Summary of regional activities of kindergarten classes 1
A game is an activity that you voluntarily participate in in order to seek happiness. However, children's drama is by no means a simple sense of happiness, but happiness accompanied by a sense of life fulfillment. Games are children's activities, which are very different from learning activities and labor activities. It has some characteristics: first, games are children's voluntary activities, and games are children's nature. Children's games are not forced by the outside world, but voluntary activities of children out of their own interests and wishes. There are many kinds of children's games, including corner games, role games and optional activities in the morning, among which banks, kindergartens, doll houses, hospitals, barbershops and food cities are all role games, corner games and optional activities in the morning.
Although the child-oriented educational concept advocated by the new syllabus has been deeply rooted in the hearts of the people, in educational practice, it is difficult to respect children's interests and needs and their development differences in kindergarten life with group activities as the main mode. What we often see is the scene of children queuing in and out of the activity room and sitting in the classroom in rows, answering questions in chorus. Teachers are used to this organizational model, so it is difficult to put the conceptual understanding into concrete educational practice. It should be said that regional activities are helpful for teachers to implement the child-oriented concept in practice and truly realize the humanistic education goal of "promoting the development of each child's personality". Because before carrying out regional activities, teachers will seriously think about the interests, needs and development goals of children in this class, choose the type of regional corner and put in appropriate materials. Moreover, regional activities are personalized and autonomous activities, and children can communicate freely in a relatively relaxed and free atmosphere without too much interference from teachers or too much hard control. Even if children don't like to participate in activities for the time being, they can choose to "stroll" or "sit", which shows the teacher's respect and understanding for children. Children in large classes have reached the age of mastering knowledge and developing rapidly in all aspects. Teachers need to provide correct and reasonable guidance for children to master knowledge and develop their abilities. There are three classes in the big class. In this year's regional activities, we have guided the study and practice of the regional activities of the three classes through teaching and research, appraisal and other activities. In the process of regional activities, it is necessary to conform to the age characteristics of children and give them some room for development in terms of material transfer. In addition, due to the limited class space, we organize regional activities in groups from morning to afternoon, and make effective use of functional departments and rooms to enrich children's activities. In the process of children's play, teachers' guidance to children is different from that of children of other ages. Large-class children gradually develop emotionally and morally, and the intervention and guidance of teachers should be appropriate. In this semester's guidance, we try to guide children to solve their own problems by heuristic and parallel intervention. In the long run, the ability of large class children to solve problems independently has been significantly improved. But as far as the value of regional game education is concerned, it still needs to be strengthened and worked hard.
Summary of regional activities of kindergarten classes II
Last week, as a member of the family Committee, I attended the parent-teacher meeting of Class 6, Grade 1 of Taitie Railway, and really walked into the children's classroom to face the children's performance in the park and the teaching situation of the teachers. I am grateful to the kindergarten for providing such an opportunity to communicate with each other, to the teachers for their hard education, and to my daughter for letting me reap her growth and progress at this moment. By participating in this activity, I deeply feel:
First, mutual understanding between teachers and parents has been further strengthened. This activity showed the family members vivid teaching cases of Taitie No.1 kindergarten, which allowed parents, teachers and children to experience the learning life of the kindergarten and the educational and teaching characteristics of Taitie No.1 kindergarten at zero distance, and let our family members have a deeper understanding of the kindergarten education concept.
Second, teachers are full of love and care for children. By participating in this activity, I saw the meticulous care, careful care, patient guidance and warm games of teachers and park leaders in Taitie Primary School, which made all parents admire and admire.
Third, rich regional teaching activities reflect the scientific and heuristic concept of early childhood education, which is of great benefit to the long-term development of young children. During the activity, I saw children painting freely, playing games to their heart's content, creatively making numbers and figures with waste materials, and building their own building block kingdom with imagination. I really feel that children's creativity and imagination have been inspired and their interest in learning has become stronger.
Fourth, I have a deeper understanding of how happy it is to accompany children to grow up. A child is a book that every parent needs to study carefully. Today's work can't be finished, and it may continue tomorrow, but the time for children to grow up will never go backwards. Parents should cherish every day, every moment and every moment when they live with their children, pay attention to what children care about, surprise their children, feel what children feel, interpret their children from the heart, enter their inner world and enjoy growing up with their children, which is the most beautiful and true happiness.
