Summary of regional activities in kindergarten large classes 1 regional games are important material conditions for children's cognitive level, personality quality and socialization ability to develop actively under the guidance of correct education concept and children's concept. Combining the theme activities with the teaching characteristics of our garden, we will carry out regional activities to provide rich and effective materials for children and guide them to actively explore and learn in a free and relaxed atmosphere. Regional activities are one of the best ways to show that children are playing with middle school, learning while playing and integrating education into games.
According to the age characteristics of children, we have set up a folk game area, a weaving area, a food area, a printing and dyeing area, a clothing area, a paper-cut area, an education area, a scientific development area, a building area, a reading area and a performance area. We insist on playing games every day, guiding children to use their hands and brains and actively interacting with materials.
First, the transportation of materials.
1, combined with the characteristics of kindergarten teaching-folk games, tap rural resources and jointly make game equipment.
In regional activities, a large part of our materials come from the garbage collection of their children's families. Such as bottles, bamboo poles, wool, cardboard, straw mats, etc. They are collected and produced by children and parents. The children were very interested in the game materials they brought. After we put them in, we all tried to play. In this way, under the premise of improving children's enthusiasm for participating in activities, rural resources have been further developed.
2. Skillfully use regional activity equipment so that all children can participate in various activities.
There are many kinds of amusement equipment, such as: there are many kinds of amusement equipment in the folk game area, including sandbags, spinning tops, rolling iron rings, sedan chairs, bamboo dance, bag jumping, dragon boats, stilts, hydrangea throwing, carts, windmills, bamboo dragonflies and so on. However, the number of each class is relatively small, so we will concentrate all the amusement equipment in a large category for sorting and distribution.
3. Regional materials can be used as an extension of class theme activities.
As an extension of class theme activities, regional activities put the materials after theme activities into regional activities in time, so that children can continue to carry out related theme exploration and operation activities in regional activities. The materials in the art area are basically released after the theme activities are carried out, so that children can basically understand how to operate and are more interested.
Second, children's development in activities
1, give children room to develop and let them express themselves freely.
We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
2. Carefully observe the individual differences in children's development and make corresponding adjustments to activities.
Children of the same age have different development. We have designed a "dragon boat rowing" activity in the folk game area, so that children with good ability can play according to the rules and organize their own competitions; But some children can't play and are not interested in activities. So we adjusted for this difference. We want to turn "a pair of dragon boats of the same color" into a game of "dragon boats of different colors". If one is green and the other is yellow, then we can shout slogans according to colors and play games intuitively. After the game equipment is properly adjusted, the children with poor ability also have a high interest in the game.
Third, good interaction between teachers and students.
1. Observe children's activities at any time and give timely guidance and help to meet children's needs.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, we can observe every child's interest operation, participate in children's activities in time, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing our views and ideas on children when problems are discovered.
2. Use the language of children's evaluation to promote the better development of regional activities.
When necessary, we often go deep into children's lives to understand their sense of play and rules. We often use childish words such as "yeah", "great" and "come on" to evaluate children and try our best to make every child feel the joy of success.
Through hard work, although the children's game level has improved, there are still problems in many aspects. For example, some children imitate each other when they are active in the workplace, and their brains are not enough; In the folk game area, children's enthusiasm is not enough, which often leads to game fatigue; In the field of performance, children's communicative language is still lacking. Therefore, in the future game development process, we should organize various forms of children's activities to stimulate children's interest in the game. We intend to add games, competitions and other forms to children's activities. Classes can learn from each other through in-depth exchange activities, so that each activity area can be presented exquisitely and children can enjoy the fun of the game. Let every child improve himself in happy game activities, and let the children's game level in our class rise to a new height.
Summary of regional activities in kindergarten large classes 2 Games are voluntary activities to seek happiness. However, children's drama is by no means a simple sense of happiness, but happiness accompanied by a sense of life fulfillment. Games are children's activities, which are very different from learning activities and labor activities. It has some characteristics: first, games are children's voluntary activities, and games are children's nature. Children's games are not forced by the outside world, but voluntary activities of children out of their own interests and wishes. There are many children's games. This semester, our class created corner games, role games and morning self-help activities, including puzzle area, art area, science area, building area, living area and language area, as well as games such as bank, kindergarten, doll house, mouse bakery and justice group shop. The following is a summary of the game activities in our class this semester.
