Goal 1 Be close to nature and like to explore.

3 ~ 4 years old

4 ~ 5 years old

5 ~ 6 years old

1. I like to get in touch with nature and am interested in many things and phenomena around me.

2. Always ask questions or fiddle with things curiously.

1. I like to touch new things and often ask some questions related to new things.

2. Always use your hands and brain to explore objects and materials, and enjoy it.

1. Questions that interest you always get to the bottom of it.

2. Can often use your hands and brains to find the answer to the question.

I feel excited and satisfied when I find something in my exploration.

Educational suggestions:

1. Always bring children into contact with nature to stimulate their curiosity and desire to explore. For example:

Provide children with some interesting inquiry tools, and use their curiosity and enthusiasm to infect and drive them.

Discover and share new and interesting things or phenomena around you with your children, and look for answers to questions together.

Keep and accumulate interesting explorations and discoveries by taking photos and drawing pictures.

2. Sincerely accept, support and encourage children's exploration behavior in many ways. For example:

Take children's problems seriously, guide them to guess and think, and do some simple investigations or interesting experiments with children when possible.

Tolerate children's behavior of soiling, messing up or even destroying things due to exploration, and guide children to clean up after activities.

Choose some operable, diverse and multifunctional toy materials or waste materials for children, and encourage children to disassemble or make toys themselves on the premise of ensuring safety.

Goal 2 has the ability of preliminary inquiry.

3 ~ 4 years old

4 ~ 5 years old

5 ~ 6 years old

1. You can observe the things you are interested in carefully and find their obvious characteristics.

2. Can use a variety of senses or actions to explore objects, and pay attention to the results of actions.

1. Can observe and compare things or phenomena and find their similarities and differences.

2. Be able to ask questions according to the observation results and guess the answers boldly.

3. Be able to collect information through simple investigation.

4. You can use pictures or other symbols to record.

1. Through observation, comparison and analysis, we can find and describe the characteristics of different kinds of objects or the changes before and after something.

You can verify your guess in some way.

3. With the help of adults, a simple investigation plan can be made and implemented.

4. It can be recorded by numbers, pictures, charts or other symbols.

5. Be able to cooperate and communicate with others in the inquiry.

Educational suggestions:

1. Consciously guide children to observe things around them, learn the basic methods of observation, and cultivate the ability of observation and classification. For example:

Support children's spontaneous observation activities and appreciate their findings.

Ask questions to guide children to constantly think and compare things.

Guide children to try simple classification and summary on the basis of observation and exploration. For example, animals are classified according to their modes of movement, plants according to their growing environment, and objects according to their external characteristics.

2. Support and encourage children to actively use their hands and brains to find answers or solve problems in the process of inquiry. For example:

Encourage children to ask questions worthy of further exploration based on observation or discovery, or adults to ask meaningful questions that can stimulate children's interest. For example, are balls, tires, bamboo tubes and other objects rolling in a straight line? How to make the plasticine ball float on the water?

Support and encourage children to boldly associate, guess the answer to the question and try to verify it. For example, when playing a windmill, encourage children to guess the reasons and conditions of the direction and speed of the windmill, and actually verify it.

Support and guide children to learn to explore and solve problems with appropriate methods, or collect evidence for their own ideas. For example, if you want to know how many kinds of plants there are in the yard, you can investigate them on the spot; Want to know whether the ball rolls fast on the flat ground or on the slope, you can try it. In order to prove that the direction of the shadow is related to the position of the sun, we can do a small experiment to verify it.

3. Encourage and guide children to learn to make simple plans and records and share them with others. For example:

Make a survey plan with your child and discuss the subjects, steps and methods of the survey. Or try to present the plan with pictures, arrows and other signs with your child.

Encourage children to record the process and results of observation and exploration by drawing, taking photos, making specimens, etc., pay attention to making the records meaningful, and help children to enrich their observation experience, establish connections between things and share their findings through recording.

Support children to explore and share with their peers, guide children to try to sort out and summarize their own exploration results in communication, and experience the fun of cooperative exploration and discovery. For example, discuss and share your own problems and findings together, and work hard to collect information and verify guesses.

4. Help children review their own inquiry process, discuss what they did, how they did it, whether the results are consistent with the planned goals, analyze the reasons and what to do next.

Goal 3: Understand the surrounding things and phenomena in the inquiry.

3 ~ 4 years old

4 ~ 5 years old

5 ~ 6 years old

1. Know the common animals and plants, and be able to notice and find that the surrounding animals and plants are diverse.

2. Be able to perceive and discover the soft, hard, slippery and rough characteristics of objects and materials.

3. Be able to perceive and experience the influence of the weather on your life and activities.

4. Understand and experience the relationship between animals and plants and people's lives.

1. can perceive and discover the growth and changes of animals and plants and their basic conditions.

