Summary of small class regional activities 1 1. Class regional activities:
Because of the limitation of the classroom, the regional activities of small classes will be hindered to some extent, such as: the placement of the area can not be fixed for a long time, the area occupied by the area is small, and the materials placed in the area are limited.
But teachers have created a better regional environment for children according to the existing conditions. This semester, we can also see the teacher's creation and concept change from the area of each class.
Every corner of the class is children's favorite place to play, but because they are children in small classes and lack of life experience, without the correct guidance of teachers, regional activities can't play their correct role well, so that children can play around and learn nothing, and maybe they will develop some bad behavior habits.
Second, the creation of regional activities this month:
In the activity, we observe the children, find their difficulties in time and help them solve them in time. After the activity, we should exchange views on this regional activity and learn about each other's performance in other regions.
This time, according to the children's activities in the past, we have deleted and expanded the area. For example, the building area has been expanded, and the original doll house has also been included in the construction, providing a space for children's construction achievements to be preserved and displayed. In addition, the reading area was removed and integrated into daily teaching and life. In this way, according to the characteristics of different regions and the needs of activities, we re-planned. Today is the first time to show our new district. In the children's activities, I found something unreasonable and lacking after rearrangement.
Three. Highlights of regional activities this month:
(A) the advantages of regional activities:
● Clear activity objectives.
Our regional activities are diverse and detailed.
The regular target for May is: 1. Guide children to choose regional activities independently by using the regional cards in their hands; 2. Don't change the corner you choose casually during the activity, and gradually cultivate the durability of the activity. Through this month's activities, the goal has been basically achieved.
The activity goal in May is: 1. Role-playing: gradually clarify your role identity and learn to imitate the care of adults; 2. Construction area: In the process of carrying, picking, placing, stacking and balancing building blocks, it can help children develop hand-eye coordination ability and gain key experience in understanding space; 3. Exploration area: Try to dip the bottle cap with pigment to seal it, and feel the one-to-one correspondence.
Regularization of regional activities.
A good and orderly environment is a necessary condition for children to move freely in this area. Through observation, formulate regional activity rules that children can understand and abide by, guide, urge and appreciate children to abide by rules and behaviors, and gradually establish an orderly class regional activity environment.
● Timely assessment
Small class children can't correctly evaluate their own behavior and ability, and can't express themselves and others' performance in this area well. Therefore, we attach great importance to the evaluation after regional activities. Our evaluation can not only cultivate children's awareness of rules, but also make children form the habit of correctly evaluating themselves and their peers in a subtle way. A month later, children were already evaluating the performance of their peers in regional activities.
(b) Confused in the area:
1, material delivery:
We all know that there should be more materials and levels for regional activities, so that children can have sufficient choices. However, children in small classes lack autonomy, practical ability and life experience, and the materials we prepare are limited. In the operation, if too many materials are put in, children will be easily distracted, their operation ability will be affected, and they can't grasp the selection and input of materials well.
Summary of Small Class Regional Activities 2 Kindergarten regional activities respect children's individual differences and meet their individual development needs with its unique educational form, and become an activity that children like. Over the past semester, our garden has explored and studied a series of issues such as the setting of regional activities, the transmission of regional materials, how teachers evaluate the introduction and end of regional activities, and how teachers guide regional activities, and accumulated some experience:
First, attach importance to the creation of regions, so that regions can become a world of independent activities for children.
My garden has a small space and limited conditions, but since the study of regional activities has been carried out, kindergartens have realized the importance of carrying out regional activities by organizing teachers to learn relevant knowledge and theories. Teachers in each class can make full use of the existing conditions in kindergartens to create activity spaces for children and divide all available indoor spaces into multiple areas.
The "Outline" puts forward that "individual differences in children's development level, ability, experience and learning style should be respected, and students should be taught in accordance with their aptitude, so that every child can be satisfied and successful". Therefore, kindergartens require teachers to set up regions according to children's age characteristics, attach importance to the functions of each region, and tap the value of regional activities. At the same time, they also require teachers to integrate the content of thematic education activities in each class into regional activities, and combine them with regional activities to make regional activities a supplement and extension of teaching activities, so that children can develop and improve in learning, operating and exploring with their peers.
In addition, kindergartens also require teachers to make full use of outdoor venues to open up activity areas for children. Outdoor venues are larger than indoor venues, which can reduce the mutual interference between children, help children to move in a psychologically free and safe environment, fully develop their personality and stimulate their initiative and enthusiasm. The outdoor environment can also better promote the interaction between children and the environment, so that all regions can "live" and truly become a world of independent activities for children.
Second, attach importance to the transmission of regional materials and stimulate the interest of children's activities.