First, the role game In the role game, the role is the center of the game.
By playing imaginary roles in games, children recombine existing ideas in their minds in an imaginative way, thus reflecting their understanding of social life and participating in the social life of adults. In the game, children often encounter problems of one kind or another, and they argue endlessly about it. For the children in our big class, we should not only give them moral education, let them know how to be humble to each other, but also focus on cultivating children's sense of cooperation this semester.
First, use the rules of the game to induce children's cooperative behavior. Rules are not only requirements for children's activities, but also hints for children's behavior and game development. For example, in the doll's house, we guide the children to establish such a rule: "Before the game begins, the children should discuss and determine what role they play, and then play. Mom and Dad, grandparents, and children are all family members. Everyone should care about family affairs and family members and can't do whatever they want. " Ask children to put forward the role they want to play and negotiate with each other. Use "family" to clarify the relationship between them, suggesting that they should cooperate in behavior.
Second, teachers take the initiative to join children's games. Teachers participating in children's activities can stimulate children's interest in games and set a good example for children. For example, once, I was the "mother" of the doll family and Ginger was the "father". When I got up in the morning, I said to Ginger, "I dress the children. Go and buy breakfast. " When he came back, he said to me, "I bought a cake." After breakfast, I glanced at my watch and said, "Oh, I'm going to be late. I can't take the baby away." Jin Jie said, "You leave quickly, and I'll take him off." At first, Jin Jie was passive in communicating with me, and later changed from passive to active, coordinating our behavior.
In addition, because the children are young, the main motives for participating in the role are interest and initiative. Therefore, when organizing role games this semester, on the basis of setting up scenes and stimulating children's interest in activities, we should pay attention to guiding and encouraging children to try boldly, gain experience and gradually understand themselves from personal experience. Only in this way can we gradually change spontaneous activities into active activities, which is conducive to the development of children's own potential. For example, in the role game of "Little Mouse Bakery", our children can choose and use various materials to make their own special cakes. They can freely choose materials to make what they want in the game, and everyone has a good time. It can be seen that in the game, children can gain experience from their own experiences and choose methods that they feel good about, which can master skills better and faster, and at the same time enhance their interest and confidence in role games.
Second, the education corner game
Educational corner games have broken through the passive and static situation of children in traditional education. It is not that teachers tell children knowledge and let them passively and statically accept it, but that teachers design and provide an environment for children to operate, especially various activity materials, so that children can actively develop in the interaction with the environment. Combined with the "suggestions on regional activities" put forward in the series, this semester our class launched an educational corner game.
First of all, the setting of the education corner game is flexible, and we set it in many ways according to the content of the theme activities. For example, in the science theme activities around us, we set up an art area, a science area, a language area, a puzzle area and a building area. In the theme activity of "I Found Spring", there are living area, art design area, language area, building area, education area and science area.
Secondly, the creation of each corner also depends on the specific situation of the theme. Generally, the language area will put some books, cards, finger lovers and other materials related to the theme, post some interesting pictures and some children's songs copied, and also put some exercise items such as white paper and pencils; In addition to some conventional children's sporting goods, such as scissors, plasticine, colored paper, oil pastels and so on. In the art area, some demonstration pictures of simple handmade works are also put in to encourage children to paste paintings and other works that they are satisfied with; In the science area, some children's operation materials are usually provided, which are related to the theme; Usually, the building area depends on the theme.
Third, morning self-help activities.
In addition to role games and educational corner games, morning self-help activities are also part of children's games in the park. It is the beginning of a day's education and teaching activities in kindergarten. It is necessary to carefully organize the morning meeting every day so that every child can actively and happily participate and gain new gains every day. In order to let children enjoy the morning activities easily, we have adopted the policy of letting children freely combine and choose. For example, if some children are willing to paint, let them freely imagine painting; Some children like to play with colored mud, so let them freely pinch and shape their images; like
Children who play with building blocks can build tall buildings at will. Therefore, we will make preparations in advance, understand children's hobbies, and prepare all kinds of activity materials before children come to kindergarten, so that children can participate in activities as soon as they arrive at kindergarten. During the activity, pay attention to observe each child's interest, individual language development level and communication ability with peers, so as to teach students in accordance with their aptitude, help children solve problems encountered in the activity and make the activity go smoothly.
