How to use the various activity areas to carry out various activities for young children

There is sufficient recognition of the importance of regional activities in kindergartens, and it is believed that "it is necessary to carry out regional activities" and "regional activities have a positive significance for promoting the all-round development of young children". However, it is not possible to grasp the flexibility of regional activities. In terms of the setting of the activity area, the setting of the activity area from the small class to the large class is similar, and the activity area in the same class has not changed for a long time.

In the selection of game content, teachers can pay attention to the observation and discovery of children's interests, and choose game content that promotes children's development, but some teachers have the problem of inaccurate grasp of the value judgment of game content in the selection. The design and delivery of activity materials in the class activity area lack internal hierarchy and frequent changes, and the utilization rate of many materials is not high. The game guidance is basically the active behavior of teachers, which shows that teachers now attach great importance to games driven by a positive sense of educational responsibility.

But the teacher imposes his own intentions on the child, ignoring the guidance based on observation; The teacher's guidance is not in line with the child's wishes, and it is not the child's play needs at that time, and the requirements are too high or too low; The teacher's intervention interferes with, diverts or replaces the child's original intention to do so; Sometimes the teacher's involvement and involvement do not arouse the interest of the young children, and so on. Most of the teachers regard the evaluation activities after the game as an important part of the educational role of the game. Most of these comments are pre-selected by the teacher, and most of them revolve around the content of the teacher's key guidance and random guidance in the game, and the teacher is very subjective.

Through learning, I believe that in terms of the concept of regional activities, teachers should improve their ability to organize and guide regional activities through kindergarten-based teaching and research, change the randomness of the form of regional activities and the randomness of the theme content of the activities, and always put the development of young children in the first place in all educational work. In the setting of the activity area and the preparation of activity materials, it is necessary to set up the activity area from the age characteristics of the children, such as in the nursery class is not suitable for the child to play with the doll's house, and in the nursery class to use the baby to arrange the animal image toys that the baby prefers, and the opening of the "pet area" is more in line with its age characteristics. At the same time, it is necessary to determine the spatial location of the activity area, select the best space to arrange the corresponding activity area, and in the collection of materials, according to the performance of various materials and the possibility of use, distinguish the categories in the activities, set up areas to place, and achieve resource sharing.

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?

Summary. Hello, dear, the design of kindergarten regional activities and the design and preparation of regional activities I want to talk about here The design of regional activities I want to talk about here is not a specific educational activity, but the materials and environment of the activity. In each kindergarten class, a number of activity areas will be set up according to the children's interests, physical and mental characteristics, development needs and the theme of the class's activities.

So how can we create a good regional environment for young children? Create a favorable regional environment.

How are kindergarten area activities designed? How can activities be linked between regions?

Hello, dear, the design and disadvantages of kindergarten regional activities guide the design and preparation of regional activities The design of regional activities I want to talk about here is not a specific educational activity, but the material and environment of the activity. In each kindergarten class, a number of activity areas will be set up according to the children's interests, physical and mental characteristics, development needs and the theme of the class's activities. So how can we create a good regional activity environment for young children?

Create a good regional environment for rent.

Can you help me design an activity area and then tell me how to connect them?

Hello, dear and dear, there are seven corners: book corner, nature corner, science corner, mathematics area, reading area, physical fitness corner, and art corner. First of all, we should design a corner logo at each corner so that children know what corner they are playing.

Secondly, materials are placed according to the interests and needs of young children. In this process, it also needs to be combined with the theme, for example, in the first theme "Little V Little Chef", in the art corner, you can put plasticine old slow shots and masonry tools, and guide the young waiters to make kitchen utensils in the activity area. The materials for the corner activities are also appropriately added or removed as the theme changes.