Summary of kindergarten regional activities

Summary of kindergarten regional activities

The regional activities are based on the development needs of children and the theme of education, creating a physical education environment, that is, making full use of various educational resources, effectively using collective, group and individual activities, organizing children to make independent choices, cooperation and exploration. Learning, living and gaming activities. It is one of the activities that children are very fond of. It is the main place for children to learn independently and the source of children's self-concept. In this relaxed and enjoyable learning environment, young children choose the content of activities according to their own interests and abilities, experience the joy of operation and communication, actively discover, explore and express, and effectively implement the spirit of the "Guidelines for the Guidance of Kindergarten Education". The effective supplement of collective education and teaching activities is one of the ideal educational methods to promote the comprehensive development of young children.

Our garden is in the urban-rural integration department. Most parents only care about whether children have math problems in kindergartens and how many words they know. They are not interested in regional activities. In order to change the minds of parents, our teachers don't know how much work they have done, hold parent meetings, and distribute materials for regional activities to let parents know the importance of regional activities. Under the publicity and guidance of teachers, many parents are now actively cooperating with kindergartens to carry out regional activities.

In order to effectively carry out regional activities and highlight the characteristics, we have incorporated the regional activities of the city-level project “Developing a series of theme activities and cultivating good behavioral habits of children” into the regional activities of each grade group. The small class group pays attention to the cultivation of children's self-care ability. Efforts to make children develop and progress in the game. The middle school grade group cultivates children's good civility and courtesy habits in regional activities. The class atmosphere is relaxed and active, respecting the wishes of young children, and fostering the lively and cheerful character of young children in the activities. The large class group develops children's good communication skills through activities, so as to facilitate the interaction between children and children, games and games, to cultivate the ability of children to cooperate and communicate. In recent years, the regional activities of our park have been greatly developed, and the following aspects are summarized:

First, the creation of the region

The kindergarten has moved into the new park since September 2008, and the environment and facilities of the class have been greatly improved. The environment in the kindergarten is arranged according to the courses and topics in the park. For example, in the big class, we use the corridor to arrange the “Gourmet Street”. The first class is the “heart snack department”, and the second class is “pearl milk tea”. The third class is the “Taste of Duck Blood Winter Powder Soup”. This “food street” is not only for children in this class, but also for the three large classes of children who can buy anything at any snack department. It not only enriches the content of children's games, but also cultivates the ability of young children to interact with other class children in the game.

Classroom activities and bedrooms are connected together, in order to allow children to have more activities. Every afternoon, teachers in each class can put the cots for children to take a nap, providing children with maximum space for independent activities. And use these small beds to cut off the class area, provide a closed or semi-closed game place for children, and create areas according to the age characteristics of the children. The small class group is basically based on role games and parallel games. Mainly based on intellectual games. Each area has obvious signs that meet the requirements of regional activities, and make the areas of each class clear at a glance, and it is also convenient for teachers to guide and observe young children.

Second, the placement of regional materials

In the process of regional material placement, we are based on the needs of children's cognition, emotion, movement, language, social development, etc. From the perspective of children, we can create character zones, exploration zones, and artists for children. Different forms of regional activities, such as districts, music districts, reading areas and sports districts, provide opportunities for young children to be hands-on, brain-moving, and able to perform activities according to their own interests and abilities. For example, in the Taipan puzzle area, we put a variety of board games, and through the game between children and children, it not only enhances the friendship of children, but also cultivates the ability of children to cooperate and communicate. In the middle class puzzle area, our teacher has done a lot of finger sets, please ask the children to put the corresponding circle according to the number on the finger, which not only reflects the child's understanding of the number but also reflects the one-to-one correspondence, not only Enriched the game content, but also expanded the children's understanding and extension of mathematics... From here, we can more discover the germination and innovation spark of children's wisdom.