Whether it's a role game, an education corner game or an optional activity in the morning, we will make a summary and evaluation after the activity. There are many ways to evaluate, sometimes the whole class, sometimes the group, or the children evaluate themselves, and the teacher can guide them. The independent evaluation of children is mainly to encourage children to express what they have seen, heard and felt in the game and share it with their peers. For example, if the teacher encourages, encourage the children to say, "The building you built is really high. Can you tell me about your architectural experience? " You have fun playing games. Will you tell us the happiest and most interesting thing in your game? ""What problem did I find? "? What else should I do to play better in the future? I think who plays well and who doesn't. Another example is: "Which group of children packed their toys fastest today?" "I found that some children didn't put away the toys of the original game before going to another game when they changed games. The next event can't be like this anymore. " "What new skills have you learned?" "What else do you need to do to make the next game more enjoyable?" Wait a minute.
Of course, there are still some problems that need our attention and improvement in the game activities this semester. For example, when assigning game roles and tasks, we will designate several children with strong ability as the person in charge, and the person in charge will invite others. We found that when the person in charge walked around the class calling his partner, most of the children stared at them nervously, held their little hands high and said, "Me, me!" " "However, every time some people are called away, the rest are often poor routines or weak abilities. The rest of the children are often arranged by teachers: reading books and playing with plastic inserts. Depressed, sad and dissatisfied, all kinds of expressions will immediately appear on these children's faces, and those summoned children may be dissatisfied with the role designated by the teacher or the small person in charge.
In practice, we realize that games stimulate children's interest in learning and increase their knowledge of life. In the future game activities, we will strengthen the observation and guidance of children's games, so that children can grow and learn happily in the games.
Summary of Regional Activities in Kindergarten Large Classes 3 In order to improve the research ability of the topic "The Influence of Regional Activities in Kindergarten on Children", our kindergarten convened project members in the conference room on the morning of March 10 to summarize and discuss the topic in stages. This time, 30 project members participated in the exchange and discussion.
First of all, the director of the teaching and research section introduced the research situation in the previous stage and summarized the research work that has been done all the time. Including the analysis of existing problems, thinking about the next stage of work, and talking about the implementation of the next stage of the project. Let teachers know through what channels "the influence of kindergarten regional activities on young children" is doing and what is the ultimate goal. Every teacher who undertakes project research should study how to make the region give full play to its role in influencing children.
In this seminar, teachers put forward valuable opinions and suggestions on the implementation process. After such thinking and discussion, I believe that the members of the research group will be more active in the implementation of the project, the research objectives of the project will be more clear, and the overall teaching and research ability of the kindergarten will be greatly improved.
Summary of regional activities in kindergarten large classes iv. Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization ability under the guidance of the correct concept of education and children. Carry out independent games in combination with theme activities, provide rich and effective materials for children, and guide children to actively explore and learn in a free and relaxed atmosphere. Regional games are one of the best ways to show children learning by playing, learning by playing and integrating education into games.
This semester, according to the age characteristics of children, our class has set up skills workshops, living areas, math areas, bear supermarkets, reading areas and performance areas. We insist on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Now I will make a simple summary of my activities in the past six months.
First, the transportation of materials.
1, put materials according to individual differences of children.
If the materials provided in the activity area are all of the same difficulty, some children may be too simple and easy to complete, which will make them lose interest and is not conducive to their further development. It may be too difficult for other children, but it can't be achieved through hard work, and it will also make them lose interest. Therefore, on the basis of understanding each child's development level, considering individual and personality differences, we provide operating materials with different difficulties in the activity area for children of different degrees to choose from. For example, put origami materials in the art area and let children practice folding double triangular objects. Teachers can use the principle of double triangle to throw a variety of objects with different difficulties in folding, so that children can choose freely. In this way, every child can choose according to his own needs, and he can experience the pleasure of success.
2, home cooperation and coordination, * * * with the preparation of activity materials.
In this semester's regional activities, some of our materials came from the waste collection of their children's families. Such as bottles, seeds, wool, eggshells, etc. , all from the collection of children and parents. The children were very interested in what they brought. After we put it in, we all tried to play. In this way, under the premise of improving children's enthusiasm for participating in activities, the connection between home and home is further strengthened.
