Embrace spring and sow hope—let’s plant interactive activities together

1. Case background

Teacher-child interaction, as the basic form of kindergarten education, exists in the daily life of children. It is manifested in all fields of kindergarten education and has an immeasurable important impact on the development of young children.

Teachers must always maintain such an educational philosophy: respect, understand, and pay attention to children, keep their eyes on the same level as the children, and consciously improve the effectiveness of education through positive interactions.

Mr. Chen Heqin once said: "The world of children is the knowledge that children explore and discover by themselves. This is true knowledge. The world they discover is their real world. , children should learn by doing and explore the world by doing.”

As teachers, we should consciously build a world in which children actively participate through active dual-subject dialogue and communication with children during activities. subjectivity.

Both parties communicate with each other, influence each other, and interact to understand children's interests and mobilize children's desire to explore independently, thereby promoting children's self-development.

So, how to transform education from passive participation by you to independent participation by children? We tried to carry out the interactive activity of "Embracing Spring and Sowing Hope - Let's Plant Together".

We hope to enhance the relationship between parents and children and inspire children's love for nature. Through effective teacher-child interaction, children are encouraged to boldly express their interests and needs.

Encourage children to explore boldly during mutual communication and interaction. Experience the fun of real planting, feel the growth and changes of plants, and achieve independent learning and self-development.

2. Case description

At first, the teacher proposed to the children: "We are going to carry out a parent-child planting activity." The children were very excited.

Later, the teacher used online conversations to ask the following questions to guide the children to talk: "Do you know which foods in our lives can sprout?"

Children There was a lot of discussion: "I saw that my potatoes will germinate after being left for a long time." "I know that beans can germinate by soaking them in water in a plastic bottle." The children had different opinions, and they all expressed their thoughts happily.

After understanding the children’s existing planting experience, I raised a new question: How can we carry out parent-child planting activities? Do you have any good ideas?

Some children said: "You can work with your father and mother to find tools for planting." Some said: "You can discuss with your father and mother what you want to plant first, and then look for materials. Planting.” Others said: “I want to plant with plastic bottles, soil, and beans with my father and mother.”

So, I sorted out the children’s good ideas:

(1) Discuss with your father and mother which foods can sprout, and record them in your favorite way.

(2) We can ask our father and mother to help us and check the information online to see if the foods we find can sprout? And find good ways to grow.

(3) Find out what foods are available at home? At this time, Sissi suggested: Let’s make a planting plan with dad and mom! It's a good idea, and the children all agree with Sissi's idea.

The children began to draw their own conjectures with their father and mother, collected existing foods at home, and looked up information online with their parents to find good ways for these foods to germinate.

Some children recorded the planting methods they found online in pictures and videos and sent them to the class group. Children shared their new discoveries in the group: "I discovered that fruit seeds can germinate when planted in the soil." "I discovered that legumes can germinate when planted in soil or soaked in water." Some said: "Vegetables can germinate." The roots can sprout when soaked in water. "They feel the joy of exploration together!

Finally, in order to stimulate the children's interest in further experiments and exploration, the teacher raised a new question: "Can these good planting methods we have reviewed be successful?" Let us look for existing ones at home. Let’s give it a try!

The desire to explore was once again aroused, and they looked for tools and food available at home to start planting.

Some people use mineral water bottles to fill the soaked beans, wrap them in a towel and put them in a warm place to grow bean sprouts; some people use a plastic box for strawberries, poke many small holes in the bottom of the box, and then soak the mung beans. , wash it and put it in a box, wrap it with plastic wrap, put a black plastic bag on the outside and try to grow bean sprouts. Others found existing flower pots and soil at home, planted potatoes in the soil and waited for their growth and changes.

Can these methods be successful for children? How fast do blisters grow? Or do soil seeds grow faster? The children are looking for answers. They use WeChat voice interaction, picture prompts, video explanations and other methods to record their planting stories, and share their discoveries, observations, and recorded plant growth changes with everyone in the WeChat group. They spoke clearly and logically.

