Summary report of kindergarten regional activities
Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization potential under the guidance of correct views on education and children. Indie games combined with theme activities can bring rich and effective materials to children and guide them to actively explore and learn in a free and relaxed atmosphere. Regional games are one of the best ways to show children learning by playing, learning by playing and integrating education into games.
This semester, according to the age characteristics of children, our class has set up skills workshops, living areas, math areas, bear supermarkets, reading areas and performance areas. We insist on playing games every day, guiding children to use their hands and brains and interacting with materials with their hearts. Now I will make a simple summary of my activities in the past six months.
First, the transportation of materials.
1, put materials according to individual differences of children.
If the materials in the activity zone are of the same difficulty, it may be too simple and easy for some children to complete, which will make them lose interest and is not conducive to their further development. It may be too difficult for other children, but it can't be achieved through hard work, and it will also make them lose interest. Therefore, on the basis of understanding the development level of each child, we think about individual and personality differences, and bring operating materials with different difficulties in the activity area for children of different degrees to choose from. For example, put origami materials in the art area and let children practice folding double triangular objects. Teachers can use the principle of double triangle to throw a variety of objects with different difficulties in folding, so that children can choose freely. In this way, every child can choose according to his own needs, and he can experience the pleasure of success.
2, home cooperation and coordination, * * * with the preparation of activity materials.
In this semester's regional activities, some of our materials came from the waste collection of their children's families. Such as bottles, seeds, wool, eggshells, etc. , all from the collection of children and parents. The children were very interested in what they brought. After we put it in, we all tried to play. In this way, under the premise of improving children's participation in activities, the connection between home and home is further strengthened.
3. Regional materials can be used as an extension of class theme activities.
Our class can take regional activities as an extension of class theme activities, and put the materials after the theme activities into regional activities in time, so that children can continue to carry out related theme exploration and operation activities in regional activities. The materials in the art area are basically released after the theme activities are carried out, so that children can basically understand how to operate and are more interested.
Second, children's development in activities
1, give children room to develop and let them express themselves freely.
We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
2. Carefully observe the individual differences in children's development and make corresponding adjustments to activities.
Children of the same age have different development. We designed the activity of "playing cards and comparing sizes" in the math area. Children with good potential can not only play one by one according to the rules, but also create two or three by themselves. But some children can't play and are not interested in activities. So we adjusted for this difference. We should regard "comparing size" as a game of "fishing for small fish". When the cards are arranged in the same number of points, we can eat all the cards between the same number of points. After changing the rules of the game, children with poor potential also want to play in the math area and win more cards than anyone else.
Third, good interaction between teachers and students.
1. Observe children's activities at any time and give timely guidance and help to meet children's needs.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, we can observe every child's interest operation, participate in children's activities in time, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing our views and ideas on children when problems are discovered.
2. Use the language of children's evaluation to promote the better development of regional activities.
When necessary, we often go deep into children's lives to understand their sense of play and rules. We often use childish words such as "yeah", "great" and "come on" to evaluate children and try our best to make every child feel the joy of success.
Through hard work, the regional activities of our class won the first prize in the garden competition. Although the children's game level has improved, there are still many problems, such as some children imitating each other and not thinking enough when working in the manual work area; 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.
Personal summary of kindergarten regional activities
Regional activities are suitable for children and are loved by children. According to the characteristics and hobbies of children in our class, our class has created a love hospital, a mini bookstore, a manual DIY workshop, a scientific exploration area, an art gallery, a building area and a doll bank for children.
Love Hospital: We have added hospital regulations, classified drugs, made work cards for different protagonists, made sheets and pillows for hospital beds, and collected and rearranged medicine boxes.
Mini-bookstore: The mini-bookstore has a new bookshelf, which increases the rules and requirements of the game. Some small books were made by children, and bookmarks and library cards were also made.
Handmade DIY workshop: 365,438+0 copies of plasticine, watercolor pens and oil pastels were prepared for children, and materials such as paper cups, colored paper, paper cups, bottles, embroidery, non-woven fabrics and heat insulation pads were made by children by hand.
Scientific exploration area: dominoes, funny phones, light bulbs, rollers, ups and downs of water, magnets, birds in cages, electrostatic experiments, rotating toys and funny paper bridges have brought rich materials for children to carry out scientific exploration activities.
Art Gallery: The painting materials are for the "painter" and the "fund" is for the "boss" who runs the gallery.
Construction area: large plug, small plug, smart stick, intubation, plumber, etc. It's for children.
Doll bank: there are counters, cash counters, all kinds of banknotes and 32 children's passbooks.
Through hard work, the regional activities of our class won the first prize in the garden competition. Although children's game level has improved, there are still many problems. For example, some children will imitate each other when doing DIY workshop activities, and their brains are not enough. In the process of playing games in the next semester, I will work out targeted plans and schemes for these problems, so that every child can improve himself in pleasant game activities and let the children's game level in our class reach a new level.
