Summary of regional activities in kindergartens

Summary is a comprehensive and systematic summary of a period of study, work or its completion, which can improve our written expression ability. Let's sum it up. So do you really know how to write a summary? The following is a summary of three kindergarten regional activities that I helped you organize for your reference, hoping to help friends in need.

Summary of regional activities in kindergartens 1 Regional activities refer to activities in which teachers purposefully create an activity environment and put in activity materials according to educational objectives and children's development level, so that children can carry out personalized autonomous learning by means of operation and tinkering according to their own wishes and abilities. The development of regional activities in our park in recent years is summarized as follows:

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 planning of regional setting and environmental creation should be arranged according to the educational objectives, the specific requirements of educational content and the age characteristics of children. We should start from the level and development needs of young children, let them become the masters of this area, and let them decide how to arrange for themselves, which 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.

Our regional settings are determined through consultation between teachers and children, and a combination of fixed and flexible settings is adopted to create a colorful, multifunctional and freely chosen regional corner, so that every child has the opportunity to choose freely and learn in his own way. For example, the following areas are specially set up in the large class: "living area": holding beads and seeds with chopsticks, buttoning, tying shoelaces, braiding, knitting clothes, sewing clothes, cutting and rubbing vegetables, etc. "Math area": counting with small stones, sorting out the thickness with small sticks, adding and subtracting application problems, etc. "Performance area": mussel shells are made into sand balls, bamboo tubes are made into double-ring drums, bamboo blocks are made into allegro, beer shells are made into bells, and bottles are made into drum percussion. Use leaves, banana leaves, packaging tapes, bags, etc. Make all kinds of performance costumes; "Operation area": making New Year cards with dried flowers and hay, sticking various items with seeds, sticking various shapes with matchsticks, making small gyroscopes, etc. The "Science Zone" provides discoloration of leaves, ups and downs of objects, elasticity of objects, moldy biscuits, bread, orange peel and so on.

The setting of the activity area is to make good use of the geographical factors of the class environment to make the activities as dynamic as possible: generally, quiet areas are arranged indoors, such as language area, mathematics area and living area; Noisy activities are arranged by the door or outdoors, such as performance areas and building areas; In addition, the "private and secret areas" are also opened up by the corner of the stairs; And adjust flexibly according to the game situation.

As a part of the theme environment, regional environment occupies a very important position, because a large part of children's activities should be carried out in the region and learning activities should be completed in the region. The regional environment should be arranged according to the characteristics of each region. The creation of each region also depends on the specific situation of the theme. In the language area, books, headdresses, dolls and other materials related to the theme are usually placed, some interesting pictures and some children's songs are posted, and some exercise items such as white paper and pencils can also be placed.

In addition to some regular children's exercise supplies, such as scissors, plasticine, working paper, crayons, oil pastels, etc. You can also put some simple hand-made pictures for children to explore and learn. The most important thing in the art area is to set up a display wall for children's works so that children can paste paintings and other works that they are satisfied with. In the science area, some children's operation materials are usually provided, which are related to the theme. Put some simple or homemade musical instruments, headdresses, homemade clothes, etc. In the music area and the performance area. Usually, the building area depends on the theme. Regional activities should provide materials with different difficulties according to the hierarchical characteristics of the activity area. Sometimes, even the same type of activities in the same category show the hierarchy by providing different levels of materials. Multi-level activity materials suitable for children with different development levels and learning rhythms can meet the needs of different children to choose independently.

Second, regional materials should be distributed at different levels.

Every child's ability level is different, so material transfer should consider all levels of children, not all simple, not all complex, and provide opportunities and conditions for children at different levels to succeed. For example, in the "Wear Necklace" game in the small class art area, the teacher provides three levels of materials, from the simplest to the interval of two colors, and then to the routine wearing of three colors. The puzzles placed in the puzzle area should be spelled out according to the number of blocks (4, 6, 8, 10).

Third, the guidance of teachers.

Teacher's on-site guidance is very important in the development of children's games, which determines the development of children's games. Teachers should always know where they should be, not be educators who export knowledge, but teachers who provide the stage, know where they should be, point out the direction and give guidance at critical moments, and play the role of observers and guides.

1, observe and then guide.

Observation is an important way to understand children. It can help teachers accurately understand children's performance in games, understand their development characteristics and needs, and make analysis on this basis, proceed from objective reality, improve the effect of educational guidance, and maximize the role of children's games. It can prevent teachers from improperly interfering with children's game guidance behavior because they don't understand the game scene.

2, seize the opportunity, timely intervention guidance.

