Please analyze why two children compete to get a haircut in the theme activity area of the middle and large class hairdressing salon built in the kindergarten environment.

& lt Kindergarten Education Guidelines (for Trial Implementation) > > It is pointed out: create a relaxed environment for children's exploration activities, so that every child has the opportunity to participate in the attempt, support and encourage them to ask questions boldly, express different opinions, and learn to respect other people's views and experiences. Support and trigger children's manipulation, exploration, experiment, production and other activities, and guide children to actively construct relevant knowledge and experience through their own discoveries. Regional activities refer to teachers' purposeful creation of activity environment and delivery of activity materials according to educational objectives and children's development level, so that children can carry out personalized autonomous learning activities by operating and fiddling according to their own wishes and abilities, which just verifies the scientific rationality of this concept.

In regional activities, the activity environment and materials are an important part of the success of the activities. Only by interacting with the environment and materials can children gain experience and knowledge.

First, create a good regional environment.

The new syllabus points out that the environment is an important educational resource, and children's development should be effectively promoted through the creation and utilization of the environment. The environment creation of regional activities should be arranged according to the educational objectives, the specific requirements of educational content and the age characteristics of children. Everything should be based on the child's level and development needs. Children should be the masters and become the masters of the region. How to arrange it will directly affect the degree of their free conversation. In the creation of regional environment, we should not only consider the mutual communication and cooperation between children, but also pay attention to the non-interference between children, so that children can concentrate on an activity and explore problems with confidence.

The setting of the activity area is to make good use of the geographical factors of the class environment, create a colorful, multifunctional and freely chosen regional corner through the discussion between teachers and students and the combination of fixed and flexible settings, so that every child has the opportunity to choose freely and learn in his own way. As far as possible, activities are divided into static areas and dynamic areas: generally, quiet areas are arranged indoors, such as language areas, art corners and self-care areas; Noisy activities are arranged near the door, such as the building corner, which can be adjusted flexibly according to the game situation. In addition, let the environment speak and let children interact with the environment. We should make full use of the walls around a specific space to display materials, photos or children's art works related to the class theme. For example, when organizing a "gourmet" theme activity, we will decorate many delicious food items (such as potato chips, sweets and biscuits) on the walls of the classroom. Some pictures of delicious food are also posted on a wall; Put the lollipop drawn by the child in the work bag; In short, all available space is used in the activity room. According to the changes of seasons and theme activities, children will actively cooperate with teachers to decorate the surrounding environment. Children express their feelings in their own way, choose their own expression freely, and dress up in the activity area.

Second, the materials in the activity area are fully prepared and put in reasonably to promote children's active participation.

In regional activities, materials are the object of children's activities. Materials suitable for children's age characteristics, experience, abilities and needs can mobilize children's initiative in learning, so that children can actively observe, find problems, think and solve problems independently in a stress-free environment. Therefore, when we prepare, select and provide operational materials, we put them in according to children's interests and development level.

1. Home cooperation to prepare regional materials.

Piaget put forward: "Children's wisdom comes from materials." The educational function of regional activities is mainly expressed through materials. The richer the materials, the more diverse the forms of regional activities, and the smarter, more confident and bolder the children will become in the process of operation. Using natural objects and waste materials to become a good form of enriching regional materials requires teachers, parents and children to cooperate with each other in material collection. First, make full use of natural objects. In natural areas, there are inexhaustible natural game materials. For example, paste small leaves into small animals and print them out to make "bookmarks"; Pick up small stones and twigs as calculation materials; Small stones are dyed into flying chess pieces; Leaves are used as umbrellas, fans, hats,,, and children get free experience and creative fun in their free play, which also increases their imagination and cooperation ability. Second, skillfully use waste items, such as shampoo bottles and cosmetics bottles brought by teachers or children at home, and put them in the barber shop; Grow onions and garlic in the instant noodle bowl; The children brought the little clothes they used to wear and turned them into "doll clothes"; The bottle cap is made into a string bell. Children participate in the production, their hands-on ability is improved, their sense of innovation is enhanced, their awareness of environmental protection is improved, and they prefer to play regional activities. Xinyi and her mother made a "beautiful doll" with mineral water bottles; Jia Jia and her father made several "mobile phones" out of milk boxes; Star man and sister cut out "window grilles" with old calendar paper; Doudou and Grandpa folded the "ship" with all kinds of advertising paper. The active participation of parents enriches regional activities, and their awareness of environmental protection also sets a good example for children.

