There is a saying that "bystanders are clear and the parties are confused." For children, the simple and intuitive way of thinking enables them to enjoy full autonomy in activities and give full play to their subjective initiative, but they do not feel the importance of establishing activity rules. In order to make children feel the importance of rules and stimulate their awareness of making rules, according to the characteristics of children's intuitive thinking, through observation, discussion and analysis, children can clearly understand their own and their peers' activities, experience the chaos without rules, and feel what behaviors are not found in regional activities, thus stimulating their awareness of establishing rules of activities.
Second, make clear requirements and formulate rules.
If we regard children as individuals equal to adults and kindergarten as a collective composed of teachers and children, then the rules of kindergarten should be jointly formulated by teachers and children, so that children can experience the atmosphere of collective equality and establish a sense of ownership, so as to treat and abide by the rules more actively. Therefore, the importance of making rules is clarified. We must strike while the iron is hot, discuss with our children and make rules for each activity area. Through observation and discussion, children and teachers have jointly formulated the following rules:
Construction area: don't fight or grab. Be polite to others, give and take, and set up building blocks.
Art District: Do it carefully and handle it carefully. Pay attention to safety and put things away.
Language area: look and speak. Quiet, quiet, you tell me.
Rules for the use of access cards: think about it, plug it in, and don't forget to bring it out.
Set the rules, I will write down the rules and stick them in their respective corners, put the rules of regional activities in the environment, let the environment speak, and let the environment tell the children the rules of activities.
Third, create an environment and experience the rules.
Activity is the fundamental way for children's behavior development. Only in practical activities can children get specific behavior cognition, and this behavior cognition must be transformed into practical actions, which can gradually internalize into their own consciousness and form habits. Therefore, in rules education, teachers must fully implement the principle of taking children as the main body, create a suitable environment, provide children with a lot of opportunities for activities, and let children acquire knowledge of rules in active activities, thus cultivating children's awareness of rules.
According to children's learning interest, ability level and subject teaching content, according to children's interests and material collection, the content and materials in other areas except the reading area are constantly changed to give children new stimulation. For example, in the construction area, carton splicing is added on the basis of purchased plastic building blocks. Put the biscuit boxes, paper boxes, yogurt boxes, soap boxes and toothpaste boxes collected by teachers and children in the building area to stimulate the enthusiasm and creativity of children. Because these boxes are very common, they are often discarded by children, and they are used to build buildings, steps and queues, which makes children feel great surprise and sense of accomplishment. In addition to cutting, pasting, drawing and pinching, other materials are also put in, so that children can try other forms of manual activities and exercise the flexibility and concentration of their small hands. Children constantly accept challenges and experience success in changing materials and activities.