How to effectively observe children s regional activities

Regional activities can allow children to grow up freely, happily and healthily, and realize "learning by playing, learning by doing", and can effectively promote the development of children's good personality and improve children's ability to deal with and solve problems by observing the development of regional activities. It is an important part of early childhood education.

So how should teachers observe and guide in regional activities?

Clause. 1. Observe the needs of young children and understand the actual level.

Through observation, we can understand children's activity intentions and ways of thinking.

Understand exactly what the child needs in the activity, and focus on understanding what the child's experience is. What he likes to play and what he doesn't like to play, based on observations, consider where you can help your child, and give appropriate guidance and advice.

Clause. 2. Observe and understand the characteristics of children's interests.

Observe the children's interests and understand what they like, so as to fully mobilize the children's enthusiasm, initiative and creativity in future activities, and improve the level of play.

Clause. 3. Observe whether the educational goals are appropriate and make timely adjustments.

Regional activities are not simply for children to play, but to integrate learning objectives into the game, and to learn through activities. In the regional activities, the children's performance is used to test whether the activity goals are effectively achieved and adjusted.

Clause. Fourth, observe whether the children encounter difficulties, and the teacher will give timely help and guidance.

Through observation, teachers can understand the difficulties encountered by children in the game, give timely help and guidance, and help children cope with their hardships and learn and live well.

In short, in regional activities, children should play in a free and open environment, and teachers should be good observers of the whole process.

Timely intervention and correct guidance are more meaningful.

Regional activities are an important part of the day's activities in kindergarten and are one of the favorite activities of young children.

Observation and evaluation of regional activities are carried out in a way that is auspicious or methodical

OneTeachers can also observe children's performance in the game according to the characteristics of the child's age, in the form of playing, wearing the sign of entering the area, filling in the form of entering the area, etc., to find problems, and correct and deal with them in time.

IIWhether the child actively interacts with peers and materials and constructs the grip in the form of individual and self-directed learning; Children's learning is inseparable from the influence of peers, and peer support is an important background and resource for children's growth. Materials carry the expectations and wisdom of educators, and should become a medium to attract children's attention, help children learn, guide children's interaction, and continue children's interests.

Whether the child can correctly evaluate the regional activities:

At the end of the regional activity, the teacher should make an appropriate and comprehensive evaluation based on the objectives of the activity and the observation and collection of children's operations, which is very important for the development of children.

1. To evaluate the process of the activity, it is generally possible to organize children's exchanges and discussions, and evaluate who did a good job? Who do you work with? What are the results, etc.

For example, children who cooperate well in regional activities are praised and encouraged. For children with poor performance, teachers should guide and prompt.

2. Evaluate the results of the activity, and the teacher should evaluate and summarize the whole activity, and write a reflection. Therefore, in regional activities, the experience gained by children by fiddling and manipulating materials is superficial and perceptual, which requires the teacher's induction and evaluation to make it organized and rational.

Summary. Science Exploration Zone: 1

The level of concentration in the experiment or operation. 2.Attitude when encountering difficulties and methods and strategies for dealing with problems 3

Likes to express or try to record perceived phenomena. 4.The rationality and scientificity of the results of the activity.

What should be observed in the kindergarten area activity observation? How to observe?

Hello, I am happy to reply to you, 1, whether children can restrain their own behavior according to the rules of the regional activities have the characteristics of openness, relaxation, autonomy, etc., can more reflect the children's individual desire to play and independent behavior, teachers can also according to the age characteristics of children, in the form of games, wearing signs into the area, filling in the form of entering the area, etc., to observe the performance of children in the game, find problems, and correct and deal with them in time.

2. Whether the child actively interacts with peers and materials and constructs it in an individual, self-directed learning way; Children's learning is inseparable from the influence of peers, and peer support is an important background and resource for children's growth. Materials carry the expectations and wisdom of educators, and should become a medium to attract children's attention, help children learn, guide children's interaction, and continue children's interests.

Living quarters : 1How well the finger muscles are coordinated.

2.Understand the rules for the use of tools and materials and organize them. 3.

Whether the operating materials are close to the children's life experience. 4.The proficiency of participation in labor and the reasonableness of the methods.

Science Exploration Zone: 1The level of concentration in the experiment or operation.

2.Attitude when encountering difficulties and methods and strategies for dealing with problems 3Likes to express or try to record perceived phenomena.

4.The rationality and scientificity of the results of the activity.

Expression area: 1Ability to boldly express what you feel and think 2

Whether the expression is comfortable and lively. 3.Interest in activities and skills to perform corresponding content, 4

Whether the content of the expression is in line with social moral standards. 5.Ability to imagine and be willing to put it into practice, and creative use of materials.

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During the activities in the kindergarten area, teachers should observe children's behavior, language and emotional performance at all times, so as to keep abreast of children's learning and development, identify possible problems and needs of children, and provide appropriate guidance and support. The focus of the observation should include the characteristics of the children, their behavior patterns, interests and hobbies, and the interaction between the children. Observation can be carried out through the exchange of stools, records, photographs, etc., and regular evaluation and recording can also be carried out, so as to understand the development of young children more comprehensively and systematically, and provide a basis for formulating appropriate education plans and carrying out targeted activities.