"Children's wisdom comes from operation". Children construct their own cognitive experience in the process of manipulating and playing with materials. Appropriate regional activity materials can stimulate children's interest, develop their intelligence, cultivate their ability and autonomy, and promote their emotional development. Therefore, materials play a vital role in the development of regional activities.
In terms of materials, teachers always think that rich materials mean more things, so everyone always likes to put all the materials in the area at the same time. There are too many materials that lead to children, and they don't know how to operate. According to the existing problems, the kindergarten organized teachers to carry out the activity of "Discussion and communication on how to place materials in regional activities", and concluded that the placement of materials should be planned, purposeful, phased and layered. Through practice: Now teachers should not only consider that teaching materials can develop children's various abilities and stimulate children's interest and desire to participate in activities, but also consider the universality, safety and development of teaching materials.
Thirdly, teachers should give appropriate guidance to promote children's development.
The Outline points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, teachers' improper or eager guidance is not conducive to children's independent exploration and makes regional activities lose value. So, what role does the teacher play in children's regional activities? Our park organizes teachers to learn Preschool Children during regular meetings.
Games-Guidance Strategies for Kindergarten Games. Through learning, teachers
We know that in children's regional activities, teachers can neither rush to give guidance nor leave it alone. They should observe children carefully, then take appropriate measures to interfere with their games and give them appropriate guidance.
In regional activities, our garden requires the main class teachers to have key areas for guidance every time, and the class teacher and nursing teacher should assist the main class teachers to organize activities in other areas and the safety of each activity area. Teachers should always observe and understand children's activities.
After the children's regional activities, the kindergarten requires teachers to reflect on regional activities in time and write an observation record of regional activities every week. Let teachers discover problems, solve problems and accumulate experience through timely analysis and reflection, and constantly discover the value of regional activities, thus promoting children's further development in regional games.
Fourth, good practices guarantee the smooth development of regional activities.
As an important form of kindergarten children's activities, regional activities are children's favorite activities. In the activity, children improve their language expression, communication and expression ability through operation and exploration, and through learning and communication with their peers, so as to meet the needs of personality development.
As the saying goes, there is no Fiona Fang without rules. Children's good game routines can ensure the normal and smooth development of the game. Therefore, in regional games, children should also have good game routines. What rules do children need to abide by in activities and how to do it? Before the activity, the teacher will discuss with the children and sum up the rules of the activity, such as: learn to negotiate with the children, be modest, take turns playing, and don't grab toys with the children; Take good care of the operating materials during the activity, do not place them at will, and do not damage them; Pay attention to speaking softly and walking softly. Take it.
Take things lightly; When the activity is over, the action should be light, fast, and so on. Through these specific and clear rules of activities, children will know what they should do in activities.
Shortcomings and efforts of verbs (abbreviation of verb)
Although teachers make full use of the existing conditions of the class to provide children with maximum independent activity space, there is still a problem of insufficient activity space in the park; In addition, in carrying out regional activities, because teachers are generally younger, the games guided by teachers sometimes become superficial, and the professional level needs to be improved. I hope that in the future, by further improving the conditions for running the park, strengthening the construction of teachers, and constantly improving the level of regional activities in our park, children will get better development.
Summary of Small Class Regional Activities 3 Scenario Description: It's time for regional activities again. As usual, the children took the district cards and happily entered their favorite activities. And I will be an observer, observing children's performance in regional activities, understanding their performance in language and communication, and giving some guidance and help when children need it.
Today, as usual, the doll house is still the most popular activity area for children, with the largest number of people coming here. After entering the toy house, Mao Mao picked up the toy mobile phone and called his mother. After entering the toy house, Wen Wen saw the telephone in Mao Mao's hand and grabbed it. She also said, "I'll call one, I'll call one." The two children began to compete, leaving the words "children should play together and discuss with children". I waited for a while, but the two were still deadlocked and neither of them would let me. Besides, it depends. They will report me soon. It seems that I have to go out. So I immediately went over and said, "Wen Wen, Mao Mao is my little sister. Can you ask her to call first?" Although Wen Wen stopped fighting, she still looked at Mao Mao's mobile phone. It's no use, the problem has not been solved. I had a brainwave and borrowed a phone from another class. I said loudly, "Rinrin Wenwen, come and answer the phone. Mom wants you." I saw Wen Wen happily running to answer the phone and chat with her mother. The contradiction was solved, and Wen Wen also devoted himself to the happy game. It seems that my distraction is really effective
Evaluation reflection:
Children in small classes are young and often communicate with others to meet their own needs. They can't control their emotions and won't compete. Teachers can take advantage of children's easy emotional transfer to intervene and guide in time, so that "disputes" can be solved quickly. This not only ensures the normal development of the game, but also does not affect the children's game mood, which can be described as killing two birds with one stone.