Children's study habits are formed at the request of parents and teachers, or by imitating others, so we should set an example. After the preschool education activities, writing an article about preschool education experience can bring you a lot of gains. You might as well write an early childhood education experience. Whether you are looking for or preparing to write "Experience in Preschool Education", I have collected relevant information below for your reference!

Preschool education experience 1

The Regulations on Kindergarten Work clearly points out: "Games are an important form of children's all-round development education." At the same time, the kindergarten guidelines point out that "play is the nature of children", "we should discover, protect and guide the inner nature of children" and "play is the basic activity". Games are an indispensable part of children's childhood life and a symbol of children's childhood joy, freedom and rights. Colorful games can not only promote children's healthy physical and mental development and cultivate good conduct, but also increase children's knowledge and develop their intelligence.

Games are the best thinking training.

Games are the best activities to promote children's intellectual development. Arouse children's interest and concentration through games, give full play to children's imagination and creativity, let children study in a relaxed and pleasant atmosphere and promote intellectual development. According to Piaget, as far as cognitive activities are concerned, games are an assimilation process. The more children play games, the better their intellectual development.

"Now parents don't want their children to play too much in kindergarten. They are more concerned about how much knowledge children have learned from teachers, which is a dilemma faced by almost all teachers. " Professor Ada from Beijing Normal University believes that the most important thing in kindergarten education is to give children a happy childhood, which is the basis of their normal and lifelong development. "On the one hand, kindergarten games should serve educational purposes, but more importantly, children should be satisfied and happy in the games."

Integrating education into game activities

Games are children's psychological characteristics, children's work and children's life. In a sense, children's abilities are acquired through games.

The application of games in kindergarten education practice can not only be regarded as the basic content of education and teaching, but also as an effective means to organize teaching activities, and should run through the whole process of kindergarten education and teaching. Only in this way can we give our children a real childhood of play, happiness and growth. In the game, the children's motivations are "I want to play" and "I want to learn", so the children's body and mind are always in an active state. Only in this way can the enthusiasm, initiative and creativity of the learning subjects be mobilized to the maximum extent. The charm of the game is mainly not "fun", but the embodiment and play of the child's subjectivity. Children's play and learning take place in the same activity process, and the process of play is also the process of learning. Therefore, according to the characteristics and laws of children's physical and mental development, children's learning should be gamified, and their interest and goodwill in the learning process itself should be cultivated and improved, so that children's interest in learning will increase day by day, and children's knowledge will be increased in pleasant games, just like spring breeze and rain, so that plants and trees will be full of vitality.

Carefully create an environment for game activities

Ensure sufficient game time. Teachers should ensure that children have enough time and space in the game, and the time is about half an hour. Time is too short for children to enjoy games, and time is too long for children to lose interest in games. Therefore, teachers must master the degree of game time.

Prepare enough game materials. Materials are tools for children to play. Providing children with a variety of materials in the game is conducive to children receiving rich sensory stimuli through exploration, replacing and imagining with different materials, and promoting the development of divergent thinking in the interaction with materials. For example, there are many semi-finished materials for children in the activity area, including paper materials with different textures (white paper, waxed paper, wrinkled paper, envelopes). White paper can be used for drawing and origami. Waxed paper has bright colors, which can be used to fold all kinds of small animals and can also be used as a material for paper cutting. Wrinkled paper can be made into small flowers, flowers and paper balls. Cartons of different shapes (packing boxes, medicine boxes, cosmetic boxes) can be used as furniture, cars, toys, etc. Plastic toys, wooden toys, art materials (pens, sludge, scissors, etc. ) You can make all kinds of small animals and objects of various shapes through children's hands. Scissors can be used to cut window grilles, animal outlines and so on.

Create a relaxed and harmonious game atmosphere. Games are children's first need, which creates a relaxed psychological atmosphere for children's games, conforms to children's age characteristics, meets the needs of physical and mental development and brings happiness to children. Such as outdoor activities, before and after meals, before and after leaving the garden, etc. At this time, children can play freely, and the atmosphere is relaxed and happy, so as to adjust their fatigue and psychological relaxation after various group activities. Create a relaxed psychological atmosphere for children in free games, so that children can have a pleasant emotional experience and improve their interest, thus stimulating their independence, forming a positive self-awareness and enhancing their self-confidence.

