective.

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