The Regulations on Kindergarten Work states: "Kindergartens should make their own toys and teaching AIDS according to local conditions and materials". The Outline also tells us: "Children's educational resources are everywhere, and the development and utilization of rich resources through various ways and means can promote children's all-round development." In our rural kindergartens, waste materials can be seen everywhere, which is a good educational resource. But how can we effectively use these wastes in preschool education and teaching to make substitutes and give full play to their advantages? On the other hand, kindergartens spend more and more money on various teaching AIDS, but the ready-made teaching toys are very simple. Children lose their freshness after playing for several times and throw them aside. Expensive teaching AIDS do not reflect their due value. Nowadays, most kindergartens advocate a low-cost and high-quality educational environment. Using waste materials in kindergarten education and teaching can not only cultivate children's awareness of environmental protection from an early age, but also improve their practical and innovative ability and physical quality. Finally, it saves the expenses of kindergartens and allows limited financial resources to be invested in other places where they are needed more. However, how to collect and use waste materials, and how to waste them without being old, forces our rural preschool educators to constantly reflect and seek answers in practice. My present class was brought up by me from a small class. During these three years, I made a preliminary attempt and exploration on the utilization of waste materials in kindergarten education and teaching from the following four aspects.

First, multi-channel collection

Second, organize the classification of children.

Third, give full play to functions and make full use of functions.

1, the use of teaching activities

2. Utilization in regional activities

3. Use in game activities

4, the use of environmental layout

Fourth, home cooperation grows hand in hand.

Keywords:: waste materials education and teaching exploration

Analysis of the current situation:

Waste: refers to the renewable, safe and hygienic waste that is necessary or commonly used in every family's daily life. They can be seen everywhere, and most families usually treat these wastes as useless garbage. The Regulations on Kindergarten Work states: "Kindergartens should make their own toys and teaching AIDS according to local conditions and materials". The Outline also tells us: "Children's educational resources are everywhere, and the development and utilization of rich resources through various ways and means can promote children's all-round development."

In our rural kindergartens, waste materials can be seen everywhere, which is a good educational resource. But how can we effectively use these wastes in preschool education and teaching to make substitutes and give full play to their advantages? On the other hand, kindergartens spend more and more money on various teaching AIDS, but the ready-made teaching toys are very simple. Children lose their freshness after playing for several times and throw them aside. Expensive teaching AIDS do not reflect their due value. Nowadays, most kindergartens advocate a low-cost and high-quality educational environment. Using waste materials in kindergarten education and teaching can not only cultivate children's awareness of environmental protection from an early age, but also improve their practical and innovative ability and physical quality. Finally, it saves the expenses of kindergartens and allows limited financial resources to be invested in other places where they are needed more. However, how to collect and use waste materials, and how to waste them without being old, forces our rural preschool educators to constantly reflect and seek answers in practice. To this end, in view of the actual situation of our class and the characteristics of children's age development, we have made a series of preliminary explorations on waste materials in three years and achieved great results.

Second, multi-channel collection.

There are many kinds of waste materials, and collecting them is not a simple matter. We make full use of the resources of families, parents and communities, and collect all kinds of waste materials through multiple channels, which provides rich material resources for kindergarten education and teaching. First of all, we mobilize teachers to start from themselves and look for all "available materials" at home and around them, from needle and thread, bottles and cans to wooden cartons and cotton wool. Secondly, fully tap parents' resources and mobilize parents and children to collect waste materials together. Because parents are children's first teachers, our work must first be recognized by parents. At first, many parents didn't know that the articles they used were dirty, old and useless, so we enhanced parents' and children's awareness of environmental protection through various channels, such as parents' bulletin boards, parents' open days and parent-teacher conferences. At the same time, we made many finished products from waste materials, such as ornaments made from paper cups, handicrafts made from coiled ropes, and small activity devices made from Wang Zi milk bottles, which were arranged in the corridors of kindergartens and applied to children's games. After listening and reading, parents and children know that waste can also be turned into treasure. They began to actively and enthusiastically collect all kinds of materials, such as yogurt or milk bottles, soda bottles, biscuit boxes, potato chips and so on. For your own consumption, then wash it and take it to the garbage collection box in kindergarten. At the same time, it has developed children's good living habits and helped children accumulate experience in self-care life. In family contact, we will print out the topics we are doing and the materials we need to prepare with our parents to make small notes, listen to parents' suggestions extensively, and let them really participate in our education and teaching. Many parents enthusiastically participated in our activities and made a lot of sports equipment with their children, such as sandbags, rice bags and plum blossom piles. This also enhances their feelings with their children. Finally, we also make effective use of community resources. As long as we talk to those uncles and aunts, they will agree at once. Last semester, the badminton in the sports area of our class was made of transparent plastic paper sent by the boss of a waste collection station. We made a lot of badminton, and the children had a good time, saying it was better than buying it.