During this process, they found that soil-grown plants would grow slower, while water-grown plants would grow faster. Some children find that plants grow faster if they are placed in a sunny place, but the water also evaporates quickly. They need to change the water every two days. If they are not taken care of, they will quickly dry out.

Such activities not only stimulate children's interest in participating in inquiry. Under the teacher's questioning, the children's thinking and desire to explore are constantly aroused. They enjoy the fun of exploration in the process of conjecture and verification!

Through mutual communication and interaction, children learn to learn from each other in the process of sharing with their peers.

3. Case Analysis and Measures

Analysis:

In the case of planting interactive activities described above, we can see that: “Teachers have Use the method of questioning to understand the real needs and actual abilities of each child (experienced). Use mutual communication and interaction to follow the children's interests and needs, and fully mobilize the enthusiasm of the children to participate in activities. ”

Through observation, recording and discussion, children not only have a preliminary understanding of what foods will sprout, but more importantly, they experience the scientific inquiry method of proposing hypotheses and conducting verifications. In the process of taking care of plants, young children's sense of responsibility is enhanced.

Children’s awareness and ability to explore have also been developed throughout the activity. From proactive thinking and undertaking tasks to independent exploration and information review, to making plans, making bold guesses and verifying experiments. The teacher changed the idea of ??"I will teach you how to plant" to the children's independent exploration and learning of how to plant.

During the activity, it is seen that the children's thinking, words and deeds are always active. Every child is willing to express his or her thoughts in the WeChat group with peers and teachers.

In this interaction, they no longer feel lonely and afraid because of the epidemic, and together they experience the happiness that inquiry-based learning brings to everyone.

Children have grown through inquiry; learned to find problems in practice and find answers to problems themselves to solve problems; know how to measure and make continuous observations; how to care for plants so that they can grow better .

Measures:

1. Establish a communication and interaction platform for teachers, parents and children to form an interactive community between teachers and children.

The "Guide" points out: Support young children to accumulate beneficial direct experience and perceptual knowledge in contact with nature, daily life things and phenomena.

As a bridge between kindergartens and families, home-based cooperation promotes the comprehensive and healthy development of children's physical and mental health through mutual cooperation and exchanges.

Through such activities and communication games, families can be closely connected and at the same time, the two can support, understand and trust each other. Home-based education helps young children form a good learning community.

2. Interaction and communication on the WeChat platform stimulate children’s interest in continuous observation.

As a teacher, you don’t need to blindly affirm or deny children. You can directly tell them the answers. You can use questions to continuously stimulate children’s ideas. For example: establishing a WeChat interactive platform to encourage children to make bold guesses, find answers and solve problems through interactive learning, and stimulate children's long-lasting interest in observation.

You can also use support recording and organizing inquiry methods to encourage children to record their findings using drawings, symbols, words, and consultation with children to create tables.

3. Teachers ask provocative questions to understand children’s interests and form dual-subject dialogue and exchanges.

Teachers start from children’s interests and needs, use eliciting questioning methods, and constantly encourage children to share their findings with everyone.

Parents are also guided to set up a "discovery corner" for their children at home to encourage children to record their own discoveries and exploration methods.

Dialogue with children through dual-subject interaction and communication. We work together to cultivate children's valuable spirit of inquiry, and work with children to observe everything that happens around children that can arouse their thinking, imagination and interest, so that children can fully feel, experience and explore. Use support recording and organizing inquiry methods to encourage children to record their findings using drawings, symbols, words, and consultation with children to create tables. Teachers and parents work together to become observers, supporters and guides of young children, and work together to promote the development of young children.

4. Reflection on the effects

The implementation of this planting activity allows children to learn to observe, ask questions, operate, and express during the planting activities. Teachers can cultivate children's independent inquiry spirit at multiple levels, structures, directions and angles based on children's age characteristics.

We also deeply understand: "Teachers can only pay attention to children's performance and reactions in activities, sensitively observe their needs, respect children's ideas and game intentions, respond in a timely and appropriate manner, and form "Cooperative inquiry-based teacher-child interaction" can stimulate children's real interest in learning and truly make them the masters of learning.