Teacher's role-playing in the game

Watch the crowd play games. When children are looking for game materials and creating game themes, teachers should be silent and not take the initiative to make suggestions. They should believe in children's creative potential and give them enough time and space to think. Because, in children's psychology, the teacher is always right, and the teacher always listens to them. The teacher's speech will interrupt the children's play ideas and stifle their creative inspiration. No matter how naive the game children come up with and how blind the choice of game theme is, teachers should let go and let children experience happiness and failure. Teachers should be bystanders and supporters of children's independent games.

A playmate. When children assign roles and arrange tasks, the teacher should be a member of the game and obey the assignment of the game organizer. Teachers are children's playmates, playing with children and sharing happiness equally. As Mr. Tao Xingzhi said: Teachers should "be children" and share happiness with children. Teachers' childlike innocence and interest will make children feel more cordial, natural and harmonious, thus creating a relaxed and harmonious game atmosphere. Participating in the game as a collaborator also helps teachers to understand children more deeply and carefully and exert educational influence more purposefully.

A guide to play games. When children encounter problems that they can't solve at the moment in the game, teachers, as children's equal status, should give some reference suggestions for their reference, not decisive opinions; When individual children encounter difficulties in playing games, teachers should ask the reasons and talk about their own opinions like their peers, and don't force persuasion, but teachers' opinions and suggestions must be correct guidance, which will help children to be inspired and find ideas to solve problems.

Kindergarten preschool education experience II

Preschool children's play is the academic research result of combining theory with practice. This book combs and introduces the history and present situation of children's play research, and comments on relevant theoretical viewpoints, expressing the author's view of play. The book is divided into thirteen chapters, the first and second chapters, the first chapter from one to seven chapters, and the second chapter from eight to thirteen chapters. The first part mainly involves the problem of concept level, and the second part mainly discusses it from the perspective of practice. The first chapter discusses the views of related disciplines on games, the descriptive and essential characteristics of games, and the essence of children's games. Chapter two discusses the relationship between games and children's physical and mental development with more detailed research results. The third chapter introduces the theoretical schools of games systematically and in detail, and makes a brief evaluation of each theoretical school. Chapter four discusses the classification of games. The classification of games directly affects the development of kindergarten games. Therefore, the present situation and existing problems of classification are discussed, and corresponding suggestions are put forward. The fifth chapter discusses the factors that affect children's play. The sixth chapter discusses the status of games in kindergartens, which is a topic that must be faced and clarified. The seventh part is the history and development trend of children's play research in China. The eighth chapter discusses the cognitive strategies of kindergarten games. Chapters 9, 10 and 11 discuss the strategies mentioned in Chapter 8 in detail from the perspectives of environment creation, material provision and game observation records. Chapter 12 puts forward various specific methods of game guidance on the basis of the previous game guidance strategies. Chapter 13 introduces the play therapy for children with special needs, including the theory and specific implementation methods of play therapy.

Games are accompanied by children's development, and children grow up in games. As a social activity phenomenon of human beings, games, from childhood to children's play, to all kinds of entertainment for adults, and even jokes at the age of 70, all show its universality and unique charm in real life, and games are more common in children's world and more unique charm for children. From bustling cities to simple villages, from quaint streets to elegant parks, people can see children playing all kinds of games at any time. It is children's love for games that makes it possible to display children's toys of different designs and sizes wherever they are, which has become the biggest highlight to attract children. Games have become an important part of children's lives. Throughout the ages, there is no age, no nationality, no country, no region, no children who don't play games, and no children who don't like games. In terms of time, the history of games is as old as the history of human society, which runs through the whole history of human society. For thousands of years, due to the influence of traditional values and the limitation of historical conditions of social development, games have always been regarded as incompatible with children's study and adult's work, and even as activities to kill time and waste life. Games have gradually become the subject of human research. Many psychologists and educators attach great importance to preschool children's "games" and put forward some important ideas and viewpoints, forming a relatively complete theoretical system.