3. Regional materials can be used as an extension of class theme activities.
Our class can take regional activities as an extension of class theme activities, and put the materials after the theme activities into regional activities in time, so that children can continue to carry out related theme exploration and operation activities in regional activities. The materials in the art area are basically released after the theme activities are carried out, so that children can basically understand how to operate and are more interested.
Second, children's development in activities
1, give children room to develop and let them express themselves freely.
We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
2. Carefully observe the individual differences in children's development and make corresponding adjustments to activities.
Children of the same age have different development. We designed the activity of "playing cards and comparing sizes" in the math area. Children with good ability can play one by one according to the rules or create two or three by themselves. But some children can't play and are not interested in activities. So we adjusted for this difference. We should regard "comparing size" as a game of "fishing for small fish". When the cards are arranged in the same number of points, we can eat all the cards between the same number of points. After changing the rules of the game, the children with poor ability also thought of playing in the math area and won more cards than anyone else.
Third, good interaction between teachers and students.
1. Observe children's activities at any time and give timely guidance and help to meet children's needs.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, we can observe every child's interest operation, participate in children's activities in time, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing our views and ideas on children when problems are discovered.
2. Use the language of children's evaluation to promote the better development of regional activities.
Through hard work, the regional activities of our class won the first prize in the garden competition. Although children's game level has improved, there are still problems in many aspects, such as some children will imitate each other in the workplace and their brains are not enough; In supermarkets, children's communicative language is still lacking; In the performance area, the props we prepared can not meet the needs of every child. Therefore, in the process of game development in the next semester, I will make targeted plans and schemes for these problems, so that every child can improve himself in happy game activities and the game level of children in our class can rise to a new height.
Summary of regional activities in kindergarten large classes 5. Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization ability under the guidance of the correct concept of education and children. Carry out independent games in combination with theme activities, provide rich and effective materials for children, and guide children to actively explore and learn in a free and relaxed atmosphere. Regional games are the best way for children to play middle school and learn education in games.
This semester, according to the age characteristics of children, our class set up a puzzle area, a science area, a handicraft area, a building area, a reading area, a performance area and a living area, and gave different names to the same activity area, such as; "Taobao House", "Think about it" and "Try it". Our class insists on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Interest in children's activities is very high.
First of all, the "activity area" provides the possibility for the development of young children. Because children choose their own activities, their wishes and interests can be met to the greatest extent, and they can vote easily.
Participate in your favorite activities.
Second, the design of the "activity area" content must conform to the age characteristics of children in each class and adapt to the educational goals. The middle class pays attention to strengthening intellectual training, has a relatively stable activity area for different activities, and has corresponding material input. Each activity area constantly supplements or updates the content according to the children's activity effect.
Third, in the construction of the activity area, consider the collocation of soft and hard materials. Such as soft materials, construction areas, covered with foam mats, with an average of 50 foam floors per shift. Children really feel comfortable when they enter the building area. The delivery of hard objects should be scientific, beautiful, reasonable and educational, such as the supermarket items in our class.
Fourth, in the creation of the activity area, we should pay attention to education, and the focus of activities every month is reflected in the activity area. If you want to exercise your child's muscles, put some flour, plasticine, etc. Let the children practice the muscles of their small hands in the "activity area".
As soon as the activities in the "activity area" are carried out, we put the routine training in the "activity area" in an important position. We have set up a "wish list of regional activities" for children, and no children can choose games according to their own interests. In addition, we also gradually cultivate children to cherish toy materials, and toys will be put away and put back in their original places after use. We should not only be neat and orderly, but also learn to cooperate, share, take turns, wait and not compete. ...
Colorful "activity area" activities have played an irreplaceable role in cultivating children's language communication ability, observation, imagination, children's hands-on operation ability and creativity. For example, in the "building area", children can freely build their most satisfactory buildings in a small area every day, such as "high-rise hotels", "exotic zoos" and unique "big boats".
Teachers play a leading role in "activity area" activities. Pay attention to arouse children's enthusiasm, in addition to helping some children choose activity areas, but also pay attention to observe each child's activities. On the basis of taking care of all children, give important and individual guidance. We suggest giving every child a chance to express himself. When summing up and evaluating the activities in the activity area, we should pay special attention to making every child feel the joy of success. ...