Second, organize the classification of children.

There are various ways to collect waste. The first thing to do is to put them in different categories. We put several collection boxes at the door of the classroom and put signs on them that children can understand at a glance, so that children can classify them actively and orderly. If there is a bottle sign on the collection box, it means that children can put all kinds of bottles they have brought in, but they can't put cloth and boxes. After the child has a clear purpose, he will not put it wrong. However, different materials have different classification methods according to different standards. Only by clarifying the types of materials can we understand the structure, characteristics and functions of materials. What other waste materials will be adopted by kindergartens? We generally divide used waste materials into: (1) According to the materials of waste materials: paper, wood, plastic, metal, cloth, etc. (2) According to the specifications of waste materials: large and medium-sized materials for outdoor activities, small and medium-sized materials for making teaching AIDS, and miniature materials for making table games. (3) According to the molding situation of waste, it can be divided into raw materials, semi-finished products, finished products and auxiliary materials. Sometimes we also classify waste materials according to their uses: (1) Building materials: such as bricks, sand, stones, pipes, screws, waste wood, etc. (2) Sewing supplies: such as belts, belt buckles, gloves, hats, ornaments, lace, bow ties, socks, etc. (3) Various boxes: such as gift boxes, hat boxes, ice cream boxes, plastic boxes, shoe boxes, shirt boxes, etc. (4) Waste cloth: such as coarse cloth, canvas, cotton cloth, twill cloth, silk, etc. (5) Hairdressing products: such as hairpins, combs, mirrors, etc. Household articles: such as bottle caps, wallets, ropes, eggshells, old floors, clothes hangers, lampshades, decorative articles, packaging materials, brushes, old CDs, ribbons, rubber bands, mirrors, photo frames, thumbtacks, tiles, old tires, telephones, etc. (7) Household articles: such as bottles (unbreakable), foamed plastics, miscellaneous bags, milk boxes, etc. (8) Waste paper: such as cardboard, scrolls, greeting cards, magazines, newspapers, napkins, cartons, sandpaper, spools, straws, wax paper, wrapping paper, etc. After sorting, we will choose nontoxic, harmless and safe wastes for disinfection and sterilization. Usually, they are washed with disinfectant and exposed to the sun.

Third, give full play to functions and make full use of functions.

Waste materials are widely used, not only in teaching, but also in kindergarten games, environmental creation and regional activities.

The application of 1. in teaching activities

Waste materials and preschool education seem to be two unrelated concepts and categories, but they are also related. Rational use of waste materials around us is of great significance and role to children's teaching. The key is how we do it.

What kind of teaching AIDS and learning tools you need can be made according to your own needs, without the need for leaders to take notes. What we do is often more intuitive. We can make any shape and color we want, and tailor-made things will be more convenient to use. The Chinese activity crocodile's tears needs a teaching aid crocodile. The crocodile I drew is not very realistic, for fear of attracting children's attention. So I made a "crocodile" head out of a toothpaste box and fitted it with sharp teeth. The children like it very much, and they are all very focused and devoted. In order to give full play to the role of turning waste into treasure, our teacher also launched a "great transformation of waste materials" activity. Dozens of works are made by teachers with waste materials that can be seen everywhere in daily life. They are educational, practical, operational, interesting and multifunctional, and their appearance is beautiful and practical. They also provide a lot of activity materials for children's outdoor games, regional games and teaching activities, which fully embodies teachers' awareness of saving and environmental protection and shows their awareness.