Niu Haoran has been in the park for more than seven months. I want to sincerely say to the teachers that we can rest assured that the children are yours. Thank you. As parents, we also attach great importance to family education, build the family into a warm home for children's healthy growth, and strive to make family education and kindergarten education form a joint force. I believe that kindergarten is also a warm and lovely home for children, where children are happy every day!
Summary of Regional Activities of Class Three in Kindergarten
My experience is that teachers should be careful observers, pay attention to children's interests, needs and different levels, create a suitable activity environment, guide children to actively explore and operate materials, and pay effective attention to them, and constantly adjust the environmental materials in the activity area, thus promoting children's sustainable development.
First, pay attention to children's interests and create activity areas.
Children in small classes are narrower and worse in scope of activities, knowledge and experience than children in middle classes and large classes, but they are particularly curious about interesting content that happens around them and are often interested in various sounds made by objects. We observe that in their spare time, children often like to pick up tinkling cans in the sports area, shake them gently, listen to the tinkling cans and enjoy themselves. This phenomenon has aroused our concern. Since children like tinkling jars so much, why not provide tinkling jars for children to explore? However, how to make children really move and promote their sustainable exploration through the opportunity of ringing cans. So according to small class teaching,
Children deliberately pay attention to the characteristics of short time and easy distraction, and create a kind of "swinging music" in the exploration area. The specific method is to pack the tin cans of eight-treasure porridge into the homes of small animals, and provide cotton balls, small stones, small bells, soybeans and other materials. After the children enter the area, they should make "swing music" (choose their favorite tin can, open the lid, put in the materials and cover it), and then play the swing music. Children have fully interacted with cans and materials for many times. After repeated operation and exploration, they finally found the relationship between different materials and different quantities and the sound of cans. This lively and interesting operation allows children to fully experience the joy of success.
Second, pay attention to children's different ability levels and provide hierarchical materials.
Regional activities are in the form of individual activities, which can provide children with a richer learning experience. In the activity, children choose suitable activity materials, so that they can study actively in a stress-free environment and have more chances to succeed. They also provide children with more opportunities to communicate with their peers, show themselves in front of their peers, and let their peers know him and his peers. Know yourself in the process of mutual understanding, and generate self-confidence, thus promoting the development of children's autonomy. In the same activity area, the materials provided by teachers must not be "one size fits all", but should take into account the children's own different abilities, so that the activity materials can be layered to meet the activity needs of children at different levels and make them develop well.
For example, there should be a variety of materials for small class children in the "construction area". For example, insert snowflakes into plastic to adapt to the use and activities of children with inaccurate and inflexible hand movements; For example, Zhigaole plastic inlay is suitable for children with good physical fitness, because their bodies develop rapidly and the activities of each joint are more flexible. This is a good challenge for them.
For another example, children with strong ability can choose 12 or even 15 puzzles in the puzzle area, while children with weak ability can choose easier puzzles, such as 6 or 8 puzzles. This can make most children experience the happiness of success, and it is also more conducive to the development of children's autonomy.
Third, pay attention to the age characteristics of small class children and provide living materials.
In the practice of activities, it often happens that teachers choose the content of the activity area from their own experience and feelings, which leads to the teachers' hard work and the children's lack of interest. In fact, children in small classes have a narrow range of activities and are often interested in what is happening around them and some common items at home. Therefore, when choosing content, teachers should be close to children's lives and "see the world with children's eyes".
For example, children in small classes like to play around, and their concentration time is not long. The setting of regional activities should be based on the game plot, and the selection of activity materials should be life-oriented. For example, adding feathers to peacocks, caterpillars (please clamp the outline of animals with plastic clothes clips), filling beans, cutting radishes and unscrewing bottle caps are all familiar to children in daily life. The toys and materials needed for the activity are brought by the children at home, and the mother uses them every day. In the face of what they bring, children feel kind, thus promoting more.
Fourth, pay attention to the age characteristics of small class children and provide implicit guidance materials.
