First, realize the interaction between children and materials in a rich material environment.
We broke the old concept of "environmental layout" and paid attention to the interaction between children and material in the creation of material environment. For example, most of the props in A Doll's House are made by children, and the green food in Green Supermarket is also collected by children in their lives. Look, all the fine products in the "food store" are absorbed in their work, and the snacks made are really delicious. Children actively participate in the process of environmental innovation with their hands and brains, which not only develops children's abilities in all aspects, but also makes them feel that they are small masters of the environment, which is conducive to cultivating children's positive feelings of loving the collective and the surrounding environment. In addition, combined with our educational goals, we designed and produced a "theme wall", whose content can be adjusted and replaced at any time according to the theme goals and actual needs, which is not only conducive to stimulating children's interest in learning, but also provides help and convenience for actual education and teaching.
In practical work, we find that the isolated function of each region can not give full play to its educational value, so we apply the idea of integration to the creation and utilization of the environment and pay attention to the organic connection of each region in the environment. Fully tap the educational significance, such as suggesting that children in the construction area set up a stage for children in the performance area, and inviting children in the construction area to introduce their works in the language area, which not only expands their game ideas and contents, but also enables children to actively explore ways to solve problems in activities, think of others when encountering difficulties, and take the initiative to help others, which is conducive to their "self-centeredness."
Second, set up characteristic time and characteristic courses around educational goals.
Although children are small, they also have their own inner world and need their own space. We set aside some special time for children every day according to their age characteristics, the specific curriculum arrangement of kindergarten and the reality of our class. For example, set a period of whispering time to help children learn how to use qi to relieve the fatigue of children's voices, because sound is the main body organ when children communicate, and unreasonable use of sound will cause harm to the immature vocal cords. Happy mood and healthy mentality need time to adjust. We set a smiling time for our children, tell our friends an interesting thing, and share their happiness. Happy mood starts here. We arrange the frequency and density of smiling time appropriately according to children's emotions to help children form a healthy and optimistic attitude.
Combined with the textbook course, organize a special discussion on mood bar every two weeks. Teachers or children are selected to the bar owner to discuss the recent concerns of everyone, express unpleasant things in their own way and help solve them together. During the activity, we also learned effective ways for friends to have fun. In short, our goal is to guide children to look at things around them with a healthy attitude, to come up with diversified solutions to everything, and to lead a good path for children's health.
Three, families, gardens and communities work together to implement "consistent" education.
Modern education is characterized by the harmony between open education and big education. The growth of children, the educational attitude and upbringing of elders, the words and deeds of neighbors and community residents, and the mental outlook all have a direct or subtle influence on the development of children. However, we gradually realize that it will get twice the result with half the effort to combine family, kindergarten and society organically while giving full play to family resources and social resources. Therefore, in practice, we pay attention to the combined effect of "1+ 1 > 3" and explore an educational method of "please come in and please go out". "Please come in" is to introduce family and community resources into kindergarten and class activities, and "going out" is to lead children out of kindergarten and into society.
1. Parents enter the classroom. Children's parents come from all walks of life, including soldiers, doctors, teachers and so on. Inviting them to state their views in class will not only help children broaden their horizons and get more opportunities to get in touch with social people, but also help to enhance the understanding between teachers and parents and lay the foundation for the smooth development of parents' work.
For example, my mother is a dentist. In order to help children develop good hygiene habits, combined with the educational theme of "healthy children", we invited Haohao's mother to be a teacher in kindergarten. Before the activity, we made educational goals together. She asked me voluntarily: how to organize the activity? What language is more effective in organizing activities? That serious drive really touched me. Although she was really nervous when she stood in front of the children, her special status-being both a mother and a teacher-deeply attracted the children. They not only know the characteristics, structure and protection of teeth, but also take the initiative to ask "teachers" to check their teeth, which promotes the formation of children's awareness and behavior of dental care.
2. Colorful parent-child social practice activities. How to make children "go out" to ensure their safety? In practice, we come to the conclusion that organizing parent-child social practice activities on weekends and asking parents to lead their children to participate voluntarily not only ensures the safety of children, but also enhances the feelings between children and families, teachers and parents. After the activity, we organized a "tutor salon" to discuss parenting experience with parents, so that parent-child activities can benefit parents, children and teachers.
For example, we organized the parent-child social practice activity of "Little Kid Being the Master-Our Green Journey" in the underground supermarket in Ginza, quancheng square. Teachers first explain the "green sign" to children, then teach them the knowledge of RMB in 5 yuan, and then remind them of the common sense of shopping. What should they do when they encounter difficulties? Wait a minute. This time, the parents are just the children's assistants, and the children have taken active actions and truly become the little masters of practice. After the shopping, the teacher also showed everyone around quancheng square.
During the activity, the children not only learned five yuan, but also learned to buy green food. By identifying the green signs, they also mastered the initial concept of financial management, and really got an attempt to take money for their own use, which accumulated rich perceptual experience for their independent participation in society in the future, which was an important step for them to enter the society. On the other hand, quancheng square's knowledge of geography and humanities not only broadens children's horizons, enhances their love for their hometown of Jinan, but also provides opportunities and conditions for them to learn to actively communicate with others.
We also organized activities such as "Walking-Looking for Spring" and "Farmhouse-Harvest Orchard". In the activity, not only the relationship between children is closer, but also parents have meaningful exchanges. Teachers and parents also make full use of the opportunities of exchanges and cooperation, providing conditions for all parties to coordinate and promote children's development.