If the teacher finds that there is something wrong with the child's game and needs to intervene, he must find the best time. Interventions are usually made in the following situations:

(1) When children are in trouble and can't play. For example, when J.J. is worried that the number of "Dollhouse" is not enough to enter the Dollhouse game, and he doesn't want to play in other game areas, the teacher can guide him: "Think about how to get in." When he proposed "being a guest", the child finally entered the doll house and played as an uncle.

(2) When children have disputes and behavior problems. For example, in a game, when Joe accidentally damaged the zoo built by the children, the children were very excited for a moment. Some complain about Joe, some violently attack Joe, and some are at a loss. The teacher immediately said: Is the zoo an "earthquake"? Let's save the animal and solve it! So the children threw themselves into the new game again and skillfully solved an upcoming dispute.

(3) When the child has difficulty in operation. Children often encounter some difficulties in doing a job. At this time, he was not only impressed, but also felt the teacher's deep concern, which may have an impact on his life.

(4) When the game can't go deep. On one occasion, the teacher saw that the children in the doll's house were idle and bored, and immediately entered the doll's house as a "guest". Originally, the children thought it was too boring to cook and clean the room with dolls every day, so the teacher immediately said: There is a very wonderful performance on the small stage today, and the children are busy taking the dolls to the theater to watch the performance. After watching the performance, they went to the supermarket to buy food and snacks. The game content is rich again. Teachers' proper guidance can not only deepen the development of games, but also make them go out of their homes and strengthen their ties with other game fields.

(5) When children have creative behaviors, teachers should find and encourage them in time.

In addition, the appearance and intervention of teachers should also reflect artistry, that is, what kind of role intervention is the most natural, which can not only achieve the guiding effect, but also not affect the children's game. Teachers are sometimes partners in games, sometimes they are specific roles, sometimes they are spectators, and when necessary, they are demodulators. When the teacher appears as a partner, it can stimulate children's interest in exploration and guide the process of the game. When children are unfamiliar with the gameplay, rules and role-playing content, they can participate in a special capacity.

When there are disputes in children's games, teachers should take appropriate solutions according to children's age characteristics and situation. Small classes are mostly contradictory demodulators. When they are in a middle class or a large class, they should provide time to solve problems, be a quiet bystander and observe the development of the situation. If the child solves the problem smoothly, the teacher can quit quietly. If the contradiction intensifies, you can use appropriate methods to help your child solve it.

3. The most basic guiding method is encouragement and affirmation.

Sometimes in order to arouse children's enthusiasm, positive encouragement should be given regardless of success or failure. There are differences between children. As long as children actively participate and think positively, they should be praised and encouraged regardless of the outcome. Otherwise, children with weak ability will always fail, which will make them feel afraid and inferior, and finally lead to losing interest in the whole game. For this kind of child, on the one hand, the teacher gives him individual guidance to help him master certain skills, and praises him if he makes progress, so that he has confidence in his performance. In addition, he can invite a child with strong ability to play games with him and let him experience the success of the game.

Fourth, children's performance in the game.

Games are children's most basic and favorite activities. In the game, children can not only manipulate various materials, but also communicate with their peers, and their physical and mental aspects such as movement, speech, thinking, imagination and emotion have been fully developed. While the kindergarten implements the principle of "taking games as the basic activity", the value of games has also been fully reflected. Children's activities in this area are completely free. They choose their own game materials, activities and partners, and play games according to their own ideas and wishes. Teachers also fully respect children's dominant position in activities, allowing children to be creative and active, and promoting and motivating children to find and solve problems in activities.

For example, children can enter different activity areas according to their own wishes, or choose different activity forms and activities in the same activity area. For another example, the teacher found the phenomenon of children "swarming" in the game, which caused inconvenience to the children who used it next time because of improper use of materials. Didn't our two teachers discuss what to do with themselves? Let the children carry out the opinions and rules formulated by adults, but let the children find the answers through their own experiences. "How can I have fun without affecting others?" When asking questions, children begin to actively discuss and express their views. * * * Together with summarizing effective methods, the rules of regional activities are formed. Only the rules formed through children's own experiences will be transformed into behaviors that children consciously abide by in activities.

Verb (abbreviation of verb) the characteristics of the park

1. The present situation of game activities in the park: two or three games per class per week on average, which can not fully meet the needs of children for game activities. The provision of game materials is more detailed and true, especially after all the teachers' teaching toy appraisal activities, the teachers have devoted their efforts to preparing for the children, and the game materials are rich and vivid. However, teachers are not clear about the characteristics and organizational strategies of some game activities, do not know how to guide children to play, and do not know the guiding strategies in the game.

