What materials can be provided for the Kindergarten Science Zone activities

1. The material contains the value of self-education and allows children to be independent**.

In the science area, we pay attention to selecting some materials that do not require more help from teachers and have self-education value, such as materials that are completed independently according to the illustrations, materials that can be operated by looking at the manual, and materials that can be tried repeatedly. Children can constantly reflect on their mistakes, try again and again, and gain experience, so that they can operate independently in the science area, even without teacher guidance**. In the delivery of regional game materials, teachers can be a little more attentive to see if they can use some small or small card prompts to let children discover and summarize the gameplay of the game by themselves, and try to play the game independently according to the content of the prompts, rather than relying on the teacher to introduce and explain the gameplay of the game.

For example, in the "fun knitting" game in my class, we will record some mathematical concepts, such as arranging by numbers, arranging by points, arranging from thin to thick, arranging color changes, arranging patterns at regular intervals, etc., on long strips of paper, and asking children to play the compilation of paper strips on the small fish according to various rules. If we can prepare some small **, draw some indication icons for the arrangement requirements, and let the children observe the ** for the corresponding arrangement and weaving, so that the children can discover by themselves, summarize by themselves, be independent**, and try to learn the experience is their own experience, and such a game is an effective and interesting game.

Second, the material is rich in variety, which can make children like it.

The materials are changeable, which can promote children's exploration through change. For example, in the group science activity "The Ball Stands Firm", the teacher provided the children with a lot of materials that the children used to make the rolling ball stand firm. After the activity, the children were still immersed in the content, so the teacher expanded the content of the materials, in addition to the paper, boxes, building blocks, twisting sticks, plasticine, double-sided tape, rulers and so on.

Because of the relevant operation experience, they will take the initiative to use a variety of materials to find more ways to make the ball stand firm, and the children have experienced the joy of success in the process of exploration again and again. For another example, when some children are more ups and downs, some auxiliary materials provided by teachers encourage the faster developing children to explore how to make the sinking things float. When letting children play with toys of "weighing", I put in the balance scale, electronic scales, weighing rods, and objects used for weighing such as soybeans, toys, beads, just let the children learn to use these weighing tools one by one, when the children will use weighing tools, let them weigh the same object with different weighing tools, or use the same weighing tool to weigh different objects, and compare, so that each child has more room for development, so that they can improve and progress at the original level. It can be seen that providing rich and diverse can inspire children to explore and try boldly, and get more successful experiences.

Therefore, a variety of materials plays a very important role in children's exploration activities.

1. Structural area:Medium and large size building blocks. Table wood, plastic sheets, etc., each contains a variety of puzzle toys, beads, tangrams, etc.

2. Performance area:A variety of costumes, props, furniture, etc., which can be used for other purposes as needed.

3. Science Zone:Tools such as magnifying glasses, scales, rulers, and a variety of materials suitable for young children to explore.

4. Language area:Books, tape recorders, story tapes, etc. If possible, you can also prepare some small puppets, small slide projectors, and a small theater.

5. Art area:Paper, pens, easels, plasticine, glue, scissors, various empty cartons and other production materials.

6. Carpentry area:Hammers, nails, saws, various strips, blocks, etc.

However, this stability of the material in the activity area is not constant, and needs to be appropriately changed according to the child's ability.

The basic characteristics of corner activity.

1. Selectivity.

Attention should be paid to the diversity of the number and content of materials in the creation and delivery of materials, children's choices and learning styles should be respected, and children should be encouraged to participate in activities and experiments independently. Whether or not to respect children's autonomous behavior is an essential element in measuring the activity of the district.

2. Generativity.

Paying attention to the process of children's activities, analyzing and judging the current needs and interests of children, adjusting the environment and materials in a timely manner, teachers change the leader to the supporter, and change the direct guidance to the implicit guidance, which fully reflects the characteristics of activity generation and the process significance of the kindergarten curriculum.

3. Practicality.

Practicality and operability are important characteristics of district activities. The content should choose the theme that can make children fully hands-on, and the environment created should allow children's senses to fully act, so that children can use their hands, brains, mouths, and emotions in activities, and encourage children to experience the practical process of discovery, exploration, trial and error, and search, so that children's learning methods can be fundamentally changed, so as to reflect the special functions of individualized activities.

Problems that should be paid attention to when placing materials during kindergarten area activities:

1. Grasp the characteristics of age, expand children's interests, in the class area activities, teachers should provide each child with a variety of activity materials, and so that children can decide what to play, who to play with, how to play, and what to play according to their own interests, needs and wishes, so as to actively interact with peers and materials.

2. Clarify the meaning of materials and highlight the value of education. First, the educational value of the activity materials should be highlighted. Teachers should be clear about what kind of materials can trigger what kind of activities and what kind of goals they can achieve.

This means that the placement of activity materials must not be blind, but must be linked to specific goals and ensure that children interact with the materials.

The materials placed in the Kindergarten living area are as follows:

1. Material name: spoon scoop.

1. Basic material composition: trays, a pair of containers, a spoon (spoons of different sizes, shapes and depths can be replaced according to the capacity), scooped solids (beads of various sizes, grains, etc.) or liquids.

2. Purpose of operation: to cultivate children's practice of scooping movements, and to cultivate children's order, concentration, hand-eye coordination, and vertical and empty independence.

3. Activity extension: You can control the difficulty of the work and maintain the interest of children by replacing containers, spoons and scooping up large items.

4. Precautions: In case children swallow or stuff small objects into their ears and noses.

Second, the name of the material: clip clamp.

1. Teaching aids composition: trays, easy pairs, clips (clips with different degrees of difficulty can be put according to children's abilities, such as large clips, small clips and blindness, small tweezers, etc.), and items to be clamped (items with different degrees of difficulty can be put according to children's abilities, such as woolen balls, pompoms, beans, large and small beads, etc.).

2. Objective: To cultivate children's clamp movement practice and hand muscle control ability.

3. Activity extension: Clips, containers and clamped items are the key points to control the difficulty of this work and maintain children's interest in operation. First consider the child's developmental level, and then the teacher can use his creativity to put in different materials to make the work more challenging and interesting.

4. Precautions: In case children swallow or stuff small objects into their ears and noses.