In regional activities, teachers use the game function to create situations, so that children can choose, operate and learn independently in the form of individuals or groups, so that they can use and accumulate, correct and express their own experiences and feelings in the interaction with the environment, and get a game-like experience while gaining physical, emotional, cognitive and social development.

For young children, this is an open and low-structure activity. Children can be guided by interests, needs and wishes. The content, time, rhythm, order, partners and rules of activities can be decided by children themselves, or they can discuss and coordinate with their peers, and realize and generate activities in the process of playing and operating, exploring and discovering, communicating and asking questions.

Extended data:

Precautions:

It is necessary to strengthen cooperation and infiltration between regions and strengthen horizontal connection: although different regions are relatively independent, they can be connected with each other, which can enhance the interest of activities and keep children interested in activities. For example, guide children to send the small fish and garlands printed in the art area to the doll's house and performance corner, stimulate children to perform, and guide children to give necklaces regularly decorated in the math area to the dolls in the doll's house.

The guarantee of time and space for regional activities is a necessary condition for the implementation of activities to achieve the expected results. To ensure a stable regional activity time during the day, each class will arrange about 40 minutes of activity time every day, and you can also play in your spare time. At the same time, teachers can separate the time of learning activities from the time of playing games. For example, quiet study activities can be arranged on Monday morning and dynamic games can be arranged on Tuesday afternoon.

Baidu Encyclopedia-Regional Activities