Keywords: children; Small class regional activities; creativity
China Library Classification Number: G427 Document Identification Number: A
Article number:1992-7711(2012)15-091-1.
Many practical examples tell us that it is difficult for a child who is not creative to grow into a creative person. Therefore, as a kindergarten educator, it is necessary to cultivate children's creative learning and activities. This is not only to meet the needs of children's current development, but also to meet the needs of children's long-term development, so how to stimulate children's creativity in regional activities is a problem that needs further discussion in theory and practice.
First, the factors that are not conducive to stimulating the creativity of small class children in regional activities.
In many fields, especially in life, it is too realistic for teachers to design toys in role-playing such as "doll house" and "vegetable market". Many teachers think that the more material the game is, the better it looks, and the more children like it. For example, realistic bread carefully sewn by teachers in the vegetable market, jiaozi, and "fruits and vegetables" bought by children, when they need those materials for games, they will look for them in realistic materials, and when they need steamed bread, they will find them in the vegetable market and put them on their plates. This will cause problems, and the "mother" in the doll's house has nothing to do, so that the child will have negative behavior on the game after playing for a while. Such materials can attract children's attention in a short time, and over time, children's interest in the game will be difficult to maintain. From this point of view, these exquisite and realistic game materials are not helpful to creativity, and some even hinder children's creativity. More seriously, when children's creativity develops slowly, the more materials teachers are required to provide, the more realistic and beautiful they are, thus entering a vicious circle. It is difficult to cultivate children's creativity in regional activities.
1. Game space. In addition, the spatial arrangement of regional games has great relevance to children's creative development. An important aspect of stimulating creativity is the space for operation. For example, in the construction area, there are few site changes, and the building blocks provided are relatively large, while the activity venues in the area are only suitable for building one building or two small buildings. In order to let children participate more in the game, the teacher arranged three more children to enter the game in this area. In this way, the space that the same building block can build is obviously much smaller. However, children's games in small classes are mostly parallel games, and they don't know how to cooperate with each other. Under the constraints of these external conditions and children's own limitations, such regional activities will inevitably affect children's creative development.
There are also some kindergarten teachers who blindly pursue the richness of regional games and clearly separate the activity area from the area. In order to prevent conflicts between children, children are generally required to move in their own areas and cannot leave at will. Such a space regulation has led to a smaller area due to institutional restrictions. This kind of creativity is fatal to young children.
2. Game language. As can be seen from the above table, there are frequent exchanges between children in role games, but many exchanges are about the competition for materials, and there are few dialogues that meet the theme of the game. Many preschool teachers think that creativity begins with children's practical ability, but they don't know children's language ability, especially the communication with game partners in regional games, which also plays a great role in the development of children's creativity. For example, the regional game "Doll's Home" is often played separately, although the teacher asks the child to communicate with his "home". Children only pay attention to what they want to do and play, but they are in the state of occasionally answering their game companions. Even some people prefer to cooperate with non-competitive children when choosing their own "family". In this case, it is not easy for children's creativity to develop well in such a regional activity, ignoring the very important training aspect of language.
Although the doll family communicated with the vegetable market and the bank this time, in the communication, apart from the teacher guiding them to have a communication language, most of their own communication is based on direct "taking" behavior, and communication with each other becomes very rare. This is obviously not good for children's creativity.
Second, strategies to stimulate children's creativity in regional activities
1. The game level should be "fine". The "refinement" here does not mean that there are many kinds of game materials, nor does it unreasonably increase the difficulty of regional games, but that game materials can provide children with various operations. Teachers can provide more semi-finished products while providing a certain number of image toys, so that children can give full play to their creativity and create what they think they need. Maybe the things children do are very different, and sometimes they even make a mess, but the teacher must give more opportunities to manipulate the materials. For example, teachers and students can collect information together. In the internship, the author found that if the materials in the activity area are provided by the teachers independently, then the children will be dissatisfied with the game materials and the workload of the teachers will increase a lot. If children in small classes are allowed to do it alone, it is difficult to form their existing abilities, because many times children's thinking needs the inspiration and guidance of kindergarten teachers. This puts great demands on the provision of teaching materials for teachers. Therefore, teachers should not blindly pursue the renewal of teaching AIDS like children, but should regularly add new materials according to scientific principles, so that children can be brave in innovation and explore games, and their creative ability can be better developed.
2. The regional spatial layout should be appropriate. In regional activities, teachers should control the scope of the activity area so that every child who enters the activity area can have sufficient operation opportunities and space. Therefore, when the teacher arranges the activity area, he can first investigate the children's interest in this activity area through various forms, and then let some children go in and try to play, and see how much activity space control can make the children have the strongest interest, activity and creativity. Teachers must not decorate the corners of the area, and then think that how many children can enter the activity area should be divided according to the children, and the space of regional activities must reflect the children's subjectivity. Only in such a space can its creativity be better brought into play.
3. Enrich children's life experience and create a stimulating language environment. Many regional activities are children's responses to the real life around them. The richer a child's life, the richer the content of the game will be. However, only when children have rich and profound feelings about external things can they store rich knowledge in their minds and provide powerful conditions for children to develop their imagination and creativity in games. Therefore, to make children have good verbal creativity in regional activities, they are required to have a stimulating language environment in their daily life, full of excitement, dare to say, want to say and like to say. In addition to teachers' teaching activities, family cooperation is also needed.
Three. Concluding remarks
In short, small classes in kindergartens are the transitional grades for children from family education to school education. At this stage, teachers start with regional games to stimulate children's creative ability, which has a great influence on children's better study and life in the future.