2. In view of this phenomenon, we have set the following goals.

(1) In view of the fact that teachers don't know much about the characteristics and organizational strategies of each game, different theme games will be introduced in detail this semester.

(2) In the usual game organization, teachers carefully observe and explore the characteristics and organizational strategies of each game.

(3) Use icons to guide children to play games in an orderly manner.

Icon, a symbol of something or something, is vivid and concise. In life, we can see all kinds of signs everywhere, and we use icons to guide children indirectly.

Specific measures

1, purposefully enrich children's perceptual experience and prepare for the development of the game.

(1) Guide children to observe the labor of adults around them, participate in labor appropriately, and provide opportunities for children to participate in the labor process and accumulate life experience.

(2) Remind children to pay attention to things around them, develop children's observation ability, and provide children with opportunities to feedback their life experiences.

2. Guide children to play games in the form of icons.

(1) Teachers learn the "symbol restriction method" in game guidance strategy, understand the application mode of this guidance strategy, and think about how to use "symbols" to guide children to play games.

(2) Teachers observe the guiding role of icons in children's games in this class, record them in time, and reflect on the adjustment.

(3) Teachers exchange their observations and thoughts on the use of icons in games, absorb the essence of discussion activities and apply them to class game activities.

Overview of regional activities in kindergartens Part II Guiding ideology

Regional activity is a kind of learning activity that children like very much, and it is an important educational activity form for kindergartens to implement quality education and promote preschool education reform. It can promote the formation, development and improvement of children's overall quality. Regional activities are purposeful and planned learning activities, allowing children to learn, explore and master knowledge in independent and free exploration activities. Instead of teaching before playing, or playing while teaching. We regard regional activities as an optimized environment and opportunity for children's activities and performances. We can arrange activities reasonably, provide sufficient materials to stimulate children's activities, and establish a harmonious, free and relaxed atmosphere, thus promoting children's development in all aspects.

First, the regional setting is suitable for young children.

According to the needs of children's health, sociality, cognition, language and art development, from the perspective of children and from the perspective of children's psychology, different forms of regional activities such as scientific exploration area, art design area, doll's house, snack shop, reading area and music performance area have been created for children. It provides a place for children to practice, use their brains, carry out activities according to their own interests and abilities, and an opportunity to display their talents. Based on the principle of reasonable layout and convenient flow, according to the characteristics of the activity room, the reading area, snack bar, doll house and other areas are set as fixed areas, and the rest are set as activity areas.

Second, put the materials in a planned way.

The creation of the activity area should be planned, and some materials should be consciously selected according to the recent educational goals and children's development level. Providing materials in a planned and purposeful way is not only the material pillar of regional activities, but also a tool for children's activities. Whether the materials are delivered properly plays a decisive role in children's development. Materials should be distributed according to children's age characteristics, recent educational goals and their actual development level. Don't throw the information in at once, update it in stages, from easy to difficult, and constantly attract children's interest in taking the initiative to participate in activities, so that they have a sense of freshness.

Three. Overall objectives of regional activities

Create a free and open environment that children like, guide children to carry out activities independently, cultivate children's positive, lively and cheerful personality, and encourage children to be willing to associate with others and learn to help each other, cooperate and share.

Four. Sub-goals for each activity area

1, Art District: I like to participate in art activities, I can boldly express my feelings and experiences, and I can perform art performances in my favorite way.

2. Scientific exploration area: I am willing to use a variety of senses to perceive surrounding objects and phenomena, understand the obvious characteristics of objects such as color, size, shape, quantity and orientation, try simple comparison and classification, like operation and fiddling, try to ask questions and express what I have seen and heard.

3. Performance area: I like to express my thoughts and ideas with my body movements, do regular movements, and express my feelings freely and boldly with my voice and movements.

4. Dollhouse: I like to play games with my peers, learn to share, wait and take turns, experience the happiness with teachers and peers, and understand and abide by the basic social action rules in daily life.

5. Reading area: I like reading books, and I am willing to tell my children what I have seen, so as to improve my language expression ability and enrich my vocabulary.

6. Dim Sum Shop: Imitate the works of the master of dim sum shop through life, especially the case of eating dim sum. Bold production, warm greetings, exercise children's cheerful personality and experience the' happiness' of the game.

Verb (abbreviation of verb) the connection between regions

Strengthen regional cooperation, mutual penetration and mutual promotion. Although different areas are relatively independent, they can be interrelated, which enhances the interest of activities and keeps children interested in activities. For example, guide children to print small fish in the art area and send them to the doll's house, and make garlands to the performance corner. Children will be very interested in these activities, and it is easy to get the corresponding knowledge in doing and playing.