Through three years of thinking and practice, I think it is very scientific and feasible to apply waste materials to children's teaching, which can not only reduce our capital investment, but also educate children to protect the environment and save energy, and also cultivate children's brain and practical ability, so that we can do more things with clear goals and do them well.

2. Utilization in regional activities

There are few ready-made materials for regional activities in our class. If we buy a lot of toys for regional activities, we need a lot of capital investment, and it is impossible for our rural kindergartens to invest so much money. Rational use of available materials can not only save energy, but also solve the problem of insufficient funds. Discarded things, through our hands, become useful things for children, without spending a lot of money, and doing the most beneficial things with the least money. Why not? At the same time, toys made of waste materials are mostly multipurpose. We skillfully put them in various regions, pay attention to cultivating children's divergent thinking, so as to enlighten wisdom in play, exercise their abilities in play, pursue the versatility of material use, add more vitality to regional activities, and cultivate and develop children's various abilities. When we started making toys with children, the children were in high spirits, scrambling to do them with the teacher. For example, when making darts, the teacher cuts the drink bottle, and the children will decorate it with sticky notes of various colors, which are both strong and beautiful. Some children also actively use their brains and cooperate with each other. Come up with new production methods and games, and then make toys together. By making toys with teachers, children can observe the shapes of some wastes and see what they can make. Some children have old and useless things at home, but they should also get them and do them with their children. For example, Chen Lingna's mother opened a clothing store in her class. When she saw some leftover pieces of cloth in the store, she told her mother that these pieces of cloth could be made into a big sandbag and taken to kindergarten to play. Her mother deliberately said: What should I do? Chen Lingna said: It's like making a small sandbag, sewing six pieces of cloth together, putting cotton in it and sewing it up. So her mother made some sandbags with her and took them to kindergarten. She is glad to see that all the children like to play with big sandbags.

I set up a jigsaw puzzle area for the children in my class, and put in a wealth of game AIDS made of waste materials. Those colorful geometric figures make children not only feel the shape, but also appreciate the color, unconsciously learn to compare the size, length, height and thickness of objects, and understand the equal division of shapes. Through poker game activities, children's interest in mathematics is stimulated, and the concept of children's number is promoted, such as sorting, classification, and understanding adjacent numbers. We collected some cake boxes for children to design turntables, some with toothpicks, some with disks, and some with shells ... Children choose materials according to their own interests and abilities and make bold innovations. We also replaced the pictures on the paper clips with cards, Chinese characters, objects and counting cards, encouraged the children in middle and large classes to match things, and let them learn while playing, which enhanced their interest in exploring scientific mysteries and developed their imagination and creativity. The level of children's regional activities in our class has changed dramatically. Waste materials have become teachers' good assistants and happy angels when children play, and the activity room has become children's paradise. They are playing and exploring to their heart's content, and they have promoted and developed themselves inadvertently.