Although children's game level has improved, there are still many problems. For example, some children imitate each other when they are active in the work area, and their brains are insufficient; In supermarkets, children's communicative language is still lacking; In the performance area, the props we prepared can not meet the needs of every child. Therefore, in the process of game development in the next semester, I will make targeted plans and schemes for these problems, so that every child can improve himself in happy game activities and the game level of children in our class can rise to a new height.
Summary of regional activities in kindergarten large classes 6 According to the teaching and research work plan, the regional game appraisal activities in our district were carried out as scheduled in May. The activity has gone through three stages: pre-preparation, mid-term activity evaluation and post-carding.
In the early stage, a preparatory meeting was held to discuss and formulate the appraisal scheme, and the judges worked in groups to make full preparations for the effective development of the activities. Mid-term comparative evaluation to promote construction. Give full play to the role of judges: on the one hand, it is to select outstanding regional activities, and more importantly, to solve the problems existing in the regional activities where the park is located through targeted and professional comments. Later, on the one hand, the judges sorted out the common problems in the regional activities in our district. At the activity summary meeting, the teachers in our district were trained in the observation, intervention and evaluation of teachers in organizing regional games, promoted by the representatives of the district teaching and research personnel, combined with the interpretation of the lectures and guides of Mr. Hua Aihua's activities. On the other hand, organize teachers to observe the outstanding parks emerging from the activities. After the activities, the business director and key teachers will introduce the experience of garden exhibition, which will help kindergartens in our district to have a qualitative improvement in organizing regional activities.
The regional game appraisal activities in the past two months have come to an end, and the next step is to carry out activities in combination with various parks. Let's calm down and think about how to carry out the important and basic activity mode of kindergarten-regional games for a long time, effectively and normally!
Summary of regional activities in kindergarten large classes 7 games are all voluntary activities seeking happiness. However, children's drama is by no means a simple sense of happiness, but happiness accompanied by a sense of life fulfillment. Games are children's activities, which are very different from learning activities and labor activities. It has some characteristics: first, games are children's voluntary activities, and games are children's nature. Children's games are not forced by the outside world, but voluntary activities of children out of their own interests and wishes. There are many kinds of children's games, including corner games, role games and optional activities in the morning, among which banks, kindergartens, doll houses, hospitals, barbershops and food cities are all role games, corner games and optional activities in the morning.
Although the child-oriented educational concept advocated by the new syllabus has been deeply rooted in the hearts of the people, in educational practice, it is difficult to respect children's interests and needs and their development differences in kindergarten life with group activities as the main mode. What we often see is the scene of children queuing in and out of the activity room and sitting in the classroom in rows, answering questions in chorus. Teachers are used to this organizational model, so it is difficult to put the conceptual understanding into concrete educational practice. It should be said that regional activities are helpful for teachers to implement the child-oriented concept in practice and truly realize the humanistic education goal of "promoting the development of each child's personality". Because before carrying out regional activities, teachers will seriously think about the interests, needs and development goals of children in this class, choose the type of regional corner and put in appropriate materials. Moreover, regional activities are personalized and autonomous activities, and children can communicate freely in a relatively relaxed and free atmosphere without too much interference from teachers or too much hard control. Even if children don't like to participate in activities for the time being, they can choose to "stroll" or "sit", which shows the teacher's respect and understanding for children. Children in large classes have reached the age of mastering knowledge and developing rapidly in all aspects. Teachers need to provide correct and reasonable guidance for children to master knowledge and develop their abilities. There are three classes in the big class. In this year's regional activities, we have guided the study and practice of the regional activities of the three classes through teaching and research, appraisal and other activities. In the process of regional activities, it is necessary to conform to the age characteristics of children and give them some room for development in terms of material transfer. In addition, due to the limited class space, we organize regional activities in groups from morning to afternoon, and make effective use of functional departments and rooms to enrich children's activities. In the process of children's play, teachers' guidance to children is different from that of children of other ages. Large-class children gradually develop emotionally and morally, and the intervention and guidance of teachers should be appropriate. In this semester's guidance, we try to guide children to solve their own problems by heuristic and parallel intervention. In the long run, the ability of large class children to solve problems independently has been significantly improved. But as far as the value of regional game education is concerned, it still needs to be strengthened and worked hard.
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