When providing active materials for young children, we chose raw materials that are non-toxic, tasteless, and harmless to children, and thoroughly cleaned and disinfected before production. On the basis of ensuring safety, attention should be paid to the artistry of packaging and production. The hard, original cans and packaging boxes can be decorated and modified with auxiliary materials such as colored paper and ribbons. Art processing can also be done with soft flannel, wrapping paper, art paper, etc. For example, in the small class color candy house, we launched the whole garden parents to bring a variety of candy papers, so that children can classify them by understanding various colors, learning scientific knowledge and cultivating children's hands-on ability. When selecting materials, our teachers pay attention to the color matching and easy operation of the materials, so that they can fully display their artistic features while having educational functions. In order to attract young children to have an interest in the activity materials, it is conducive to the smooth development of regional activities.

Third, the teacher's guidance

The exploration of different regions brings different experiences and developments to young children. Teachers should try to be more comprehensive when setting up the area. On the one hand, the children can choose their favorite activity areas and activity materials to highlight the individualized learning styles of the children; on the other hand, they can also guarantee the key experience of promoting the harmonious development of children. It is carried out under the intermediary of each “active area” to meet the needs of children's multi-faceted development.

The differences in children's development ability and level determine that teachers must consider the suitability of goals for early childhood development and consider the challenges of different levels of goals for early childhood development. For example, the teacher puts pictures of various colors, sizes, shapes and some situation background maps in the small class computing area, and makes a low-to-high layering consideration on the target: learning the interval ordering of the two features, such as the big one, Red-green, triangle-round, etc.; learning to sort regularly; practice the size of the four objects in reverse order. The teacher's conscious goal stratification setting not only ensures the effectiveness of the child's regional activities. It is also a prerequisite for teachers to carry out the next step. The teacher's guidance can be based on the individual differences in the child's development level, ability, experience, and learning style. Because of the teaching, the effort is that every child is successful.

Fourth, children's performance

In the park, we require teachers in each class 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 the activity. The children in the middle class directly participate in the evaluation of the game. Teachers should try not to replace them.

V. Insufficient aspects

1. How to form a collaborative inquiry-based teacher-student interaction is a question that every teacher needs to ponder?

2. The ability of children and young children to interact with each other needs to be improved.

3, in the game to give children the opportunity to explore independently!

In short, the regional activities of our park have gradually developed in the process of growth. Although some achievements have been made, there are still some problems. I hope that we can overcome the shortcomings and strive for greater progress.

Summary of kindergarten regional activities

I. Concepts and activities of kindergarten regional activities

Kindergarten regional games are a way for young children to learn and a new form of educational activity to promote early childhood reform. The regional game is based on young children, allowing children to fully experience and explore, and to play the child's autonomy and subjectivity, and is also the best means of individualized education for young children.

The environment is an important educational resource that can effectively promote the development of young children through the creation and use of the environment. Creating a regional game environment that is compatible with their development for young children can create a more free space for young children.

The so-called regional activities refer to setting various activity areas within a certain period of time, so that children can choose the content and methods of activities according to their own interests and wishes. The so-called activity area is a place for the children to create and distribute the corresponding facilities and materials, using the activity room, the sleeping room, the corridor, the foyer and the outdoor space. For example, the activity room is divided into several areas, and the children's activity materials are placed in these areas according to categories, and a barrier is formed to form a plurality of relatively fixed semi-closed areas.

At present, the way of kindergarten regional activities can be roughly divided into three types.

1. Think of regional activities as a form of group teaching. The teacher focuses on guiding a group of young children to learn new content in one area, and the rest of the children or other areas to do what they like, or review the previously learned content according to the teacher's request in advance, and then exchange.

2. Consider regional activities as an extension of group teaching. It is divided into three categories because of the different guiding ideologies: considering that collective teaching is not easy to meet the needs of different young children, in addition to collective teaching, the use of other free time of young children, in the relevant areas for those with special needs Some necessary counseling; some content teaching requires a variety of activities to complement or supplement, in order to deepen the impression and promote children's understanding and application; sometimes due to the lack of teaching equipment, can not do a manipulative work materials, teachers can only Demonstrate in class, put the operating materials into the relevant areas after class, and let the children operate freely.

