First, flexibly present the role identity and promote the development of the game.
The Outline points out: "Teachers should be supporters, collaborators and guides of children's learning activities." This shows that the role of teachers in children's activities is not single, and teachers' role identification should be presented flexibly according to the needs of activities.
(a) Become a follower and promoter of children's interests.
Letting children move freely in the activity area is the biggest feature of regional activities. Children can often mobilize a variety of senses and emotions to actively participate in games they are interested in, which requires teachers to pay attention to children's interests. "Be good at discovering the educational value contained in things, games and accidents that children are interested in, seize the opportunity and actively guide them." Let children get a happy experience in free and independent activities.
(2) Be the navigator of children's information and the cooperator of thinking.
In children's activities, teachers should not only impart knowledge, but also observe, explore and think carefully with children, give guidance when children need it, and let children experience the fun of exploration and success.
(3) Be an encourager of children's will and a happy sharer.
When children encounter problems or difficulties in activities, teachers should also be the encouragement of children's will and encourage them to find ways to stick to it; When a child succeeds, even a little, the teacher should fully affirm it, share the joy of success with the child and enhance the child's self-confidence.
Second, the intervention of guidance should be timely and appropriate.
In regional activities, teachers' intervention and guidance play a vital role. In the process of children's activities, some teachers are always asking children to do one thing or another, which makes children lose their autonomy and the real meaning of regional activities. How to grasp the opportunity of intervention?
(1) When a child's behavior wants to be recognized by an adult.
When children's behavior is affirmed, it will increase their self-confidence and sense of success, which is conducive to the development of their good personality. Therefore, teachers should pay attention to observing children's performance in activities and give affirmation to children's performance in time. For example, in the structural game, a little boy finally completed a pitifully small "plane" after repeated disassembly and assembly. Just as the child looked around, the teacher who had observed him for a long time came over and naturally picked up the "plane" with a surprised expression: "Ah! Did you insert it yourself? It's beautiful. Can you insert a bigger one for the teacher? " The little boy nodded confidently, turned around and started the game with great interest. Teachers get involved in games when children need encouragement and recognition most, which greatly mobilizes children's enthusiasm for games and enhances their self-confidence.
When children need help or have difficulties.
Teachers should intervene when children need it most. Children will inevitably encounter problems of one kind or another in their activities. If children can solve it through their own efforts, teachers don't have to intervene in a hurry. If children can't solve problems, teachers should help them so as not to hinder their activities.
(c) When children are in dispute.
In children's activities, all kinds of disputes will inevitably occur, so teachers should carefully observe and intervene in a timely and appropriate manner. If it is a dispute that children can solve, teachers should give children some time to try to solve it themselves; If the dispute has affected the normal order of activities, teachers, as the coordinator of the relationship, have to intervene. Here is another situation: If children's behavior is incomprehensible to adults, and they have no disputes, should teachers intervene? For example, in the reading activity, the teacher found that six children were reading the same book. They were "happy" and experienced the fun. In this case, some teachers choose to intervene. They don't understand the child's behavior: "There are so many books on the table, why do you want to read that one?" So I interrupted the children's activities and let them read a book alone, but the children never showed interest in reading before. In fact, children have their own ideas and methods to deal with problems. Teachers should not always judge children's behavior from the perspective of adults, but should give them understanding and support.
When children are at a loss in the face of new materials.
When we prepare new activity materials for children, we can let them observe first and play first, but this does not mean that teachers can let children play games by themselves. Teachers should first teach children how to play with new toys and explain matters needing attention, pay attention to observation and guidance in the process of children's games, and make children interested in new activity materials. If children are at a loss when faced with new materials, then new things will lose their appeal to children. Teachers should give timely guidance to stimulate children's enthusiasm for participating in activities.
Third, use partner factors to enhance the interaction between children.
Among many factors that affect children's development, partnership is an important one, especially in regional activities, children can play games freely and independently, and this peer relationship has a more obvious impact on children. Sometimes we can see children arguing, sometimes we can see children discussing, and they are communicating in their own way. It is in this kind of play and quarrel that children's oral expression, coordination and cooperation, problem-solving and other abilities are developed.
Four, the use of environmental materials to guide the transfer of factors.
The educational function of regional activities is mainly realized through environment and material. Different materials and children's operation methods will lead children to gain different knowledge and experience in the process of activities. It is very important to create regional environment and provide materials. Teachers should provide rich materials for each region according to children's age characteristics and interests, combined with educational goals, and promote the full interaction between children and the environment, so as to achieve development.
5. Use rules to regulate activities.
Rules play an important role in regional activities. Giving children the freedom to move does not mean letting them do whatever they want. Letting children play games according to the rules is conducive to the socialization of children's emotions and behaviors, and is also conducive to cultivating children's good behavior habits. Therefore, teachers should make rules of the game suitable for children according to the content of the activity, or guide children to make their own rules during the activity, which is more conducive to children's conscious compliance.
Regional activities are an important form of educational organization in kindergarten education. Teachers should provide rich materials according to the needs of activities and the environment created by children consciously. Through effective observation and guidance, children can operate, explore and learn in various ways, express their experiences and feelings in the process of interaction with the environment, and obtain physical, emotional, cognitive and social development.