3. Use in game activities

Waste materials have been decorated by teachers and students and used in children's games, which has achieved unexpected results. Teachers and children jointly explore the production methods and play methods of movable appliances: cans can be hung on the rope to practice vertical jumping in situ, and several can be tied together to make "plum blossom piles" to practice balance ability and train children's courage; Plastic bottles contain colored water, which is used for bowling, throwing bottles, running games as a baton and so on. Some folk games have also been dug up: gyroscopes made of plastic bottles, iron wires bent in circles, sewing sandbags to kick badminton, and cutting rubber gloves to make rubber bands. Children experience the fun of exploration with their parents, which stimulates their interest in actively participating in activities. At the same time, exercise hand muscles in activities such as playing, doing, trying and thinking, cultivate the ability of hands and brains, develop intelligence while strengthening physical fitness, and let game activities play a greater role. "One thing to play more" has been fully played in the game. Once, there was a game activity. At first, I designed "newspaper balls" for children. I provide each child with a newspaper and a ball, and only ask them to come up with various ways to play newspapers. At first, the children were at a loss about the newspaper I gave them. I consciously said it again: "You can play as you like?" At this time, several children began to move, but most of them just ran around with newspapers. After listening to my words, Chen Wenhao nodded and said to me cheerfully, "I want to show you something today." I am not in a hurry to ask questions. I just sit by and watch, trying to stimulate a teacher to try new fields and experience the joy of innovation by paying attention to the wishes of children and satisfying their motivation. In the process of playing, I was surprised to find that Chen Wenhao, a child who doesn't usually have serious activities, was fascinated at this time, and his eyes were shining with curiosity. I saw him running around and sticking the newspaper to his chest for a while; After a while, it will roll into a long strip as an obstacle and jump back and forth; After a while, he collapsed into a ball. When the "Grenade" was thrown ... under my guidance and encouragement, he actively thought and captured inspiration. During the activity, he told the children many games he thought of. Because of his rich imagination and unique thinking, he is loved by children.

After trying for a while, other children, inspired by Chen Wenhao, developed creative thinking and began to play more. Some children roll newspapers into long strips and hold them in their hands as "golden hoops"; Some children spread newspapers on the ground as cushions and do sit-ups; Some children cooperate to put the ocean ball on the newspaper, and two people walk back and forth with the newspaper carrying the ball; There are also children who roll up the newspaper and put it on the ground as an obstacle and jump back and forth ... The children have created a new image of "newspaper" that can be played with more than one thing. I can see the children's cleverness in every activity in the future. For example, when playing with a box, some children fold the box and jump over it as an obstacle; Some children got into the box and crawled on the ground with their hands and feet exposed; Some children use boxes as "caves" and get out of them one by one. Fiona Fang has a more interesting game: he puts the box on his body, shows his head, walks like a robot, and attracts children's attention. I gradually feel that these seemingly worn-out things are priceless in the eyes of children, and their attraction to children far exceeds those seemingly beautiful finished products. For our teachers, the educational value of waste materials far exceeds that of finished products.

4. Utilization in environmental planning

Creating classes can guide children to pay attention to the environment, enhance their understanding of the environment and mobilize their initiative. The wall decoration of our class and the creation of regional environment pay more attention to children's interests and concerns in the choice of theme content, and constantly integrate new, contemporary and valuable educational content. The choice of wall decoration materials is also much richer than before. In addition to exquisite wrapping paper and other high-grade materials, it comes from children's lives, such as waste paper boxes, cans, sponges, shells, oil pots, sanitary paper barrels and so on. According to local conditions, use local materials, tap all available natural resources, and reflect the richness of content and materials. This will help to replace and supplement the wall decoration in time, and also help to cultivate children to be conscientious people from an early age, and cultivate good qualities of caring for the collective, diligence and thrift.

There are several theme pages in our class these days, such as From Head to Foot, Language of Nature and Animal World. We have changed the situation of teachers' arrangement in the past, and the arrangement is entirely done by children. For example, in the layout of Fish in the Sea, we lowered the layout so that every child can get it, and then the children made fish out of various wastes, cut them themselves and posted their own fish on the theme layout. Every child participated in it, and they happily arranged their own works on the page. It can be seen that they are particularly serious in the production process.