2. Be able to perceive and discover the properties or uses of common materials such as dissolution and heat transfer.

3. Be able to perceive and discover simple physical phenomena, such as changes in the shape or position of objects.

4. Be able to perceive and discover the characteristics of different seasons and experience the influence of seasons on animals, plants and people.

5. Initially perceive the relationship between commonly used technology products and their own lives, and know that technology products have advantages and disadvantages.

1. It can detect the adaptive relationship between the appearance characteristics, habits and living environment of animals and plants.

2. Can find the relationship between the structure and function of common objects.

3. Be able to explore and discover the conditions or influencing factors of common physical phenomena, such as shadows, ups and downs, etc.

4. Perceive and understand the periodicity of seasonal changes and know the order of changes.

5. Have a preliminary understanding of the close relationship between people's lives and the natural environment, and know how to respect and cherish life and protect the environment.

Educational suggestions:

1. Support children to accumulate beneficial direct experience and perceptual knowledge in contact with nature, biology and phenomena. For example:

Together with children, through outdoor activities, visits, planting and feeding activities, we can perceive the diversity and uniqueness of organisms, as well as the process of growth, development, reproduction and death.

Provide rich materials and suitable tools for children, and support children to explore and perceive the characteristics of common materials and materials and the structural characteristics of objects during the game.

2. Guide children to think in inquiry, try simple reasoning and analysis, and find obvious connections between things. For example:

Guide children over 5 years old to pay attention to and think about the significance of the external characteristics, habits and living environment of animals and plants to their survival. For example, the long ears of rabbits have the function of self-protection; The shape of plant seeds contributes to its spread, etc.

According to the characteristics of common materials and the structural characteristics of objects, guide children to speculate and confirm their uses. For example, objects with wheels are easy to move; Vehicles with different uses have different structures and so on.

3. Guide children to pay attention to and understand the close relationship between nature, scientific and technological products and people's lives, and gradually know how to love, respect and protect nature. For example:

Combine children's life needs and guide them to understand the dependence between man and nature, animals and plants. Such as: the relationship between animals and plants, seasonal changes and people's lives, and the impact of common disastrous weather on people's production and life.

Discuss the uses and disadvantages of common technology products with children, such as the convenience brought by vehicles such as cars and the pollution to the environment.

Mathematical cognition

Goal 1 initially perceived the usefulness and interest of mathematics in life.

3 ~ 4 years old

4 ~ 5 years old

5 ~ 6 years old

1. Perception and discovery of the shapes of surrounding objects are varied, and people are interested in different shapes.

2. Experience shows that numbers are used in many places in life.

1. Under the guidance, some things can be described by shapes.

2. Under the guidance, I feel and understand that some things can be described by numbers, and I am interested in further exploring the meanings of various numbers in the environment.

1. can find simple arrangement rules of things and try to create new ones.

2. I can find that many problems in life can be solved by mathematical methods and experience the fun of solving problems.

Educational suggestions:

1. Guide children to pay attention to the shape characteristics of things, try to describe things with words representing shapes, and experience the vividness and interest of description. For example:

After the visit, talk to the children about the shape of what they saw and encourage them to associate and describe it in their own words. For example, the panda's body is round, and the whole body seems to be made up of circles.

When talking to children or reading and telling stories, use some words about shapes to describe things properly. For example, look at the pictures and discuss the shapes of Olympic venues with children to understand why some venues are called "Water Cube" and others are called "Bird's Nest".

2. Guide children to perceive and appreciate that numbers are used in many places in their lives, and pay attention to digital information closely related to their lives. The number of experiences can represent different meanings. For example:

Find and find things marked with numbers in your life with children, such as telephone numbers, clocks, calendars and price tags of goods.

Guide children to understand and feel that numbers are used in different places and have different meanings. For example, the number indicating the temperature in the weather forecast represents the hot and cold situation; The numbers on the clock indicate the time, etc.

Encourage children to try to use digital information for some simple reasoning. If we know that today is Friday, we can infer that tomorrow is Saturday and mom and dad are resting.

3. Guide children to observe and discover things arranged according to certain rules, understand the characteristics and rules of arrangement, and try to create new arrangement rules by themselves. For example:

Discover and experience the orderly formation arranged in a certain order with children.

Provide music, children's songs and stories with repetitive melodies and words, or use orderly arranged patterns in the environment (such as tiles with spaced colors and bead curtains with spaced shapes). ) to encourage children to discover and feel the law.

Encourage children to try to design regular lace patterns, create regular movements, or build activities according to certain rules.

Guide children to understand that many things in life have a certain order and regularity. For example, the order of seven days a week is Monday to Sunday, and the four seasons follow the cycle of spring, summer, autumn and winter.

4. Encourage and support children to discover and try to solve problems needed in daily life and appreciate the usefulness of mathematics. For example:

The ranking can be determined by counting and measuring when hitting the ball, skipping rope, long jump or throwing sandbags.

When discussing where to go for a spring outing, let the children discuss where they want to go. How many people are there in every place you want to go? Make a decision according to the statistical results.