In the new form, in order to promote the development of every child, better cultivate talents in the future society, strengthen the research on preschool children's games and realize the scientific guidance and implementation of children's games, which has become a common concern in the education sector, especially in preschool education. Before the arrival of the new century, in the face of the worldwide demand for improving citizens' quality, the position of games in preschool education needs to be further confirmed, and the educational role of games needs to be further played. After long-term research and practice, the majority of preschool teachers in China have grown from passive educators to active teacher researchers.

Preschool education experience in kindergartens III

Kindergarten education is realized through educational activities, and kindergarten teaching activities are one of the important ways to ensure the realization of educational goals. It not only systematically provides children with new learning experience, but also is an important means to help children systematically learn experience and guide children to improve their psychological level. It is the core problem that kindergarten teachers should study and discuss at present to explore ways and methods that conform to the laws of children's physical and mental development and can promote the effectiveness of teaching activities.

The Guiding Outline of Kindergarten Education points out that kindergarten education takes "games as the basic activity, which is included in education and other activities". Mr. Chen Heqin said that games are children's psychological characteristics, children's work and children's lives. In a sense, children's abilities are acquired through games. Therefore, a good education and teaching activity is a good "integration" of game activities, teaching activities and life activities.

1. Analyze the design theme from the perspective of life and games.

When we choose or design a theme activity, we must first see whether this "theme" conforms to children's life experience and whether it can be integrated with their living environment. And "gamification" means that games are not only a teaching method, but also an important part of the curriculum. Discover the relationship between the theme and children's life, the exploration opportunities contained in the theme and the game opportunities contained in the theme.

For example, the theme activity "commodity". Children have accumulated shopping experience through teaching activities. It should be said that these experiences are rarely used in children's daily life. Combined with this theme, we create a store environment in role games. This not only meets the needs of young children, but also completely transforms supermarkets that are usually unattended. As a result, fast food restaurants, beverage stores, toy stores, photo studios and clothing stores have opened. Because children have experience in making goods, drawing up prices and marking prices in teaching activities, children are handy when making goods in games.

Theme activity "I like reading". The teaching activities of "I like reading" include visiting the library and understanding the classification of books. These activities let children know how to put books, how to classify them, and how to distinguish different kinds of books with labels. Teaching activities make games vivid, and games invisibly extend some knowledge and experience in teaching activities, and children's good habits are gradually developed.

2. The choice of content can be life-oriented and game-oriented. Don't simply "discipline"

For example, when we teach knowledge in the field of mathematics. The organizational form can design activities in a game-based way. After teaching the addition and subtraction within 10, the teacher simulated the life scene of "fruit supermarket" and asked the children to choose their own fruits with "coins". Work out the amount of money needed. This is not a simple math activity. Children live in the objective world, and everything around them exists in a certain size, color, shape, quantity and other spatial forms. In addition, children's cognitive development level is in the pre-operation stage, and their knowledge and experience are more from their direct perception of daily life. Therefore, bringing abstract mathematics into life will not only make the content vivid and concrete, but also make children feel too far away from life and make the learning process much easier and more natural. The integration of game and teaching combines children's existing life experience with teaching content, returns to children's game from children's life, realizes integration in the integration of game and teaching, and accumulates experience. Let's improve our computing ability in games and life activities.

3. Enrich activities and create space for children.

For example, when carrying out sports activities, it is necessary to train their running skills. At this time, I will take them to play "children love to play" games, move all parts of the body and prepare for running. In the game, the children dispersed, and the teacher read children's songs while walking: "Children love to play, look east, look west, touch _ and come back." After reading the children's songs, the children ran away quickly. The children are quite interested in the whole game. In the game, children naturally learn the skills of running, develop the ability of chasing, and meet their needs for the game.