Activities in regional activities are activities that children can choose freely. In such activities, children can carry out activities according to their own interests, so implicit guidance is far more important than explicit guidance. At this time, teachers should actively and effectively pay attention to children, predict the possibility of children's development, and make some efforts in making transfer materials. Once children come into contact with this kind of material, they can understand the play and laws of the material, guide children to carry out inquiry activities, and constantly arouse children to think about "why" and "how", which should constantly promote children to solve problems from different angles and methods.
For example, in the "entertainment area", we made a "swing-down toy", which not only allows children to change their postures in coordination for flip entertainment. When designing, we provide different kinds of ropes, such as smooth rubber bands, furry wool, binding thread and so on. On the basis of full interaction with different ropes, children will naturally pay attention to and question "why this toy slides fast and this toy slides hard", and then gradually feel the relationship between the smoothness and roughness of the rope and the sliding speed.
Fifth, pay attention to the age characteristics of small class children and organically integrate the contents of various fields.
Although kindergarten curriculum content is relatively divided into different fields, we should fully explore and rationally use the internal relations between different fields and integrate the curriculum content reasonably and effectively. The goal of the activity area is related to other activity goals as much as possible. Of course, this connection must be natural rather than forced, and essential rather than formed. Exodus: In the "art district"-the design of New Year's gifts is quite clever. On the occasion of the new year, we made a New Year's wall for the children and asked them to give gifts to "New Year Grandpa". Among them, in addition to tearing and pasting, children have to classify gifts by name, and then paste them one by one according to the existing gift outlines on the wall on the basis of observation, so as to review the one-to-one object relationship in mathematics.
Sixth, pay attention to children's activity needs and adjust the environment in time.
Children are constantly developing, and the relevant environment should be adjusted in time according to the development of children.
Children provide activity materials that can promote sustainable development. When guiding children to actively explore activities, teachers should pay close attention to children's activities, understand what children's current experience is, observe what children are interested in, consider what aspects we should help, and know whether the materials put in are in line with children's age characteristics, whether they like them, whether they can promote children's development, and whether there are still children who have not found the materials they are interested in and suitable for their own activities and methods, so as to make corresponding adjustments to meet children's needs. If it is found that the child has mastered all the contents of the activity, or the materials are too simple and the child is not interested, it is necessary to put in new materials to strengthen the difficulty of operation and re-mobilize the enthusiasm of the child to participate.
For example, in the "face-sticking" in the art district, we found that children quickly mastered the skills of choosing the five senses to be placed in the corresponding position, and several children were eager to try to draw the five senses of anger and happiness with colored pencils. We readily agree and encourage other children to express their five senses in their favorite way. Later, the works became more colorful. Some children choose to paste ready-made facial features, some draw their own angry and happy facial features, and some use rubber mud to mold angular three-dimensional facial features.
Summary of Regional Activities of Class 4 in Kindergarten
Regional activities are to create a three-dimensional educational environment according to children's development needs and theme education goals, that is, to make full use of all kinds of educational resources, effectively use the forms of collective, group and individual activities, and organize children to carry out independent choice, cooperation and exchange, exploration and discovery of learning, life and game activities. It is one of children's favorite activities, the main place for children to learn independently and the source of children's self-concept. In this relaxed and pleasant learning environment, children choose activities according to their own interests and abilities, experience the fun of operation and communication, actively discover, explore and express, and effectively implement the spirit of the Guiding Outline of Kindergarten Education, which is an effective supplement to collective education and teaching activities and one of the ideal educational means to promote children's all-round development.
Our garden is located in the urban-rural fringe. Most parents only care about whether their children have done arithmetic problems in kindergarten and how many words they know. They are never interested in regional activities. In order to change parents' minds, our teacher has done a lot of work, holding parent-teacher conferences and distributing information about regional activities to let parents know the importance of regional activities. Under the guidance of teachers' propaganda, many parents can actively cooperate with kindergartens to carry out regional activities.