3. Consider regional activities as a form of free activity created for young children outside of group activities. Young children can choose the content, materials and playmates of the event according to their own interests and hobbies, and gain relevant experience in the classroom through games and free interaction.

Second, the creation and guidance of regional activities in kindergartens

1. Create an activity area around the target

The theory of cognitive development believes that children's knowledge construction must be completed by children through their own operational activities. Therefore, the creation of the activity area is not only to create an additional area, but more importantly, to create an environment that encourages young children to freely choose, operate, and explore boldly, and to better promote the comprehensive and harmonious development of children's mind and body. The setting of the activity area should reflect this goal. On the basis of observing the children, the content and materials of the regional activities should be closely related to this goal, and the type of the activity area should be determined according to this goal. This requires teachers to have a clear understanding of the functions of various types of activity areas, as well as to accurately understand the interests, levels and needs of young children. The presupposition and generation of the activity area are complementary, and the plan should be flexible. The transfer of the child's needs and interests should be adjusted at any time. I remember that when I was playing with the doll house, many young children like to cook. When we got a chance, why not start a "small restaurant"? So at our proposal, the children brought many "pots and pans" and drinks bottles, bottles and cakes from home. Boxes and other items, our "small restaurant" and "Hailing morning tea shop" opened! Many young children are vying to be small chefs, waiters or small guests, where people are moving every day, "business is booming"... After the big goal of the activity area is clear The specific goals of each district can be drawn up based on the basic development level of the child, the staged educational goals and main tasks, and the individual differences between the children. The principles are as follows:

The activity material of the activity area must be closely linked to the target. Provide operating materials according to the target, so as to attract young children, so that children can consciously and actively acquire sensitive knowledge, promote the development of young children, and achieve educational goals.

In the same content, the goals of activities set by classes of different ages are different. Kindergarten children of different ages have different levels of activity and level of activity. Therefore, the same activity content of the same activity area has different activities in different age classes. This not only satisfies the desire to explore children of different ages, but also gives full play to the educational function of materials.

The objectives of the activity area are linked as much as possible to the objectives of the formal activity. When developing specific targets for each activity area, it is best to contact teaching activities to integrate informal activities with formal activities. Of course, this combination must be natural rather than reluctant, essential rather than formal.

2. Provide materials according to the rules and development level of early childhood development

Relevant research has found that the frequency of competition, aggressiveness and destructive behavior of young children in the case of small space and lack of active materials is significantly higher than that of large space and abundant active materials. Therefore, the material supply in the activity area should be multi-level and multi-faceted according to the development rules and development level of the children, and try to be rich and colorful.

Provide a variety of materials around the same educational goal. Young children are more likely to be interested in fresh, changing things. Therefore, according to the characteristics and laws of children's psychological development, the materials designed and provided when accomplishing an educational goal should strive to achieve different angles and full diversity to meet the needs of children's repeated operations.

According to different teaching content and knowledge level, the corresponding materials are changed in time. In the activity, children should be kept fresh, happy to use their brains, and to increase their interest in learning. More importantly, they should adapt to the needs of children's continuous development and develop the “recent development zone” for young children.

Provide different levels of different requirements according to the needs of different levels of development. Let each child improve at his or her original level. It is necessary to observe and analyze the development of young children in various fields in a timely manner. According to the differences in the development of young children, design and provide materials for children with multiple levels and different requirements, so that children can measure their strength. In addition, children of different levels of development have the ability to express themselves and have a successful experience, thereby enhancing their self-confidence.

3. Teacher's guidance during the course of regional activities

In addition to providing a variety of materials that meet the needs and interests of young children, teachers should give children a greater degree of freedom to ensure that children have sufficient time and space to freely move, so that children can learn in a relaxed and pleasant atmosphere. Teachers are good staff and assistants, and provide modest assistance as needed. When guiding the regional activities, teachers must always be clear about where they should be and play the role of observers and instructors.