4. Combine regional activities with classroom teaching to make teaching activities serve games.

In the past, we simply positioned the kindergarten regional activities on the level of "freedom of form, indoor space and operating materials". In fact, to put it bluntly, it is similar to group table games or free activities. Through exploration, we finally have a new understanding and understanding of the connotation and operation of kindergarten regional activities: regional activities are not only a part of kindergarten curriculum content, but also serve kindergarten curriculum objectives; The content of regional activities should be consistent with the course content; Our curriculum should not only stay in collective education activities, but also extend to regional activities, group activities and even all aspects of daily life. For example, in the theme activity of "Call in Spring", we added the content of "Call" in regional activities to make up for its lack of scientific content. In the theme of "Animal World", we added the activities of putting on cotton-padded jackets for lambs and feeding turtles. When one theme is coming to an end and the next is about to begin, teachers and children often have a kind of maladjustment because of the lack of transition. At this time, they make full use of regional activities to provide help. Stimulate children's interest and desire to participate in the next theme in a certain program, so that children can become calm between the theme and the theme switch.

The active teaching activities of gamified students can stimulate students' interest in learning. It is an important part for children to learn knowledge and experience happiness, and there is still a long way to explore. Education should be returned to life, and life and games should be truly integrated into kindergarten curriculum and teachers' teaching activities, so as to better promote the healthy development of children's body and mind.

Kindergarten preschool education experience 4

This training for kindergarten teachers at the grass-roots level, we have further understood and mastered the development direction and objectives of the new curriculum reform, and further updated my education and teaching philosophy, which really benefited a lot. The following is my experience gained through training:

First, extensively study scientific educational theories.

Meixia Zhang, director of the county kindergarten, made a concise and incisive exposition on the scientific theory of early childhood education, which played an outline role in our teaching practice and injected fresh water into our scientific theory of education. They also let us know how to combine our own work practice and carry out teaching work in kindergartens.

Kindergarten education should adhere to the mutual penetration and organic combination of physical, intellectual, moral and aesthetic education. Follow the law of children's physical and mental development, conform to children's age characteristics, pay attention to individual differences, teach students in accordance with their aptitude, and guide the healthy development of children's personality. Early childhood education should face all children, love children, and insist on positive encouragement, inspiration and induction. Organize all aspects of educational content reasonably and comprehensively, and penetrate into all activities of children's daily life, and give full play to the interactive role of various educational means. Create a good environment suitable for education and provide opportunities and conditions for children's activities and performance. Taking games as the basic activity, education is included in various activities.

Teachers' occupations are interlinked, and loving their careers and children is the first priority. Different from primary school, children's self-protection ability is poor, which is the best period for the formation of moral behavior in their lives. The characteristics of good imitation and the concept of right and wrong in the embryonic period require our kindergarten teachers to have more noble personality charm, be honest and kind, be gentle and lovely, and be beautiful and moving because of cuteness. We should not only care as much as our mothers, but also be more educated than our mothers. We should give them penetrating influence in thought and quality, educate them to clarify the concept of right and wrong, guide them to care about others, and drive them to be positive, optimistic, cheerful, realistic and honest. Kindergarten teachers should have the spirit of "dedication, happiness, professionalism and entrepreneurship" and love every child fairly. What we bring to them should be the best, the fairest and the most selfless.

Second, learn skills and improve personal ability.

This training also arranged demonstration classes for some key teachers in county kindergartens. We learned from the leaders and key teachers in county kindergartens, which helped us a lot.

Kang Dongfang's physical education demonstration class made us dazzled. In her hands, a simple newspaper has become a good educational resource and a sporting goods for children to play with. After a while, let the children run with the newspaper and compete with the newspaper. After a while, roll the newspaper into small paper balls and throw it out. The children had a good time. The whole teaching is completed in the activity, which follows the law of children's physical and mental development and conforms to children's psychological characteristics. It is worthy of our serious study and research.

Bai Juan, a teacher, gave us an art demonstration class based on her own kindergarten art education practice. We have learned some methods and means of art teaching in kindergarten, and let us know that art activities are colorful. There are many things about making a picture frame alone, such as the essentials of drawing and color matching.

Teacher Luo Hongmei's dance demonstration class gave us great inspiration. With examples of dance, she demonstrated and explained while playing music, which broadened our horizons in children's dance and grasped the latest teaching trends.