In addition, we ask children to make it from waste. For example, we put beautiful crumpled paper in a jelly box and cover it with flower-shaped soft plastic. The teacher helped to string it together and it became a beautiful wind chime. These children have the ability to do it. In the layout of "natural language", the children made their own flowers and folded them into bows with ribbons, which were very beautiful to decorate. The children are very interested in the toy decoration of these homemade materials. Later, some parents came to tell us that children were reluctant to throw away useless things at home. Another child also brought his own homemade toys. He tied a rope at the four corners with an old handkerchief, then hung a pendant at the end of the rope, and then slowly threw it into the air like a parachute, from which children could have endless fun. A mother said, "I started to buy a lot of toys for my children, but I soon got tired of playing." Just put it in the corner. What a waste. Later, it was found that he collected a lot of matchboxes and used them to build parks, cars and so on. He had a good time. This activity also stimulated children's imagination. "

It can be seen that toys and materials made of waste materials are far more attractive to children than some ready-made ones. As long as you use your brain a little, you can turn waste into treasure and bring more fun to children. It's good for children. On the one hand, children can give full play to their imagination by making their own toys. After a toy is made, children will be very happy when they appreciate their own works, which is conducive to the development of self-confidence. Now the children in our class often stand in front of the theme wall, looking for their own fish and other works, full of pride and joy. Secondly, children do it themselves and understand that their own labor can turn waste into treasure. These wonderful changes will make people happy, understand that only labor can yield, and will cherish their toys more. In the process of collecting waste, children will gradually understand the benefits of waste utilization, which is conducive to the formation of children's traditional virtues of thrift and simplicity, so that parents can save a lot of money and understand the mystery of "buying less, children get more". Some parents can also help their children make their own toys together. For example, Wang He's sister made lanterns out of waste paper, and her mother and her children made cars out of toothpaste boxes. It attracted children to stop and enjoy in the classroom. These toys can make children play interesting and beneficial, and inspire their thinking.

Fourth, home cooperation grows hand in hand.

The Outline points out: "Family is an important partner of kindergarten. Based on the principles of respect, equality and cooperation, we should strive for parents' understanding, support and active participation, and actively support and help parents improve their educational ability. "Kindergarten in the use of waste materials, we must obtain the support of parents, mobilize the participation of parents, improve the effectiveness of education, let parents know the necessity and feasibility of collecting and using waste materials in kindergartens, and ask parents to cooperate with us to start from bit by bit, influence children with their own words and deeds, educate children, help children develop good environmental habits and creativity, and play their educational role. In the past three years, many parents' ideas have changed greatly. They have unused boxes, bottles and other waste items at home, and they don't throw them away anymore. Instead, they were washed and taken to kindergarten. Some grandmothers also asked, "Teacher, do you want an oil bottle?" "Teacher, do you want a CD?" ..... Some mothers and children use bottles to make "little dolls"; Some children, with the help of their parents, make "clocks" and "cars" with scrap metal wires and cartons; Others make rice bags with their mothers.

There used to be many scarecrows to decorate because of the environmental layout. The next day, with the help of their parents, the children actually brought a lot. During the parents' half-day open day, we invited parents and children to play games and make handicrafts with waste materials. For example, parents are required to prepare materials for their children in handicraft production activities. At the same time, parents constantly remind their children and ask them, "What works do you want to do?" Then, give children some simple production skills and even help them make them together. Then hang the works of children and parents as environmental decorations in the activity room. Children and parents see their own works as soon as they enter the class. This involuntary feeling always touches parents' heartstrings. Many times I have seen the works of myself and my children, and I always have an unspeakable pleasure in my heart. It seems that the practice of parenting education activities will make parents have a happy experience, exchange their feelings, reflect their values and opportunities, make them pay more attention to their children's growth, and make the parent-child relationship closer.

Children are the future of the motherland and the hope of mankind. It is of practical and far-reaching significance to pay attention to children in the education of waste materials. After three years of practice and analysis, we can find that the use of waste materials in classes and even in our park has been paid attention to, and its value and role have been affirmed. However, there are still some problems in actual operation. In the future teaching and education, I will continue to radiate to our children and people around me in some ways, so that more people and families can be brought into the camp of environmental education, so that more children can benefit from waste materials, and one child can drive another. Main reference materials:

1, Interpretation of Kindergarten Education Guidance Outline

2. "Preschool education" and "Waste materials also have their extensive uses"

3. Use preschool education network to carry out environmental education in kindergartens.

4. Psychology of preschool education