In order to effectively carry out regional activities and highlight the characteristics, we integrate the municipal project "developing a series of theme activities to cultivate children's good behavior habits" into the regional activities of all grade groups, and the primary grade group pays attention to the cultivation of children's self-care ability and strives to make children develop and progress in the game. The middle class grade group cultivates children's good manners and manners in regional activities. The class atmosphere is relaxed and active, respecting children's wishes, and cultivating children's lively and cheerful personality in activities. Large classes collectively cultivate children's good communication skills through activities, so as to facilitate the interaction between children and children, games and games, and cultivate children's cooperation and communication skills. In recent years, the regional activities of our park have made great progress, which is summarized from the following aspects:
First, the creation of the region.
Since the kindergarten moved into the new garden on September 20, 2000, the environment and facilities of the class have been greatly improved. The environment of the kindergarten is arranged according to the courses and topics in the park. For example, in the big class, we use the corridor to decorate a food street. There is a snack bar in the big class, bubble tea in the sophomore class, and duck blood vermicelli soup in the junior class. In this food street, not only the children of this class can play, but also the children of the three classes can buy things in any snack bar. It not only enriches children's game content, but also cultivates children's communication ability with other classes in the game.
The activity room of the class is connected with the dormitory. In order to give children more room for activities, teachers in each class can put away their cribs for children to take a nap every afternoon, providing them with the largest independent activity space. And use these cribs to divide class areas, provide a closed or semi-closed playground for children, and create areas according to their age characteristics. The small-class grade group is dominated by role games and parallel games, while the middle and large classes are dominated by intellectual games. Each area has obvious signs, which not only meets the requirements of regional activities, but also makes the area of each class clear at a glance, which is also convenient for teachers to guide and observe children.
Second, the delivery of regional materials
In the process of distributing regional materials, we can create different forms of regional activities for children, such as role area, exploration area, art area, music area, reading area and sports area, according to the development needs of children's cognition, emotion, movement, language and sociality, from the perspective of children and from the perspective of children's psychology, so as to provide children with places to do activities and opportunities to display their talents. For example, in the jigsaw puzzle area of the big class, we put in a variety of board games, which not only enhanced the friendship of children, but also cultivated their cooperation and communication skills. In the jigsaw puzzle area of the middle class, our teacher made a lot of finger covers, so that the children can mark the corresponding dots according to the numbers on their fingers, which not only reflects the children's understanding of numbers but also reflects the one-to-one relationship, which not only enriches the game content, but also expands the children's understanding and extension of mathematics. From here, we can find more seeds of children's wisdom and sparks of innovation.
When providing sports materials for children, we choose non-toxic, tasteless and harmless raw materials, and thoroughly clean and disinfect them before making them. On the basis of ensuring safety, attention should be paid to the artistry of packaging and production. Hard and primitive cans and packing boxes can be decorated and decorated with auxiliary materials such as colored paper and ribbon. You can also choose soft flannel, wrapping paper and art paper for artistic treatment. For example, in a small class in a colorful candy house, we mobilized the parents of the whole park to bring all kinds of candy.
Candy paper allows children to classify various colors through their own understanding, which not only learns scientific knowledge, but also cultivates children's practical ability. When selecting materials, our teachers not only pay attention to the color matching and operability of homework materials, but also make them have educational functions and fully display their artistry. In order to arouse children's interest in activity materials, it is conducive to the smooth development of regional activities.
Third, the guidance of teachers.
Exploration in different regions brings different experiences and development to children. Teachers should be as comprehensive as possible when setting up areas. On the one hand, they should ensure that children can choose their favorite activities and materials, and highlight their personalized learning style. On the other hand, it also ensures that various key experiences to promote children's harmonious development can be carried out through various activity areas. Meet the needs of children's multi-faceted development.
The difference of children's development ability and level determines that teachers must consider the suitability of goals for children's development and the challenge of different levels of goals for children's development. For example, the teacher puts pictures of various colors, sizes and shapes and some background pictures in the small class calculation area, and considers the target hierarchically from low to high: learning the interval ordering of two features, such as freshman, red one, green one, triangle one, and so on; Learn to sort regularly; Practice sorting the sizes of four objects in positive and negative order. Teachers' conscious goal stratification not only ensures the effectiveness of children's regional activities. At the same time, it is also the premise for teachers to guide in the next step. Teachers' guidance can be based on children's individual differences in development level, ability, experience and learning style, and strive to make every child succeed.
Fourth, the performance of children.