Through this training, I know that we should change our educational ideas and concepts. Advanced educational ideas and concepts are the problems that our primary school preschool teachers must consider. In the activity, educational thought directly promotes or restricts the choice and design of our teaching methods, and also determines the quality and effect of the activity. When designing activities, we often only consider "how do I teach" and ignore the problem of "how do children learn". In fact, as a kindergarten teacher, the guiding role should be given full play, but the purpose of guiding is mainly for children. Through this guidance, children can learn to learn and explore by themselves. Someone once said: to carry out a good activity is not only a process of spreading knowledge and information, but also a psychological field where hearts meet. If the teacher's performance in the activity is just dull and indifferent, then the children's mood will not be particularly high. So I think it is very important to stimulate children's emotions in activities, and the teacher's self-expression is very important, which directly affects the success of activities.

The three-day kindergarten teacher training ended, but what I left behind was a deep memory and precious wealth. Newton once said, "I succeeded because I stood on the shoulders of giants." These successful experiences have laid a good foundation for my future education and teaching, and shortened the journey of exploring truth.

Some suggestions on establishing primary kindergartens;

1. Preschool education is basically based on activities. I think it is necessary to equip a special place for children's activities.

2. Provide some large toys suitable for children's physical and mental development, and some small educational toys.

3. Provide some extra-curricular books for children appropriately.

I think every kindergarten must be equipped with a professional preschool teacher.

I hope that the directors who founded the kindergarten can consider my suggestion and I hope that I can become a qualified kindergarten teacher.

Preschool education experience in kindergarten 5

Teachers are a sacred profession, shouldering the historical responsibility of training the next generation for the motherland. It is easy to be a teacher, but it is not easy to be a good kindergarten teacher. Through this training, I have several experiences:

First, teachers should have innovative ideas and ideas.

The essence of education is to cultivate people's social attributes, and the value of education lies in promoting people's development and social unity. This is a new educational concept. The basic connotation of innovating teachers' education view includes: changing the traditional education view with teachers as the center and imparting knowledge as the main purpose, and forming a new education view with cultivating students' ability as the main teaching goal; Change the disciplined and lifeless classroom atmosphere and create a positive and lively classroom atmosphere; Encourage innovative learning and give full play to students' initiative; We should dare to break the routine and stimulate students' desire to solve problems creatively; Respect students' personality, be good at discovering and protecting students' innovative consciousness, so that every student can exert his potential; Establish a new relationship between teachers and students, respect students' personality, and treat students with tolerance, protection and positive attitude; Pay attention to practice and break the closed teaching. The phenomenon of high scores and low energy in traditional education is caused by teachers' ideological emphasis on knowledge rather than practice. An example is that a college physics teacher can't even fix a simple radio. It is necessary to extend teaching activities to related real life, change the closed teaching form, and let students experience the concrete and rich objective world through practical activities, so as to stimulate their curiosity and thirst for knowledge and enable them to find and solve problems in practice.

Second, teachers must have high professional quality.

To carry out the concept of innovative education, innovative teachers must have the following professional qualities: (1) Rich knowledge structure, which is the basic guarantee for teachers to exert their creativity. (2) High management skills. Management includes two aspects, one is the overall management of the class, and the other is the individual guidance for each student. (3) Have rich emotions. The teacher's lyrical recitation, enthusiastic appreciation, and the positive emotions shown by his manners, expressions and manners in contact with students can stimulate and mobilize the enthusiasm of students at any time and stimulate their learning motivation. Students believe in their teaching, because they are close to their teachers, and they turn hard study into happy study. Simple knowledge transfer has become a two-way emotional exchange, and both teachers and students are happy.

Third, teachers should be professional.

Whether you can become a good teacher depends first on whether you have professionalism or not. To have the spirit of pulling one hair and moving the whole body, regardless of the root, Mr. Tao Xingzhi devoted himself to education without regrets, and the key lies in having a spirit. From a person's psychological point of view, this is a state of self-transcendence. Each of us has three psychological levels: ID, ego and superego. Cultivating teachers' professional spirit, advocating good atmosphere and encouraging teachers to devote themselves to sacred education will enable everyone to restrain the illegitimate desire of the ID and reach the realm of superego through self-cultivation. If we don't pay attention to the cultivation of teachers' professional quality, quality education may be a castle in the air. Only by cultivating good teachers' professional quality can quality education be implemented. Therefore, if you want to make things happen, you should make people happen first, cast a noble image of loving your post and being dedicated, and strive to provide all necessary conditions so that every teacher can be loyal to the party's educational cause. With this foundation, teachers' educational concept, quality control and outlook on life can be easily adjusted, and only by keeping up with the pace of the times can they consciously stand at the forefront of quality education and become qualified teachers.