To guide young children, we must first understand young children. To understand young children, we must observe. Observations must be purposeful and coherent. After many observations, the level of activity of young children can be correctly estimated. Therefore, teachers should consider two questions: First, what factors affect the development of young children? Second, how can teachers help each child develop?

There are two ways to understand the future guidance of young children, namely individual guidance and participation. Teachers' specific participation and guidance for early childhood activities can promote the continuous improvement of children's activities, enrich the activities, and receive greater educational results. The so-called "participation" means that teachers work with young children in an equal capacity at an appropriate time. Here, the timing of participation is a very important factor, and the ability to enter and participate in the activities of young children at the right time can expand and enrich the content of children's activities. But if the timing is wrong, it may cause young children to stop their activities. Therefore, teachers should observe in advance and decide whether to join or when to join.

The development of regional games has played a positive role in promoting the development of each child's personality, allowing us to create the most optimized environment, bringing it closer to the “latest development zone” of young children, and creating a more free space for children. .

Summary of kindergarten regional activities

Regional activities are the active activities of young children in a certain game environment, according to their own interests and needs, for the purpose of happiness and satisfaction, free choice, self-development, free communication, and the area full of spirituality and vitality will be given to young children. A more independent and happy development of the sky.

In the regional activities, young children can choose their own activities according to their own interests, hobbies, specialties and abilities. Without psychological pressure, they can get full experience. Let young children have the opportunity to experience directly, experience the joy of success, enhance communication, develop social and healthy personality. Therefore, regional activities are conducive to the full and free development of young children. The regional activities of our class this semester mainly reflect the following aspects:

1. Create a reasonable environment for children

Kindergarten activities and environment should be conducive to triggering, supporting children's games and various exploration activities. According to these characteristics, in the creation of the regional environment, we must consider that children can communicate and cooperate with each other, but also pay attention to the mutual interference, so that the children can focus on the exploration of a certain activity with confidence. In the area division, we arrange relatively quiet regional activities indoors and relatively loud voices are arranged outdoors.

2. The theme reflects the theme and diversity

For example, the theme of our class recently was “My Animal Friends”. Because the theme is close to the children's life, we also put more topic-related materials in the regional activities. In the art area, we put out plasticine waste color paper, pictorial, colored pencils and scissors, etc., for children to use their own methods of pinching, cutting, folding, painting, etc. to make their favorite animals, animal coloring, etc.; In the district, we collected a lot of cards for children to practice according to color, size classification and simple sorting. The children in the character area play their favorite small animals, and fully consolidate the characteristics and habits of some common animals.

3, create a relaxed atmosphere, play the child's autonomy

Young children are completely free in regional activities. They choose their own game materials, choose activity content and partners, and play games according to their own wishes. Teachers also fully respect the child's dominant position in the activities and let the children creatively take the initiative. Activities that promote and motivate young children to find problems and solve problems in their activities. For example, young children can enter different activity areas according to their own wishes, and different activity forms and activities can be selected in the same activity area. Sometimes it is a person's activity material, but when we see that a few children can do very much, we don't bother, but let them go their own activities.

In regional activities, teachers should provide appropriate help according to the needs of young children. As a child's staff and assistants, teachers should always be clear about their position and play the role of observer and instructor when guiding the regional activities. But I have always done this well enough. I always pursue results. I am always eager to give my children a successful experience, rather than giving them the opportunity to fully explore and try.

In addition, the input of our class children needs to be strengthened. Some children always go there to play there. One regional event always exchanges many materials, but the materials put by the teacher are not tried well. These conditions have yet to be guided by our teachers to improve.

Regional activities provide opportunities for children to express themselves more self-expression, create a more relaxed and stress-free learning environment, and meet the characteristics of children's curiosity and initiative, so that children can stimulate their motivation through their own active activities. To generate pride and self-confidence, as teachers, we must fully mobilize the enthusiasm of children's activities, encourage children's interaction with the environment, acquire knowledge through independent exploration, and promote the development of children's autonomy.

Summarized the good aspects, but also found the deficiencies in the work, and hope to continue to improve and improve the activities of my class in the future.