In the park, we ask teachers in all classes to create a relaxed and harmonious environment so that children can choose to participate in the games they are interested in. Every child can consciously abide by the rules of the game and actively participate in activities. Evaluation of children's direct participation in games in middle and large classes. Teachers try not to replace others.
Verb (abbreviation of verb) defect aspect
1. How to form cooperative inquiry-based interaction between teachers and students is a problem that every teacher needs to think deeply.
2. The communication ability between children in the game needs to be improved.
3. Give children the opportunity to explore independently in the game!
In a word, the regional activities of our park are gradually developed in the process of growth. Although some achievements have been made, there are still some problems. I hope we can overcome our shortcomings and strive for greater progress.
Summary of regional activities of kindergarten classes 5
Combining the theme activities with the teaching characteristics of our garden, we will carry out regional activities to provide rich and effective materials for children and guide them to actively explore and learn in a free and relaxed atmosphere. Regional activities are one of the best ways to show that children are playing with middle school, learning while playing and integrating education into games.
According to the age characteristics of children, we have set up a folk game area, a weaving area, a food area, a printing and dyeing area, a clothing area, a paper-cut area, an education area, a scientific development area, a building area, a reading area and a performance area. We insist on playing games every day, guiding children to use their hands and brains and actively interacting with materials.
First, the transportation of materials.
1, combined with the characteristics of kindergarten teaching-folk games, tap rural resources and jointly make game equipment.
In regional activities, a large part of our materials come from the garbage collection of their children's families. Such as bottles, bamboo poles, wool, cardboard, straw mats, etc. They are collected and produced by children and parents. The children were very interested in the game materials they brought. After we put them in, we all tried to play. In this way, under the premise of improving children's enthusiasm for participating in activities, rural resources have been further developed.
2. Skillfully use regional activity equipment so that all children can participate in various activities.
There are many kinds of amusement equipment, such as: there are many kinds of amusement equipment in the folk game area, including sandbags, spinning tops, rolling iron rings, sedan chairs, bamboo dance, bag jumping, dragon boats, stilts, hydrangea throwing, carts, windmills, bamboo dragonflies and so on. However, the number of each class is relatively small, so we will concentrate all the amusement equipment in a large category for sorting and distribution.
3. Regional materials can be used as an extension of class theme activities.
As an extension of class theme activities, regional activities put the materials after theme activities into regional activities in time, so that children can continue to carry out related theme exploration and operation activities in regional activities. The materials in the art area are basically released after the theme activities are carried out, so that children can basically understand how to operate and are more interested.
Second, children's development in activities
1, give children room to develop and let them express themselves freely.
We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
2. Carefully observe the individual differences in children's development and make corresponding adjustments to activities.
Children of the same age have different development. We have designed a "dragon boat rowing" activity in the folk game area, so that children with good ability can play according to the rules and organize their own competitions; But some children can't play and are not interested in activities. So we adjusted for this difference. We want to turn "a pair of dragon boats of the same color" into a game of "dragon boats of different colors". If one is green and the other is yellow, then we can shout slogans according to colors and play games intuitively. After the game equipment is properly adjusted, the children with poor ability also have a high interest in the game.
Third, good interaction between teachers and students.
1. Observe children's activities at any time and give timely guidance and help to meet children's needs.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, we can observe every child's interest operation, participate in children's activities in time, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing our views and ideas on children when problems are discovered.
2. Use the language of children's evaluation to promote the better development of regional activities.
When necessary, we often go deep into children's lives to understand their sense of play and rules. We often use childish words such as "yeah", "great" and "come on" to evaluate children and try our best to make every child feel the joy of success.
Through hard work, although the children's game level has improved, there are still problems in many aspects. For example, some children imitate each other when they are active in the workplace, and their brains are not enough; In the folk game area, children's enthusiasm is not enough, which often leads to game fatigue; In the field of performance, children's communicative language is still lacking. Therefore, in the future game development process, we should organize various forms of children's activities to stimulate children's interest in the game. We intend to add games, competitions and other forms to children's activities. Classes can learn from each other through in-depth exchange activities, so that each activity area can be presented exquisitely and children can enjoy the fun of the game. Let every child improve himself in happy game activities, and let the children's game level in our class rise to a new height.
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