What is the relationship between play in the activity area and the development of young children?

Yingsheng Observation answers for you:

1. Understand the educational value of game activities from the perspective of educational purposes.

1) Play can achieve the fundamental purpose of education--- develop and cultivate children's subjectivity.

Play is a kind of subjective activity, in the game, children's initiative, independence and creativity can be well reflected, therefore, play is the best way to cultivate and develop children's subjectivity, can achieve the most fundamental educational purpose of early childhood education. (2) Young children can promote the development of children in all aspects of physical and mental development.

3) Play can meet and protect children's play needs and rights. 2. Understand the value of games from the relationship between games and children's learning.

1) Play is the main way for young children to learn.

2) Through play, children can gain a variety of material and socio-cultural experiences. (3) The play process is the subjective construction process of children's experience. 3. Understand the value of games from the relationship between games and kindergarten teaching and curriculum.

1) Play is an integral part of kindergarten teaching. (2) Kindergarten teaching is based on games. (3) Play is not only the content of the kindergarten curriculum, but also the implementation of the kindergarten curriculum, and realizes the two-way organic interaction with the curriculum.

Play is a need for the physical and mental development of preschool children.

Pre-school education should follow the laws of children's physical and mental development, take games as the basic form of activities, help children form good living habits and personality qualities, and cultivate children's self-service, self-management and Kidan's learning and exploration ability. Let children learn in life.

Regional activities are widely carried out among young children and are deeply loved by preschool teachers, and many kindergartens and classes are trying this model as the main form of activity or as an auxiliary to the teaching of thematic units.

Activity. The kindergarten takes games as the main activity, and gradually carries out organized homework, such as language, handicraft, etc., and pays attention to developing good living habits. The definition of kindergarten in various countries is very clear, and play is the most important content of early childhood education and life in the kindergarten.

For example, in the United Kingdom, kindergarten is defined as "a school that uses objects to teach, toys, play and develop children's intelligence", and in German it is defined as "a play school that has not yet entered the school." In addition, the important activities held in the kindergarten throughout the year are: kindergarten entrance ceremony, Children's Day, Teacher's Day, Mid-Autumn Festival, National Day, sports meeting, Christmas, New Year's Day, graduation ceremony, etc.

1. What is a regional event?

Regional activities refer to the reasonable and simple planning space in the kindergarten room, and divide the activity room into different learning and game spaces, such as puzzle area, art area, construction game area, role play area, etc., so that children can make free choices in a prepared environment, and carry out free operation, games and communication activities to obtain independent learning and development.

The area is just a spatial word, as for what kind of activities to engage in in the space of the area, whether it is a game or a learning; Whether it is a group teaching activity or a life activity is influenced by the visual materials placed in the area, as well as by the way the teacher directs it.

2. How to divide the area?

In general, the division of areas into two categories: "self-directed learning areas" and "creative play areas" is only a relative division.

1) Self-directed learning area.

The "self-directed learning area" emphasizes purposeful self-directed learning through the manipulation of materials, and the toys and materials contain operational objectives and tasks.

In these areas, activities with clear educational goals are usually more directed towards learning activities, and such activity materials are provided by teachers based on the needs of development goals, so these regional activities are more learning activities than play activities. Such activities as using chopsticks, tying straps, clipping, braiding, etc., usually appear in the vibrato life operation area, and the main goals are children's life skills learning and hand-eye coordination and fine motor development.

2) Creative play area.

Common "creative play areas" include: role play area, performance area, construction area, sand and water game area, etc. Activities in this type of area will be more game-oriented, freer, and more open-minded.

The "Creative Play Area Activity" emphasizes that children play independently according to their own wishes and meet their desire to play, and the toys and materials are less structured and have no clear learning goals. The goal of the "Creative Play Area Activity" is to meet children's desire to play and develop children's autonomy, creativity and social-emotional and social communication skills.

If the teacher insists that the children learn something in these areas, or asks the children to play according to a fixed program, the fun of the game will be greatly reduced, and it will go against the children's wishes, and it will become the children's "teacher's game" instead of their own games, and this kind of game is not the children's own "real games".

In summary, there are game activities in regional activities, but regional activities are not the same as game activities, because regional activities also include self-directed learning activities.

This is not to oppose learning and play, because a child's play is one of the ways he learns, and there must be learning in the game, but there is not necessarily a game in the learning.

Summary. Independent play is a game initiated by children according to their own interests and wishes, and children choose the content and partners of the activity independently, and actively explore and communicate, not limited to the activity area and game content. Regional play is an activity in which teachers build different play areas, prepare game materials and content, and lead children to play together, regardless of age.

Regional activities are a process in which teachers construct regional corners in a purposeful and planned manner according to the different age characteristics of children. During the game, children choose, manipulate and fiddle with materials independently, and teachers should mainly use indirect guidance methods to help children organize and carry out games. It is a unique way for children to actively seek to solve problems, and the common area corners include living area, language area, art area, science area, construction area, and role play area.

Hello, I am glad to answer for you, independent play and Qinglu regional game are often used in early childhood education, their difference is: independent play is based on the child's wishes, fully satisfying the child's independence and autonomy; Zone play is a specific activity that children do in a set up play area. At present, hail is mostly using a combination of the two, that is, regional source repentance activities.

Independent play is a game initiated by children according to their own interests and wishes, and children choose the content and partners of the activity independently, and take the initiative to explore and communicate with each other, not limited to the activity area and game content. Regional play is an activity in which teachers build different play areas, prepare game materials and content, and lead children to play together, regardless of age. Regional activities are a process in which teachers construct regional corners in a purposeful and planned manner according to the different age characteristics of children.

During the game, children choose, manipulate and fiddle with materials independently, and teachers should mainly use indirect guidance methods to help children organize and carry out games. It is a unique way for children to actively seek to solve problems, and the common area corners include living area, language area, art area, science area, construction area, and role play area.