How to enable young children to carry out regional activities effectively

1. Clarify the significance of the regular cultivation of corner game activities.

In fact, the daily routine is reflected everywhere in the daily life of the kindergarten, the so-called routine, is the rules that children should abide by in all aspects of the day's activities, which can organically infiltrate the teacher's intentions, and play a role in organizing, restraining and adjusting children's behavior in the activities, and ensuring the rights of children's activities to the greatest extent, which is an important prerequisite for ensuring the effective development of regional activities.

2. Clarify the time for carrying out district corner game activities.

The district corner activity is what we often call "after-dinner activities", which are mainly carried out after three meals, so that everyone has something to do, and the safety of the children is improved. But there are times when we can be flexible about the timing of the corner activities. For example:

In case of strong winds, rain and other weather, you can also carry out class corner game activities in an orderly manner; In addition, it is also a supplement and adjustment of collective education activities, and an effective way to implement individual education and promote the development of children's personality. For example, in collective teaching activities such as art and mathematics, after individual children have completed their own things, the teacher can let these children choose their own toys to operate in the corner game activities, which not only avoids the children's waiting phenomenon, but also pays attention to the integrity of children's learning and development.

Therefore, we need to be a careful teacher, randomly adjust our own education and teaching methods, pay attention to the performance of each child, and truly play the role of corner game activities.

3. Clarify the regular requirements for corner game activities.

Concreteness is the main characteristic of children's thinking. Young children often distinguish right from wrong and understand things from intuitive and concrete aspects. What rules need to be followed and what to do in the corner game activity must be told to the children before the activity, so that the children know in their hearts.

Therefore, before, during and after the game activity, it is necessary to put forward specific, reasonable and consistent requirements for children's behavior. Generally, it can be the following aspects:

1) Pre-event requirements:

1. When entering the game, keep quiet and move the small chair correctly and place it in the designated position;

2. Children choose their own area, holding in and out of card games.

2) Requirements during the activity:

1. Do not walk around casually during operation, do not violate the rules and mess around the area, and do not compete for materials and areas;

2. Ask for help to whisper and not affect others;

3. Take care of the operating materials and handle them gently.

c) Post-event requirements:

1. When you hear the command signal to end the game, you should put the cards in and out of the corresponding area;

2. After the game is over, return the game materials to their original places and tidy up. (Some implicit guidance can be done appropriately).

Do you have anything to say about this interpretation?

Teachers should allow children to participate in regional activities independently, combine the actual level and needs of kindergarten children, make flexible choices, and provide creative guidance, so that children can truly participate in the joy of regional activities.

1. Create a dynamic and comfortable environment.

Young children are always curious about new environments. As a teacher, it is necessary to provide sufficient opportunities for children's activities in connection with the characteristics of children's age, seasonal changes and actual teaching activities, and ensure that children can have more opportunities for activities in regional activities as much as possible, so that children's initiative and enthusiasm to participate are guaranteed, and they can independently discover, understand and solve problems.

2. Provide various types of operating materials.

When choosing operating materials, you can place them in connection with the child's developmental level and regularity. For example, in order to allow students to get to know more animals, you can choose to raise animals in the breeding corner, set up animals in a fixed area, and classify these animals according to a certain characteristic in the location of the puzzle area.

In this way, children have the right to choose independently and the space at their disposal, they can follow their own ideas and carry out activities independently, many children can feel the joy of success in the activities, and also actively promote the formation of children's autonomy.

3. Encourage children to take the initiative to explore in the region.

Teachers will provide students with rich materials in each activity area to create a good environment for the improvement of students' independent ability, liberate students' hands and feet, and allow students to consciously take the initiative to learn. For example, you can set up a science area where you can place materials that can change colors, and students can mix their favorite colors together and create new colors.

4. Encourage children to explore, discover and think on their own.

The regional activities are relaxed and free, the children are selective, and the teacher's guidance is also more flexible. Teachers can use more indirect instruction, which can be verbal or behavioral. When children encounter difficulties or obstacles in an activity, they should be allowed to try to solve them first, and the teacher can use some suggestive methods to inspire them.

5. Interaction between teachers and students to create a good atmosphere.

In early childhood, children's unintentional attention is dominant, so creating a relaxed, happy and free atmosphere in regional activities can attract children's intentional attention, so that their creativity and imagination can be developed, so as to better take the initiative. For example, when the children are fiddling, the teacher pretends that he has not done it and does not know how to do it, and does it step by step while studying.

Some children will be influenced by the teacher and learn to be like the teacher. In this process, the teacher does not use language to guide, but focuses on the synchronous behavior guidance of teachers and students, so that the children feel that the teacher is their playmate, enjoy the fun of the activity together, and the atmosphere of the activity is very relaxed.