The Regulations on Kindergarten Work states: "Kindergartens should make their own toys and teaching AIDS according to local conditions and materials". The Outline also tells us: "Children's educational resources are everywhere, and the development and utilization of rich resources through various ways and means can promote children's all-round development." In our rural kindergartens, waste materials can be seen everywhere, which is a good educational resource. But how can we effectively use these wastes in preschool education and teaching to make substitutes and give full play to their advantages? On the other hand, kindergartens spend more and more money on various teaching AIDS, but the ready-made teaching toys are very simple. Children lose their freshness after playing for several times and throw them aside. Expensive teaching AIDS do not reflect their due value. Nowadays, most kindergartens advocate a low-cost and high-quality educational environment. Using waste materials in kindergarten education and teaching can not only cultivate children's awareness of environmental protection from an early age, but also improve their practical and innovative ability and physical quality. Finally, it saves the expenses of kindergartens and allows limited financial resources to be invested in other places where they are needed more. However, how to collect and use the waste materials, and how to make them waste but not old, forces our rural preschool educators to constantly reflect and seek answers in practice. My present class is a small class, but it has been three years since my garden took over this topic. In these three years, I have learned a lot and put forward some suggestions for the existing problems:

(1) Teachers should try hard, boldly and use waste materials in new ways.

(2) Give full play to the new utilization value of waste materials in regional sports meetings more effectively.

In recent years, we have been studying the development and utilization of waste materials. How to develop and utilize the unique natural resources in rural areas, create rich material materials, promote the individualized development of each child in a free and relaxed game environment, and force our rural preschool educators to constantly reflect and seek answers in practice. I made a preliminary attempt and exploration on the utilization of waste materials in kindergarten education and teaching from the following four aspects.

First, change ideas and stimulate teachers' enthusiasm for developing and utilizing rural resources.

Because teachers are influenced by the idea of seeking stability and being afraid of chaos, they often ask children to sit quietly in their chairs, and they are not allowed to talk loudly or leave their seats. Therefore, we turn a blind eye to the natural resources around us and lack the enthusiasm to discover and develop them.

In view of these situations, we organize teachers to learn the spirit of the outline and change teachers' concepts.

What is the real significance of using parents' meeting to promote early childhood education? At the same time, changing the form of teaching and research activities, children themselves live in rural areas and have a certain understanding of the rural environment. In order to further let children know, they are required to teach toys and other active materials to choose from the rural natural environment, so that parents can realize the importance of waste materials and change the current situation of less active materials. It is not enough to ask for money. More importantly, we must rely on the development and utilization of nature to turn waste into treasure.

Second, the combination of theory and practice, teachers' teaching and research level.

When the project was first implemented, teachers were not very clear about how to carry out project research. Teachers are actively collecting information online, taking advantage of opportunities to visit and study in good kindergartens and so on. Teachers carefully observe and record during the visit, and then analyze and reflect, so that our teachers can accumulate experience from activities and explore and adjust educational methods and means from reflection.

In addition, we organically combine the implementation of the project with daily education. In addition to carrying out a series of activities according to seasonal changes and local resources (such as picking leaves and adding pictures to leaves). ), the garden organized teachers to carry out teaching activities related to the project content, such as "singing bottle dolls", "colorful stone roads" and "envelope dolls", which not only provided rich game materials for children, but also provided resources for children and parents.

Third, adjust measures to local conditions,

Create a material environment to promote children's active learning.

The countryside is sunny, the air is fresh, there are many activities in the world, and there are many animals and plants. These are all from rural kindergartens. As long as we have a certain understanding of nature and give full play to our intelligence, we will certainly be able to create rich and useful activity materials.

(1) waste classification

Kindergarten game materials generally refer to all the materials that can be used in children's game activities. According to the composition of the game material, we can put the game material