Toddlers imitate what it looks like to be a hen

Imitative behavior is a type of learning that improves one's own skills and learns new skills by observing and emulating the actions of other individuals.

Imitation

Many birds can learn the sounds and human language of other birds by imitating them, such as parrots, starlings, crows, starlings, gardener birds and lyrebirds. It has been found that up to 80% of the sounds in the lyrebird (menura novaehollandiae) are learned from outside, including the calls of other animals, musical instruments, and various noises. The local dialects of birds are also inherited through imitation between individuals.

Chicks often learn from the hens, and if a robot hen is provided, they can not only increase the frequency of pecking rice, but also peck at the same color of rice grains as the robot hen. Dogs and cats are raised together, and dogs can learn to wash their faces with their paws and catch mice from cats through imitation. A group of macaques was observed and found that a young female monkey first learned to wash the sand off the surface of the potatoes with water, and the other individuals soon learned this method, and the same mother monkey also learned to throw the grains of wheat mixed with sand into the water in order to separate the sand from the grains, and later the whole population also learned this feeding skill.

Imitation is also an innate human instinct. Preschool children, in particular, can easily imitate their parents' behavior: children who are not yet sensible can easily learn bad behavior!

Objectives:

1.Learn to sing songs and feel the change in the number of eggs

2.Understand and feel the chicks of different rhythms, and sense the rhythm of the last beat of the bar in the game.

3.Able to express the shy, confident emotions in songs with a (light, slow) and loud voice.

2.A tambourine and silk scarf for each child.

Activity process: 1. "Hen Crows" ** rhythm into the field.

2. Familiar with the song "Hen Hatching Eggs".

1.The teacher demonstrates the song with an easter egg.

1) Teacher: Listen to what kind of sound this is? (The cries of the hens).

2) Teacher: Today the hen is going to hatch eggs, let's see how many eggs the hen has hatched.

2.Children learn to sing and act.

Teacher: How many eggs did the hen hatch?

3. Recognize three chicks with different characteristics, and be able to imitate various forms of chick sounds.

Teacher: Do you see that the eggs of the hens are all the same?

1.Awesome Chick – Feel the cries of 1 4 chicks and be confident with a loud, powerful voice.

1) What kind of chick do you think this is? Why?

2) Listen to the cries of the chicks, the teacher uses simple diagrams to show them, and the children imitate them.

3) Use a kick drum to help toddlers sing powerful vocals.

4) Imagine yourself as a chick with a great body and sing.

Teacher: How do you usually be great? What can you eat?

2.Hiccupping chick – sensing the rhythm of the end beat of the bar.

1) Listen to the pattern of the hiccup chick slapping at the end of the stanza, and the teacher uses a pen to draw the hiccup chick's call.

Teacher: Listen, what is it doing? Who's going to give him a name?

2) Toddlers learn to burp at the end.

3.Shy Chick - Expresses shyness in a soft, slow voice.

1) Use the diagram of dragging the tail to indicate the slowness of the shy chicken.

2) Teacher: What does the shy chicken look like when he introduces himself? What about his voice?

4.Singing in groups, mimicking the cries of three chicks.

Fourth, introduce the characteristics of tambourine and silk scarf, and use tambourine and silk scarf to express the chick cry of various characteristics.

1.Teacher: What kind of chicks do you think silk scarves can be used to represent them? What about tambourine?

2.Toddlers are familiar with props.

5. With the help of musical instruments and props to express the song "Hen Hatching Eggs".

6. Group three kinds of chickens and play songs with musical instruments.

1) Toddlers choose their favorite chicks to perform.

2) Sing and perform together.

Reflection on the activity: I made a principled mistake in the activity, the rhythm of the 4 beats was not played very clearly, and I did not grasp the rhythm well during the demonstration, which led to a big problem with the rhythm of this activity. Goal 3 is to express shyness and confidence in a soft and loud voice, which most children fully understand. At the beginning of the activity, I introduced a song "Hen Clucking" to stimulate children's interest in learning, and asked them to count while performing.

In the activity, I focused on the rhythm of the second last beat, first learning three chicken crows, and then burping, and I repeatedly reminded most children during the activity. In terms of instrumental performance, I first led the children to sing, and then accompanied by instruments, which I did not handle very well due to the rhythm problems at the beginning.

Objectives: 1. Understand the content of the story and learn to tell the simple dialogue in the story.

2. Learn about the properties of snow through stories and spark interest in natural phenomena.

Preparation: 1 Pages 15-18 of the children's book.

2 Flip chart "Snowflake".

Activity process: 1. Taste the taste and distinguish the characteristics of salt, sugar and snowflakes.

Teacher (showing a spoonful of sugar): What color is the spoon in? What is it?

Teacher (showing a small spoonful of salt): What is this white thing? What does it taste like?

Teacher: Sugar is white, salt is white, and snowflakes are also white (paper-cut of small snowflakes) There is a story about small animals who can't tell which is salt, which is sugar, and which is snowflake, and there are many jokes. Let's take a look at the show!

2. Appreciate the story performance and learn to tell the dialogue in the story.

1) The first part of the story "Snowflake" is performed by the children. (From the beginning until the little flower cat says it's salt.) Teacher: What is floating down from the sky?

Teacher: What did the little greyhound say? (Ask individual children or groups to repeat the words of the greyhound.) Teacher: What does Little Flower Cat think this is? And what does it say?

Teacher: Why does the little greyhound say it's sugar and the little flower cat says it's salt?

2) The children perform the second half of the story "Snowflake".

Teacher: Whether it's salt or sugar, the little greyhound and the little flower cat quarreled. At this time, who is coming?

Teacher: How did the old hen do it? And how do you say that?

Ask individual children to play the role of an old hen and imitate the movements and language of the old hen.

3. Read the story in its entirety and perform the story.

Teacher: Is this story interesting? What is its title?

Teacher: Do you like this story? Let's play the little greyhound together. Little flower cat, old hen. Like the elder brothers and sisters in Taipan, whoever has their turn to speak, the water will come out and learn to speak like them, okay?