Model essay on summary of kindergarten regional activities
In the process of preschool education, more and more educators attach importance to the evaluation of children in regional activities. It is necessary to improve children's potential in language expression, construction skills, emotional attitude, etc., cultivate children's self-confidence and team spirit, and promote children's good habits. Under the guidance of the spirit of the new syllabus, efforts should be made to change the evaluation methods of children in regional activities, realize effective observation to provide the basis for regional children's evaluation, and multi-angle and multi-dimensional evaluation can promote children's personality development, and the evaluation results will bring a new platform for children's learning. Children and teachers are the main body of evaluation. Children are not only the masters of regional activities, but also the main body of implementing the effectiveness of regional activities. Therefore, eco-kindergarten regional activities should also pay attention to children's situation in regional activities, and teachers should guide them to adjust their behavior accordingly. Assess the situation of children in regional activities, mainly observing the following aspects:
1. What is the child's interest base?
Regional activities are characterized by freedom, autonomy, individuality and indirectness of guidance. Every child can choose his own interesting activities and take the initiative to explore and learn. Interest is the basic requirement of regional activities in kindergartens. However, in many regional activities in reality, some children's interests are short-lived and easy to transfer, so it is difficult to concentrate on an activity for a long time, which leads to many activities being dabbled, such as the theme activity "Ant Kingdom". At first, we just put ant patterns in the art area for children to draw and cut paper (ant patterns). At first, the children's interest was relatively high, so the next day they communicated with the class teacher and readjusted the materials in this regard. There is a progressive relationship between materials, which is easy to stimulate children's interest. In group activities, children are often guided to introduce and exchange their findings. In this process, children know how to use all materials to decorate ants, including what patterns and colors to match, and how to use masons and handmade ants. Children always maintain a good working condition in regional activities, and are full of enthusiasm for activities, so as to realize the intentional interaction between children and regional activities. Interest is the best teacher. Evaluating children's interest in regional activities mainly depends on whether children like activities and how long they stay in the activity area, because only when children are interested, their attention will be concentrated and they will explore attentively in this process.
Second, can children carry out activities as planned?
Regional activities are not children's arbitrary activities, nor are they idle activities in the activity area, nor are they children's activities wandering around the activity area. Regional activities in kindergartens emphasize that children should carry out activities as planned. So making plans is the beginning of children's activities (without the guidance of teachers, of course). Let children decide what area to choose, what to do, how to do it, and how to spend time in the area, that is, let children form a clear activity intention in their minds. During the activity, carry out and complete the activity according to the activity intention. Before leaving the park every afternoon, the teacher guides the children to make plans, so that the children have a clear goal direction. When you enter the park tomorrow, the children can operate in an orderly and regular way.
Third, children's participation
To evaluate children's participation, we should observe whether children actively choose regional activities, blindly obey others, or imitate others to choose regional activities; After making a choice, do you insist on playing in the area for a period of time, or change materials frequently, or even wander around in various areas; In addition, you can also observe whether children care about the results of their activities. If children participate in activities with their heart, they will be very concerned about their performance or final results in the activities, gain a sense of accomplishment by understanding the results of the activities, or position themselves compared with their peers. These aspects allow us to evaluate children's participation in activities. For example, in the theme of "ant kingdom", children are very excited when observing ants outdoors, and their eyes are wide open for fear of missing a little detail. Some children even think while observing, and a lot of "what" appears in their minds. During the memory time, the children gained a lot of knowledge about ants. Children will even get a sense of accomplishment because of their own discoveries.
Fourth, the level of children's social interaction.
When evaluating children's social interaction level in regional activities, it is mainly to see whether children often work alone or often cooperate with others; Are you a leader or a follower in cooperation, and your position in the group when you cooperate; Whether activities can be shared with peers in turn, whether conflicts often occur with others, and what methods are often used to solve conflicts. Different performances reflect children's different social development levels. For example, in the construction area, the teacher brought waste shoe boxes and asked the children to build an ant nest with them. Shoe boxes vary in size, so it is difficult for children to finish the work by themselves and need the help of their peers. Then children will think of consulting their partners to build this ant nest. In the process of cooperation, children will gradually learn the potential to communicate with others.
V. Children's cognitive development level.
Social cognition refers to the individual's psychological activity of perceiving and understanding social objects, social phenomena and their relationships, such as others, self, social relations and social rules. The information of social cognition is very extensive. From its object, social cognition includes self, others, social relations (authority, friendship, fairness, etc. ), social groups, social protagonists, social norms and social life events. The cognition of human beings includes the understanding of psychological processes or characteristics such as emotion, intention, perception, thinking, attitude, motivation and behavior. Cognition is the direct source of wisdom. Although it is hidden, it can be expressed through children's regional operation activities. Therefore, the evaluation of children's cognitive level in regional activities can be realized by observing children's operation, especially analyzing the information of intellectual operation materials. For example, whether the materials of intellectual operation are complex or simple, whether they are single or compound; The operation mode is monotonous and repetitive, and imitating others is still creative and flexible; Is the result of operation a single product, or a variety of performances, such as painting, puzzles, handicrafts, creating stories, etc. Through this analysis, children's cognitive level can be understood and evaluated.
Sixth, children's compliance with regional rules.
Regional activities are free and independent activities for children, but it does not mean that children can do whatever they want in regional activities. In fact, if a region really wants to be a place for children to have free activities, children's inherent compliance with some rules is the premise to ensure the autonomous and effective development of the region, so whether children can abide by the rules in regional activities becomes an important indicator of evaluation.
For the evaluation of children's compliance with rules, we must first observe whether children can consciously abide by regional rules. For example, the doll's house will take off its shoes and go in, and several pairs of small footprints will be drawn at the entrance of the activity area. Children who consciously obey will take the initiative to take off their shoes and put them on small footprints, and then enter; Secondly, observe whether children can interpret the suggestive rules in the regional environment, such as: cartoons with reading order are posted on the wall of the library area and the baby puts his index finger on his lips to make everyone whisper "shh", suggesting that children should keep quiet when entering the library area and follow the reading order: take books-read books-collect books. In short, children's compliance with regional rules can better reflect their awareness of rules and self-control potential, which is a necessary condition for the effective implementation of regional activities.
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