On how to promote children's all-round development in regional activities

The new "Outline" points out that kindergartens should provide healthy and rich living and activity environments for children, meet their various development needs, and enable children to gain experiences beneficial to their physical and mental development in a happy childhood. Respecting children's physical and mental development laws and learning characteristics, taking games as the basic activity, paying equal attention to education, paying attention to individual differences and promoting the personality development of each child, regional activities meet this requirement. The reason why regional activities are loved by children is that they can provide more relaxed space for children to play freely, let children carry out activities independently according to their own wishes, and provide conditions for children to develop independent habits and abilities. Therefore, through the regional activities of our park, I made some tentative explorations. Let me talk about my views on how to promote the all-round development of children in regional activities:

First, create a quiet and orderly environment to meet the development needs of different children.

In order to create a good regional environment, kindergartens must implement the spirit of the outline, update teachers' concepts, fully consider their own conditions, create a quiet and orderly environment for children, actively guide children to actively participate in environmental creation, and interact with teachers and children, so that regional activities can truly become a garden for children to love and grow up healthily. Therefore, regional activities should be loved and needed by children. Teachers can discuss with children what regional activities are needed in class. Let children put forward ideas according to their own needs and design regional activity signs. Regional activities should be changed in time according to children's needs. The needs of young children are always changing. When they lose interest in an activity area, they will have new ideas and hope to open up a new area. At this time, teachers should respect children's ideas and change or add new activity areas. At one time, I found that in morning activities, especially on Mondays, some children didn't want to enter the area for activities, but wanted to find good friends to talk about interesting things that happened on Saturday and Sunday. At that time, there was no such area in my class, so I could only play and talk in other activity areas, which affected the activities of other children. In view of this situation, I set up a "chat area" in the corner of my class. In this way, children can chat together without disturbing others, meet their needs and cultivate their communication skills. In the creation of regional environment, we should not only consider the mutual communication and cooperation between children, but also pay attention to non-interference, so that children can devote themselves to an activity and explore problems with confidence.

Second, the materials in the activity area must be interesting, imaginative and suitable for children's physical and mental development.

Piaget put forward: "Children's wisdom comes from materials." The educational function of regional activities is mainly realized through materials. Different materials, different methods of children's operation, children get different knowledge and experience in the process of activities. In regional activities, the activity material is children's participation in regional activities.

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As an important part of the activity area, whether children are interested in materials and attract their attention is an important aspect that affects children's active learning.

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 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, teachers should fully understand the development level of each child, consider individual and personality differences, and 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 triangular objects. Teachers can use the triangle principle to throw objects with different difficulties to fold, so that children can choose freely. In this way, every child can choose according to his own needs, and everyone can experience the fun of success.

2. The materials in the activity area should be constantly adjusted and enriched according to the educational purpose. Let children have a refreshing feeling. Even if the same goal is achieved, materials should be constantly changed to stimulate children's interest in operation.

3. In regional activities, self-made activity materials are an important part of children's participation in the creation of the environment, which provides children with broader participation space and development opportunities. Therefore, while promoting environmental education, it has both advantages and disadvantages to make more use of waste materials (used waste materials must be cleaned and disinfected before they can be put into use). Of course, in the process of investing and creating materials, teachers, children and parents need to cooperate to do better. This will not only increase the chances of emotional communication between children and the environment. At the same time, children have a gift to be reckoned with, and they can make their own activity materials.

4. The materials placed in the activity area should give the children space to fully imagine and play. In some activity areas, such as construction area, popular science area and operation area, children are provided with some semi-finished materials, so that children have room to play and desire to explore.

For example, provide some boxes, cloth, thread, adhesive tape, glue, etc. Give it to the children in the homework area, let them do what they like and mobilize their autonomy.

Third, create a relaxed atmosphere and give play to children's autonomy.

Children's activities in this area are completely free. They choose their own game materials, activities and partners, and play games according to their own ideas and wishes. Teachers also fully respect children's dominant position in activities, allowing children to be creative and active, and promoting and motivating children to find and solve problems in activities. For example, children can enter different activity areas according to their own wishes, or choose different activity forms and activities in the same activity area. For another example, in the game, we found the phenomenon of children's "swarming" and the inconvenience caused by improper use of materials to children who use it next time. Didn't our two teachers discuss what to do with themselves? Let the children carry out the opinions and rules formulated by adults, but let the children pass through their own bodies.

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Check to find the answer "How can I have fun without affecting others?" When asking questions, children begin to actively discuss and express their views. * * * Together with summarizing effective methods, the rules of regional activities are formed. Only the rules formed through children's own experiences will be transformed into behaviors that children consciously abide by in activities.

Fourth, participate in activities in an appropriate capacity to improve the enthusiasm of young children.

In regional activities, let children freely choose activities, let children carry out activities better according to their own interests and abilities, and let children experience opportunities for success and pleasure, thus mobilizing their initiative and enthusiasm for learning. However, giving full play to children's initiative does not mean that teachers are bystanders. If so, not only will the child's potential ability not be brought into play, but it will be blindly explored and operated aimlessly. Therefore, in the activity, the teacher's task is not only to provide materials, but also to give children appropriate inspiration, guidance and encouragement in time, so that children can play their initiative in the activity and have more opportunities to discover and summarize themselves, thus promoting the development of children's autonomy and improving their enthusiasm. The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, teachers should pay attention to observing each child's interest, operation and communication skills, choose appropriate time to participate in children's activities in view of the problems that arise, and explore, operate, discover, discuss and solve problems with children, so as to truly reflect children's dominant position, instead of imposing their own views and ideas on children when they find problems and forcing them to accept your ideas, so that their enthusiasm will be greatly reduced or bored. The new "Outline" points out: Pay attention to children's performance and reaction in activities, be sensitive to children's needs, respond promptly and appropriately, and form a cooperative inquiry between teachers and students. In the activities, teachers should give children enough time and space to find and solve problems, so that children can learn to solve problems in various ways through self-trial, exploration, communication and discussion, experience the joy of success, promote autonomous learning and improve the initiative and enthusiasm of learning, which is of great significance to the development of his life.

In short, regional activities should be colorful. Teachers should create a free and broad space for children's activities, provide more alternative opportunities for children to explore and play freely in their own way. In this way, they can cultivate children's autonomy and self-reliance from an early age, give play to their potential, show their personality and lay a solid foundation for their lifelong learning and development.