How to introduce and guide teachers in the kindergarten area games

Teachers should have the following three points in guiding children's play:

1. Teachers observe carefully to promote better play for children. Teach the round potato master to observe and understand according to his own careful observation, and encourage the children to freely choose the games they need and are interested in, so as to get the joy of free choice.

2. In the process of playing, teachers should pay attention to the art of guidance. To grasp the degree of guidance well is to require teachers to flexibly adopt different guidance techniques according to different phenomena and different objects. Timing your mentoring.

3. Pay attention to the evaluation role in the game, so that children can experience happiness. Teachers should let children become the protagonists of game evaluation, give children more opportunities to perform, let them share their feelings during the game, discuss issues of interest, and give children the opportunity to show themselves and communicate with each other.

1. Vertical intervention.

In the game, when a child has a serious violation of the rules of the game or an aggressive and dangerous behavior, the teacher intervenes directly. The purpose of this intervention method is to stop the problems of young children due to lack of safety awareness and self-protection awareness, and it is more suitable for dangerous situations such as physical conflicts between young children.

2. Parallel intervention.

Teachers engage in the game in parallel by manipulating the same or different materials, without directly intersecting with the children. The purpose of this intervention method is to guide children to imitate the operation, and it is more suitable for children who do not know how to play, do not want to play, or play relatively simple. In the construction area, art area, reading area and other areas, the effect of using this method to guide is more significant.

3. Cross-intervention.

Teachers interact with young children by engaging in the game, as one of the characters in the game, or by playing another role themselves. The purpose of this intervention method is to guide children to solve problems or help children enrich the content and plot of the game, so as to improve the children's game level, which is more suitable for children who encounter difficulties in the process of play, or children's game level is stagnant.

How teachers guide kindergarten area activities is described below:

Teachers themselves are used as the medium of influence.

Educational guidance with self-influence refers to the guidance strategy in which the teacher personally intervenes in the process of children's regional activities and directly exerts educational influence on children. Practice shows that there are generally three ways.

1.Parallel activity mode.

The guidance method of parallel activities is that the teacher approaches the children in terms of spatial distance, and engages in the same activities with the children with the same activity materials, but does not directly interact with the children, does not directly intervene in the children's activity process, and uses the suggestive role of their own behavior to guide the children's free activities.

This kind of guidance is often used in children's construction and modeling, scientific exploration, appreciation and reading, role performance and other activities, and the effect is more obvious.

2.Cooperative live ant holding method.

In practice, cooperative activities are one of the most common forms of educational instruction. It refers to the fact that when the children focus on their own free activities, the teacher joins the children's self-selected activity process as a collaborator to exert educational influence, but the children still control the process of the activity. Cooperative activities are often used in children's self-selected role-playing activities.

3.Ways of leading activities.

The style of leadership is that the teacher proposes or designs an activity in advance, and plays a key role in directing the activity, at least partially controlling the progress of the activity. This method of instruction often teaches new rules and ways to play, and is generally used in the process of playing roles and playing with rules of children's own choosing.

Leadership activities generally take two forms: external leadership and internal leadership. External leadership means that teachers do not participate in the activities, but evaluate and suggest the activities based on the characteristics of the activities themselves and the educational intentions, and encourage children to carry out the activities of their choice correctly and reasonably. Internal guidance is when the teacher participates in the activity and takes on a role to demonstrate the activity behavior that the child has not taken, and uses actions and strategies to guide it.

When carrying out regional independent play, teachers pay attention to the main position of children's nuclear osmosis.

When organizing and carrying out independent play activities in the kindergarten area, teachers carefully play the role of guides, supporters and collaborators of children's learning activities. When children carry out independent play, they should respect their subjective status, so that they can really choose their favorite activity areas according to their own wishes, and choose their own play materials according to their own development level and interests.

And choose the operation mode suitable for their own development level, provide them with a sufficient number of operating materials, and provide them with enough time and space to carry out independent games, so that they have the opportunity to be independent, and cooperate and communicate with their partners.

The Significance of Regional Autonomous Play: Drawbacks.

Regional activities can allow children to grow up freely, happily and healthily, and realize "learning by playing, learning by doing". Through observation, it is found that the development of regional activities can effectively promote the development of children's good personality, and improve children's ability to deal with and solve problems through mutual communication and cooperation.

In regional activities, children are highly motivated to participate, and can actively use their brains and create boldly. This is because young children have just come out of infancy, they are closest to the natural nature of human beings, there is no pressure to survive and learn, and they are full of curiosity about everything around them, and the desire to explore germinates and develops in their hearts, prompting them to play, to pursue, and to explore.