When sliding the slide, line up in an orderly manner according to the rule of "first come, first served".

Goal 2: Perceive and understand the number, quantity and quantity relationship.

3 ~ 4 years old

4 ~ 5 years old

5 ~ 6 years old

1. can perceive and distinguish the characteristics of objects in terms of size, quantity, height and length, and can express them with corresponding words.

2. The number of two groups of objects can be compared one by one.

3. Be able to count less than 5 objects continuously and tell the total number. Can take things by number.

You can use numbers to describe things or actions. If I have four books.

1. can perceive and distinguish the characteristics of objects in terms of thickness, thickness and weight, and can describe them with corresponding words.

2. The number of two groups of objects can be compared by counting.

3. Be able to understand the relationship between numbers through practical operation, for example, 5 is 1 greater than 4; Two plus three equals five.

Numbers can be used to describe the order and position of things.

1. A preliminary understanding of the relativity of quantity.

2. Understand the practical significance of "addition" and "subtraction" with the help of actual situations and operations (such as merging or taking).

3. Can be added or subtracted within 10 by physical operation or other methods.

4. Simple quantitative relations can be expressed by simple record tables and statistical charts.

Educational suggestions:

1. Guide children to perceive and understand the characteristics of "quantity" of things. For example:

Perceive the size, quantity, height, thickness and other characteristics of common things, and learn to describe these characteristics with corresponding vocabulary.

Combined with specific things, through many comparisons, let children gradually understand that "quantity" is relative. Liang Xiao is taller than Xiao Ming but shorter than Xiao Qiang.

When packing things, according to the situation, encourage children to classify according to the characteristics of the number of items. For example, when sorting books, put them according to size.

2. Combined with daily life, guide children to learn to compare the number of objects by corresponding or counting methods. For example:

Encourage children to find the number of two groups of objects in the process of one-on-one pairing. For example, every bowl on the table is equipped with a spoon, and the number of bowls and spoons is different.

Encourage children to compare the quantity of two things by counting. Count the apples and pears, and judge which ones are more and which ones are less.

3. Use the actual situations in life and games to guide children to understand the concept of numbers. For example:

According to the needs of life, count the objects with the child's hands and mouth and get the total number of objects.

Let children know that the number of objects will not change because of the different arrangement and spatial position through counting. If children are encouraged to put a certain number of buttons in different forms, the number of buttons will remain the same.

Combined with daily life, provide children with opportunities to "take things by number", such as asking children to take out a few balls as required when playing games.

4. Guide children to understand the relationship between numbers through physical operations and solve problems through addition and subtraction. For example:

In the game, let four small animals live in two rooms, or in life, let children try different ways to divide five cookies.

Encourage children to try to solve math problems in life by themselves. If there are five guests at home and there are only three cups on the table, how many cups are needed?

When buying a small amount of goods, consciously encourage children to participate in the calculation and payment process.

Target 3 perceives the relationship between shape and space.

3 ~ 4 years old

4 ~ 5 years old

5 ~ 6 years old

1. Be able to notice the obvious shape features of objects and describe them in your own language.

2. Be able to perceive the basic spatial position and orientation of objects and understand directional words such as up and down, back and forth, inside and outside.

1. can perceive the physical and structural features of objects and draw or assemble the shapes of objects.

2. Be able to perceive and discover the basic characteristics of common geometric figures and classify them.

3. You can use up and down, front and back, inside and outside, middle and side to describe the position and direction of an object.

1. You can creatively assemble and draw the shapes of objects with common geometric shapes.

2. Be able to correctly pick up and put items according to language instructions or simple schematic diagrams.

3. Be able to distinguish your left and right.

Educational suggestions:

1. Help children to establish the connection between objects and geometric shapes in various ways. For example:

Guide children to feel the shape characteristics of various objects in life and try to identify and describe them. Such as feeling and identifying the shape characteristics of plates, tables, wheels, floor tiles and other items.

Encourage and support children to build games or do activities with building blocks, cartons, puzzles and other materials of various shapes. For example, make a "car" with a rectangular carton and two round bottle caps.

Guide children to experience the transformation between graphics when sorting out building blocks. For example, two triangles can be combined into a square, and two squares can be combined into a rectangle.

Guide children to observe the graphic characteristics of living objects and encourage them to classify objects according to their shapes.

2. Enrich children's cognitive experience of spatial orientation, and guide children to use spatial orientation experience to solve problems. For example:

Ask children to use locative words that they can understand when picking up and placing things, such as putting things under the table on the windowsill and putting flower pots next to big trees.

Determine the location of familiar places with children. For example, the supermarket is next to home and the post office is in front of the kindergarten.

In sports, music and dance activities, guide children to feel the spatial orientation and direction of movement.

Play the game of finding treasure according to the instructions with the children. For younger children, they are required to search according to language instructions, and for older children, they can be required to search according to simple schematic diagrams.