Sixth, the first week to the third week of the activity is tentatively scheduled as the preparation stage, and children will carry out game activities independently from the fourth week.

1) art area: apples, bananas, seal paintings (radishes), finger paintings, brush strokes, cars, houses and boats.

2) scientific exploration area: salt disappears, balance (balance), water is poured into the bottle, soybeans are soaked, and the sound vibrates and fluctuates.

3) Performance area: rhythm practice, small fish swimming, small flower dance, bird flying, duckling dance, small peacock, creation.

4) Dollhouse: My parents and I are a family, entertaining guests and my parents go to work.

5) Reading area: I like reading books and looking at maps to find my home. My name is XXX, and I will tell you a story.

6) Dim sum shops: biscuits, glutinous rice balls, steamed buns, jiaozi, steamed buns and cakes.

Seven, strengthen guidance and create a relaxed psychological environment for children.

In regional activities, we should attach importance to comments and promote the in-depth activities. Small class children have poor evaluation ability. At first, organize the children to say: What did you play today? Who do you play with? Later, gradually guide the children to say: How do you play? Who plays well? Why? Let children share their experiences and feelings with their peers in the comments, experience the happiness of success and develop their oral expression skills. Teachers' comments mainly focus on praise and encouragement, publicize children's successful experience, tell everyone about the shortcomings in the activities, put forward new game requirements and rules, let the children end up with a feeling of happiness and confidence, and stimulate their desire to continue their activities next time.

Eight. Activity time:

Monday, Wednesday and Friday mornings 10:00- 10:40.

Tuesday and Thursday afternoon15: 45-afternoon 16: 25.

Overview of regional activities in kindergartens Chapter III Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization ability under the guidance of correct views on education and children. Carry out independent games in combination with theme activities, provide rich and effective materials for children, and guide children to actively explore and learn in a free and relaxed atmosphere. Regional games are the best way to reflect children's playing middle school and learning education in games.

This semester, according to the age characteristics of children, our class set up a puzzle area, a science area, a handicraft area, a building area, a reading area, a performance area and a living area, and gave different names to the same activity area, such as; "Taobao House", "Think about it" and "Try it". Our class insists on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Interest in children's activities is very high.

1 and "activity area" provide possibilities for children's development. Because children choose their own activities, their wishes and interests can be met to the greatest extent, and they can easily devote themselves to their favorite activities.

2. The design of "activity area" content must conform to the age characteristics of children in each class and adapt to the educational objectives. The middle class pays attention to strengthening intellectual training, has a relatively stable activity area for different activities, and has corresponding material input. Each activity area constantly supplements or updates the content according to the children's activity effect.

3. In the construction of the activity area, we consider the collocation of soft and hard materials. Such as soft materials, construction areas, covered with foam mats, with an average of 50 foam floors per shift. Children really feel comfortable when they enter the building area. The delivery of hard objects should be scientific, beautiful, reasonable and educational, such as the supermarket items in our class.

4. In the creation of the activity area, we pay attention to education, and the focus of activities every month is reflected in the activity area. If you want to exercise your child's muscles, put some flour, plasticine, etc. Let the children practice the muscles of their small hands in the "activity area".

As soon as the activities in the "activity area" are carried out, we put the routine training in the "activity area" in an important position. We have set up a "wish list of regional activities" for children, and no children can choose games according to their own interests. In addition, we also gradually cultivate children to cherish toy materials, and toys will be put away and put back in their original places after use. We should not only be neat and orderly, but also learn to cooperate, share, take turns, wait and not compete. ...

Colorful "activity area" activities have played an irreplaceable role in cultivating children's language communication ability, observation, imagination, children's hands-on operation ability and creativity. For example, in the "building area", children can freely build their most satisfactory buildings in a small area every day, such as "high-rise hotels", "exotic zoos" and unique "big boats".

Teachers play a leading role in "activity area" activities. Pay attention to arouse children's enthusiasm, in addition to helping some children choose activity areas, but also pay attention to observe each child's activities. On the basis of taking care of all children, give important and individual guidance. We propose to give every child a chance to express himself, especially when summing up and evaluating the activities in the "activity area", so that every child can feel the joy of success.

Although children's game level has improved, there are still many problems. For example, some children imitate each other when they are active in the work area, and their brains are insufficient; In supermarkets, children's communicative language is still lacking; In the performance area, the props we prepared can not meet the needs of every child. Therefore, in the process of game development in the next semester, I will make targeted plans and schemes for these problems, so that every child can improve himself in happy game activities and the game level of children in our class can rise to a new height.