2. According to children's interest in materials.

The richness of the materials put by teachers can directly affect the quality of children's activities and allow children to "study" their world to their heart's content. The material in the activity area should be rich and colorful. However, rich materials do not mean that the more the better, the more indiscriminate the more universal. Children's attention is unstable, and too many miscellaneous materials can attract children to participate in activities, but it is also easy to cause children's distraction and dazzling. After a while, they played with this and that, and only learned to pick up one thing-put it aside for a while-throw it away-and change it. Obviously, this is contrary to our original intention of putting materials. Therefore, when placing materials, we should consider the relationship between materials and activity goals, be targeted, strengthen the pertinence, purpose and scientificity of material placement, and replace and supplement them regularly according to the observation of children's activities. We usually discuss with children before developing a regional game, and then formulate the rules of regional games according to children's cognitive characteristics, interests and educational goals. For example, in the theme of "wonderful letters", children have always been interested in sending and writing letters, so we created a game area of "post office", and we also showed the children around the post office to learn about the work of post office staff. We discussed games with children to meet their needs. For another example, if children are interested in toys that they haven't played, they can be advised to take them to kindergarten, which can form a toy area where children will linger.

3. Provide hierarchical and diversified activity materials to meet the development needs of different children.

On the one hand, according to the different needs and abilities of the children in the class, we should try our best to provide operational, interesting and variable materials to attract children to explore actively. The well-known "barrel" theory tells us that every child's development level cannot be unified. Different children have different hobbies and personalities, and even children of the same age have different abilities and different development speeds. Therefore, when we provide materials, we must not be "one size fits all". It is necessary to consider both children who do not have enough to eat and children who do not have enough to eat, so that every child can develop in a suitable environment. For example, in order to help children develop small muscles and cultivate meticulous operation ability, I set up the content of "glass ball" in the manual corner. When practicing holding glass balls with chopsticks, children with strong ability can choose to put them in bottles and children with weak ability can choose to put them in boxes. There was a child in the class who developed slowly because of congenital reasons, so I put a spoon next to him. He can scoop the glass ball into the box with a spoon. In this way, each child can find suitable materials and provide them with different operation opportunities. In the activity, let the children with strong operation ability and fast completion choose the content of the second corner after completing this activity, which not only makes the children with slow operation time, but also reduces the negative waiting phenomenon for the children with fast operation, so that every child can get a sense of success. On the other hand, provide diversified materials around educational goals. For example, the theme of small class "Understanding Flowers" can provide painting, spreading and arranging flowers; The middle class understands "trees" and provides leaf sticking, leaf vein specimens, leaf discoloration and so on.

4. Choose materials that are easy to observe changes during the activity time (science area should pay special attention).

In a regional activity, while considering the combination with the theme activity "Tree", I prepared a small experiment of "Leaves changing color" for children in the science area. At the beginning of the activity, five children excitedly walked to the science area, inserted various branches and leaves in red, black and blue ink, and then carefully observed them, but after waiting for a while, the leaves still did not change color. When I was guiding the pasting of leaves, I found that the science section was quite quiet, so I quickly went over and asked. When I found that it would take a while for the leaves to change color, I promptly guided the five children to go to other areas for activities first, and let the children observe at the end of the activities. After the activity, I made a self-reflection: a small experiment that needs a long time to observe changes, such as "leaf discoloration", should be observed in daily life, not in regional activities. Other teachers also agreed and discussed that "especially in the field of science, we should choose and invest in activity materials that are easy to find results."

5. Pay attention to the safety and hygiene of collected materials.

Most of the collected materials come from nature and children. Teachers must pay attention to children's health and safety and put children's safety first. It is difficult for children in rural areas to collect waste materials. Some bottles, boxes and cans were picked up by children from the roadside. We must not ignore the residue inside. Over time, it will be moldy and full of bacteria. Therefore, teachers must do a good job of hygiene with children, wash the collected bottles, boxes, cans and other items, and expose them to the sun before use to avoid accidents.

When children choose their own operating materials, teachers should not only be good partners and partners of children's games, but also be a careful observer. Only by observing and participating in games can teachers find new problems from children's operation, produce new thinking and produce new courses, so as to have new goals and pertinence for the next material delivery.