Fourth, strive for successful education.

Successful education thinks that education is people-oriented and cultivates people in need of society. Every student has the potential, desire and need for success. Through education, every student can achieve success and development on the original basis. Successful education emphasizes that through the improvement of education, students are encouraged to succeed in many aspects, and they are stimulated to form an internal learning motivation mechanism of self-learning and self-education, to develop their potential, to become successful learners, and to prepare for their basic qualities as social success.

With the development of society and the progress of science and technology, education is required to be constantly updated and take the road of sustainable development. How to get to the kindergarten teachers in our township center? What should I do as a teacher? In the face of this profound and comprehensive educational reform, we need to keep learning and innovating, which is the vitality of our teacher education and teaching. Facing the rapid development of education in the 2 1 century, we should strive to take the academic road of combining teaching with scientific research in order to keep growing on the professional road. This inspired me deeply. Indeed, in the face of constantly updated educational concepts, developing times and changing children, education needs to be constantly updated and research-oriented teachers are needed. Only by constantly studying the problems in education and teaching can we improve our work efficiency and improve our own education and teaching quality.

Preschool education experience in kindergarten 6

Recently, I read the third section of Chapter 4 of Preschool Children's Games, and I have a systematic understanding of the concept, meaning, characteristics and relationship of kindergarten independent games, which is deeply touched.

We often say that games are the basic activities of kindergartens, that is, free games are the main activities at any time. It is inevitable that some teachers will question such a question: Is it necessary for children to rely on games to go to the toilet to eat and sleep? If so, kindergarten may be an absolutely free place, and you can do whatever you want. Without the basic rules and requirements of behavior, the cultivated people may not adapt to the formal study in primary schools. The autonomy mentioned in our book has two dimensions: one is the right and possibility of independence, freedom, self-determination and self-control activities relative to external coercion and external control, such as objective conditions and living environment; Second, compared with the objective reality, we can make rational use of our right to choose, have a clear goal, persevere and keep making progress. From the definition of this concept, we can see that some teachers have some misunderstandings about autonomous games, such as giving the name of the game to any activity, pursuing the lively scenes of the game activities, and running through the activities in a single game form, which is also a misunderstanding I often walk.

In fact, this is contrary to the theory, because from the characteristics of autonomous games, it has the generative nature of game plans; Diversity of game environment; Diversity of teachers' roles; The game has equal opportunities. But in practice, many teachers think that teachers can't guide autonomous games. If the child has a problem, the teacher dare not intervene, for fear that others will accuse him of "directing" and he cannot grasp the "degree" of the teacher's guidance, which will inevitably reduce the educational role of the game. This chapter also has a clear explanation for many puzzles in our hearts. In several pairs of relationships of autonomous games, it is pointed out that in the game, children are the masters of the game and teachers are the masters of guiding the game. Many studies show that games under the guidance of teachers can promote the improvement of children's game level and the development of children's ability. Because of the characteristics of physical and mental development, children's knowledge and understanding of the surrounding things have certain limitations, and various problems often appear in the game, which requires the help of teachers. Under the premise of encouraging children to explore and try independently, it is very important for teachers to give them appropriate help, which can not only promote the game to continue, but also make children feel successful and competent in the process of trying.

Finally, I want to sum up my feelings with a passage in the book: children are the masters of the game, they can choose and dominate the game activities independently, and fully enjoy the fun, entertainment and autonomy of the game. The role of teachers in games lies in how to stimulate children's enthusiasm and initiative, create a good game environment for children, provide conditions for children's spontaneous and voluntary activities, and at the same time infiltrate the educational goals and requirements for promoting children's development.

Children are today's flowers and tomorrow's sun. As for us, it is worthwhile to do anything for them. Although the road is long and confusing, there is no end in sight, but I believe every preschool teacher is willing to move forward like this. This is our profession and our responsibility.