What materials can be provided in the kindergarten construction area?

The construction area is to cultivate children's hands-on operation, develop imagination, division of labor and cooperation ability of the area, in addition to some toys distributed by the kindergarten, you can make some toys for children to play.

Homemade toys are made of magnets, cardboard, and dominoes.

All kinds of cartons and cans with beautiful decorations.

paper rings, ferrules, etc. The outdoor construction materials are large cardboard boxes, water pipes, and lightweight bricks.

Bamboo pipes, beer barrels, etc. are the mainstay. There are also building blocks, building blocks, puzzles, pictures, sand, soil, water, snow, etc.

The role of the construction area is mainly manifested in the following points:

1. The construction area is conducive to promoting children's cognitive development. In the game, children acquire the knowledge of the color, shape, size, and spatial proportion of materials, experience the relationship between their own actions and structures, and accumulate perceptual knowledge about the concept of spatial orientation, combination, accumulation, and arrangement, and enhance their understanding and awareness of quantity and graphics.

2. The construction area is conducive to promoting the development of children's non-intellectual factors: structural play is a complex and meticulous work, and the work often requires the combination of several structural elements, so it is of great significance to cultivate children's seriousness, patience, carefulness, persistence in overcoming difficulties, division of labor and cooperation to complete tasks and other qualities.

3. The construction area is conducive to promoting the development of children's bodies: children are constantly operating in structural games, which provides ample opportunities for children to develop perceptual-motor skills. In the process of grasping, stacking, placing, splicing and arranging small structural materials, children exercise their fine muscles and develop hand-eye coordination.

Purpose and significance of the construction area:

1. Promote children's cognitive development.

Activities based on keen observation, freedom, and creative thinking. In the game, children gain knowledge of the color, shape, size, spatial proportion, etc., experience the relationship between their own movements and structures, and accumulate perceptual knowledge about the concept and combination, accumulation, and arrangement of the orientation of the air and the palace, so as to enhance the understanding and awareness of quantity and graphics.

2. Promote the development of children's aesthetic ability.

In the game, children express their feelings, understandings, imaginations and emotional experiences about the world around them, releasing their impulses and desires to create. In the modeling, children perceive the aesthetic knowledge of balance, symmetry, color matching, etc., feel the embodiment of their main spirit in appreciating the works, and experience success, which not only gets the edification of beauty, but also improves the aesthetic ability.

3. Promote the development of children's bodies.

The child's non-stop operation in structural play provides ample opportunities for children to develop perceptual-motor skills. In the process of grasping, stacking, placing, splicing and arranging small structural materials, children exercise their fine muscles and develop hand-eye coordination. In the handling and construction of large-scale structural materials, it promotes the coordinated development of gross motor movements, and is also conducive to the formation of children's sense of balance.

The educational role of the construction area.

1. Develop children's construction ability and learn construction techniques.

2. Develop children's spatial perception and recognize the relationship between basic shapes and quantities.

3. Learn to try a variety of different construction materials, methods, and designs to stimulate children's creativity and imagination.

4. Children can divide labor and cooperate with each other, design, construct and play together.

5. Cultivate children's sociality, develop children's ability to communicate and express with others, and master the methods of self-solving.

1. The core experience of constructing games The core experience of constructing games refers to the acquisition of the most basic and critical skills and abilities by children of different ages from 3 to 6 years old in constructing games. The core experience is based on the developmental laws and age characteristics of preschool children, and relies on the summary of preschool children's developmental psychology and practical teaching experience. II. Educational Suggestions for Promoting the Core Experience of Preschool Children in Constructing Play According to the typical performance of children of different ages, the developmental requirements achieved by different children are different.

Guidelines for the Learning and Development of Children Aged 3-6 and the Professional Standards for Kindergarten Teachers have put forward clear requirements for the development of preschool children's constructive games, and also require professional teachers to have the ability to support and guide children's play. Based on the practice and research results, the author puts forward three educational suggestions for teachers' reference. 3. Preschool children's construction games 1

Determine the center of the core experience of the acquisition of educational content Teachers should be related to the lives of preschool children, and construct educational content based on familiar scenes and places familiar to preschool children, such as zoos, various bridges, etc.

There are three types of kindergarten construction areas, namely: class corner construction, workshop construction, and outdoor construction. Among them, the construction area of the class corner coexists with the other corners of the class, and the small construction materials are mainly used.

The location of the construction area is more arbitrary, whether it is a corridor or a corner of a classroom. Class corner construction: Coexisting with other corners of the class, mainly focusing on small construction materials.

It is advisable to construct a small number of construction materials, and the interest of kindergarten children in construction has gradually transitioned from exploring the building blocks themselves to using them to achieve the purpose of building. On the basis of the experience of building small classes, children are guided to learn construction skills such as overhead, covering, bridge and tower, and form the concept of interior and exterior space. Provide construction drawings of works to guide children to learn to see drawings and build; Kindergarten children are required to build purposefully, plannedly, and sequentially, and learn to cooperate with their peers to complete the construction of an object together.

The role of the construction area is mainly manifested in the following points: (1) it can develop children's construction and li; (2) Enhance children's spatial perception of common geometric figures.

have a deeper understanding; (3) In the process of construction, children can come into contact with a variety of different construction materials and try different construction methods, which can stimulate children's creativity and imagination; (4) Cultivate children's habit of using their hands and brains, develop children's intelligence, and cultivate children's aesthetic sense and expression ability.