Kindergarten public *** area "Supermarket" various small decorations

1. The concept and content of kindergarten corner games. Corner activities refer to teachers putting in various materials in a purposeful and planned manner based on educational goals and children’s development levels, creating an activity environment, and allowing children to play in the classroom. In a relaxed and harmonious environment, students can independently choose learning content and activity partners according to their own wishes and abilities, and actively carry out operations, exploration and communication activities.

Corner game is a specific activity performed by children in the game area (or activity corner, activity area).

2. The significance of carrying out district corner activities:

1. Promote children to participate in activities independently and learn spontaneously; 2. Enhance communication between children, teachers and students, and cultivate children’s communication skills; 3. , Exercise children's hands-on ability; 4. Cultivate children's ability to be curious and inquiring; 5. Enhance children's expressiveness and promote the good social development of children.

3. Common activity areas and functions 1. Operation area: The main function is to develop children’s basic life operation abilities such as knitting, tying, buttoning, wearing, and clipping through various life-imitation operations and exercises. .

2. Language area: The main function is to develop children’s observation ability and language expression ability through observation, operation, and narration activities such as books, pictures, headwear, and hand puppets.

3. Art area: The main function is to develop children's hands-on ability and ability to appreciate, express and create beauty through art operations and performance activities such as tearing, pasting, cutting, drawing, pinching and making.

4. Science area: The main function is to cultivate children's interest in scientific exploration from an early age through various science games and mathematical operations activities, and develop children's mathematical abilities and hands-on operations.

5. Construction area: The main function is to use building blocks, yogurt boxes, cans, cartons, corn pulp, etc. to carry out construction game activities to cultivate children's spatial perception, develop children's spatial imagination and hands-on operation and communication and cooperation abilities.

6. Role play area: Main function: By imitating various social activities, it helps children learn various social behaviors, develop communication skills, and cultivate children's initiative, independence and creativity. Promote the social development of young children. Mainly include: Happy Doll's House, Little Hair Salon, Doll Supermarket, Happy Food City, Happy Snack Bar, Small Hospital, etc.

7. Puzzle area: The main function is to develop children's thinking ability and hands-on operation ability through chess activities, puzzle activities and other educational game activities.

8. Nature Corner: The main function is to provide a window for children to observe nature, so that they can independently observe and explore animals and plants, thereby stimulating children's interest in nature and the ability to explore the mysteries of nature. Curiosity for knowledge and develop their observation skills.

IV. Misunderstandings in the development of regional activities 1. The regional setting is too formal: the location is far beyond the children’s eye level or operable range; there is insufficient time and space for activities; the theme , the form is just the teacher’s wishful thinking and does not take into account the current interests and needs of the children.

2. Blindness in the delivery of materials: lack of regular changes in materials; some activity materials are single and not rich and cannot meet the needs of children; some materials do not meet the age characteristics of children and must be placed in classes of all ages The materials are mostly the same.

3. Inadequate teacher guidance: Some teachers’ guidance is very arbitrary; teachers cannot arouse children’s interest in actively participating in activities when guiding; teachers’ observations are not deep enough and their understanding is not comprehensive enough; teachers cannot guide activities in depth. direction of development,. New content and goals are not generated in a timely manner.

4. Regional evaluation activities are simplified or omitted, and often dispensable.

5. Provision of content and materials for corner game activities. In corner activities, materials are the objects of children’s activities. Materials that are suitable for children’s age characteristics, experience, abilities and needs can stimulate children. The initiative in learning enables them to actively observe, discover problems, think independently and solve problems in a stress-free environment.

The materials focus on the development and utilization of natural resources and waste resources.

(1) Natural resources: flowers, grass, fallen leaves, branches, straw, fruits, seed mud, as well as various types of peanut shells, melon seed shells, pistachio shells and other materials with rich activities can be used In the language area, science area, art area and other areas.

(2) Waste resources: foam, various cardboards, waste decorative paper, cans, etc., such as the Happy Food City character area, parents and teachers work together to use various waste materials, including foam, various cardboard, waste decorative paper, etc., and has designed and produced nearly 50 different varieties of seafood, beverages, pastries, barbecues, casseroles, etc., which is very rich.

(1) The educational role of the art area 1. Learn to observe and feel things around you, and use art materials to express personal emotions and thoughts.

2． Provide opportunities to come into contact with various materials so that children can understand the characteristics of various materials and learn to use tools for three-dimensional modeling activities.

3． Develop creativity, imagination and eclectic expression and experience success.

4. Train small muscles, hand-eye coordination, and develop operational problem-solving abilities.

(2) Design of the art area 1. The content of the activity can be graphically modeled in the art area, such as: handicrafts (paper tearing, pasting, paper cutting, origami), painting (stones, eggs, facial makeup, paper plates, paper bowls, printing and dyeing, spray painting, blow painting, watercolor, Hollow painting, rubbing, seal painting, gouache painting, printmaking), clay work (kneading mud, kneading dough, paper, clay, etc.), waste material production (paper boxes, cans, paper cups, etc.), decoration production (color rings, lanterns, etc.) ).

The activities in the art area must be interesting, including the selection of materials, activity methods, etc., whether they can arouse children's interest and attract children to actively participate in art activities should be considered. Such as:

Small little hands: Children can pick up leaves, some children paste them, and some children use leaves to draw cute baby leaf paintings.

Play with thread corners: Put in various colored wool, white paper, glue or paste, and scissors. Children draw patterns such as flowers and animals on the white paper, and use scissors to cut the wool into line segments or velvet for pasting.

Handcraft Corner: Put in matchboxes, toothpaste boxes, various small paper boxes, and various colored papers. Use matchboxes to put together, insert, and glue to make various items. Children use colored paper to fold small animals.