First, change ideas and create a relaxed psychological atmosphere. In the process of regional activities, teachers should try their best to create a free, relaxed and open environment, eliminate children's worries and pressures, and help children participate in activities in a proactive learning state. In the regional activities of kindergartens, we often find that teachers, like patrolmen, look around to see if there are any children cheating. Once violations are found, stop them immediately. In such a tense and depressing atmosphere, children's desire and behavior of autonomous learning will be greatly reduced. In regional activities, teachers should give orders as little as possible, observe more and listen more, and guide children's activities through more discussions, so that children's psychology is in a relaxed and active state and their desire for independent learning is stimulated.

Second, broaden our thinking and create a flexible and diverse material environment. Creating a regional activity environment that can stimulate children's interest in exploration, arouse children's active thinking and interact with children is a fertile ground for promoting children's autonomous learning. In regional activities, some operation steps can be provided. The works of ultra-light clay can be used as a reference for children in the production process. Teachers should provide children with material information such as time, space, materials and tools.

Third, adjust measures to local conditions and provide appropriate support and guidance. Be clear about your role. In regional activities, teachers should make it clear that they are only supporters of children's activities, not commanders. When teachers carry out autonomous learning activities, they should feel the actual situation and motivation of children's activities from the perspective of children. When children need your affirmation and support, encourage them as much as possible and play a role in fueling the situation in time.