Guide: Because of the small age difference and similar cognitive level, children can talk freely and relax their interaction, which is impossible under the guidance of teachers. The mutual communication between children can not only expand the ways and methods of children's learning, but also enable children to learn to help and coordinate with each other in practice, thus further promoting children's social development. The new educational concept tells us that we must put the promotion of children's physical and mental development in the first place in education and teaching, fully realize that children's interests and needs are important factors related to the implementation of educational goals, and to achieve good educational results, we must follow the laws of children's physical and mental development and consider children's internal motives and needs. Teachers should try their best to help children understand things in many ways, integrate experiences and construct cognition. The new educational goal also puts forward that education should prepare children for lifelong learning and development; The new teaching concept also abandons the spoon-feeding teaching method of teaching children to learn, and instead cultivates children's interest in learning and guides them to learn actively. These educational ideas can be fully reflected in regional corner (or regional) activities. The so-called corner activity means that educators divide the activity room space into different areas according to the materials and types of activities that children are interested in, so that children can choose their own activity areas. In the activity areas, children can learn and develop through full interaction with materials, environment and peers. It is not difficult to see that regional activities are mainly children's own activities and their own games, which are not carefully designed and organized by teachers like formal centralized teaching activities. People obviously feel the factors of education and teaching. However, district corner activities are not an absolutely free world without the influence and control of teachers. But this kind of influence and control is indirect and hidden, and it is realized through the creation of environment, especially the transmission of active materials. Compared with other forms of teaching activities, corner activities have the following obvious advantages: 1, corner activities are mostly children's self-selected activities, which provide children with more opportunities to carry out activities according to their own interests and abilities and meet their individual needs; 2. Corner activities are children's independent activities. They can play and do things in a stress-free environment, have lively, positive and pleasant activities, learn imperceptibly and experience more successful fun; 3. Most corner activities are group activities, which provide more opportunities for children to communicate freely and express themselves, and enhance mutual understanding among peers, especially for talents and advantages that peers can't show in group activities; 4. The educational value of corner activities is mainly the operating materials and scenes attached to the area, which carry a variety of educational functions and enable children to gain a variety of direct and natural experiences by directly participating in various activities. Both Montessori teaching method and Piaget's cognitive preschool education plan regard district corner activities as the main way of education and teaching. At present, in China, more and more kindergartens realize that corner activities are an effective way to promote children's development, so more and more kindergartens have carried out research on corner activities. Children are active learners, and the role of teachers is no longer to tell or directly tell children the answers, nor to explain or demonstrate directly to children with examples or operational experiments, but to support, inspire and guide children to find and solve problems by themselves. Therefore, teachers' guidance on the activities of Children's Corner should retreat from the dominant position to the timely and appropriate recessive guiding position, so that children can have the process of operation, exploration, doubt and questioning and communicate with each other. Although the activity area is a place where children play music and learn independently, it does not mean that teachers can give up. Teachers' active attention and careful guidance to the activities in the activity area can give full play to their educational functions. Speaking of which, how can teachers' space effectively guide children's corner activities? Combined with years of educational practice, I think teachers can effectively guide corner activities from the following aspects: First, respect children's interests and needs and provide corresponding materials. The educational value of corner activities mainly depends on the materials in the region. Its own characteristics and the activities stipulated by these characteristics often determine what kind of learning experience children may get and what aspects of development they may get. Different materials will lead to different operation methods and activities, and children's learning experience and educational results will be different during the activities. From the children's own learning characteristics, interest is the best teacher and the intrinsic motivation of children's active learning. Demand is the basic motive force of children's activities and the source of children's initiative and enthusiasm. Children's age characteristics determine that they choose exploration (learning) objects according to their own nature, interests and thinking level. Therefore, it is a crucial step for teachers to go deep into children, communicate with all children, understand the interests and needs of most children in combination with the theme content, and then provide corresponding materials according to children's needs. Of course, the same material may have a variety of ways of playing and uses, with different educational values, and this multifunctional activity material will be more popular with young children. In recent years, educators have paid more and more attention to teaching materials. Many kindergartens have invested a lot in the distribution of teaching materials, which makes the activity area rich, structured and operable, thus making children's activities and activities experience more colorful. This is a very gratifying phenomenon. However, at the same time, there are some problems in the selection and transportation of active substances. The biggest problem is to compare with each other and pursue high-grade, realistic and finished products. Adults look comfortable, children are not interested and don't like to play. In this way, it not only wastes financial resources, material resources and manpower, but also greatly reduces the educational value of the activity. Facts have proved that relatively primitive and basic materials and semi-finished products are more multifunctional, have more and greater educational value, and are more conducive to children's activities, learning and development. Therefore, in the process of providing materials for the activity area, teachers must respect children's interests and needs, and provide corresponding materials that are more conducive to their rapid development, so that children can develop in interaction with the materials. In addition, it is worth mentioning that in daily teaching, children can also take some original or semi-finished materials from home, participate in the layout of activity areas, determine the placement position of materials with children, and formulate activity rules. Let the children start from the initial preparation and lay the foundation for future corner activities. Second, respect children's wishes and support children to actively explore constructivism theory. Learning is not to let teachers choose content for children, but to let children choose freely; Learning is not a process in which teachers impart knowledge, but a process in which children actively construct cognitive structures. Children do not passively accept knowledge and information, but actively learn and construct information. Therefore, all activities should respect children's wishes, respect their choice of regional activities, and pay attention to the current interests of different children. In district corner activities, teachers should support children to actively explore, adopt flexible ways such as setting questions and making suggestions to support children's activities, leaving time and space for children to explore and solve doubts, rather than being the provider of answers. Third, understand children's learning process, adjust teachers' educational behavior in time, and create activity areas, so as to give every child a free and relaxed learning environment and better promote the all-round development of children's body and mind. Therefore, when deciding the regional type, we should try our best to meet the needs of children's cognitive, emotional, social, language and motor skills development. This requires teachers not only to have a clear understanding of the functions of each activity area, but also to accurately understand the interests, levels and needs of children in this class. If children have special interests and needs, they can adjust the content and scale of the area at any time. The novelty corner activity materials are very attractive to children, but children will still feel bored after playing with them for a while. To maintain and promote the interaction between children and these materials for a long time, teachers should go deep into children's activities to observe, analyze and guide children's activities. Only through observation, analysis and guidance can we truly and accurately understand children's internal needs and individual differences. Then, according to children's internal needs and individual differences, take corresponding measures, or change the strategy of activities, or add or delete some activity materials, so that children can keep their interest in activity materials and activities for a long time and promote their active learning. At the same time, in the process of guiding children to learn, when children encounter difficulties, teachers should wait patiently for children to discover and explore themselves, and participate in children's exploration and discovery when necessary. Of course, in the guidance of district corner activities, teachers should give full play to their implicit and appropriate guiding position. Fourth, create opportunities for children and promote mutual communication between children. Because of the small age difference and similar cognitive level, children can talk and discuss freely, and their relaxation and interaction cannot be realized under the guidance of teachers. The communication between children can not only be expanded.