Venue: Xiaoyu Parent-child Early Education, Chenghai District, Shantou City

Story mom: grapefruit

Story content: "pumpkin soup"

Participants: 17 children, 15 adults.

Children's age: 3-6 years old

This story will revolve around food and pumpkins, so that children can know and understand pumpkins through various senses and express their views on food.

Feel the pleasure of reading, understand the content of the story, and experience the personality characteristics of the characters in the story.

Let children feel the way of getting along with others, and guide them to get along with others in warm-up and manual links.

This is the material I brought to the story meeting, haha, I always carry my suitcase. I brought a three-meter rainbow umbrella, a story apron, banners, speakers, books and handmade materials.

In the previous link, I played the rainbow umbrella rhythm, finger song "Ping Pong, Climbing Tall Buildings" and paper drama "Grow Up, Grow Up, Grow Up". I didn't want to add this at first, but I couldn't help adding a play when I saw that Xiaoyu had a screen and a rare background.

There is a dialogue between the paper drama Grow, Grow, Grow and the picture book Pumpkin Soup. Let the children talk.

What do you like to eat and what soup do you think is the best?

Then, we played the finger folk song "The Big Pumpkin".

I wrote "Big Pumpkin": Rain and raindrops tick, small seeds germinate, small buds grow and bloom, forming a big pumpkin. We take it home, wash it, cut everything and pour it into the pot to cook. Stir once, twice, three times, pour into a bowl and drink, cheers, glug! Cheers, glug! How delicious!

This finger ballad is about the growth process of pumpkin, and there are two picture books hidden behind it. Cheers, glug! "and" delicious! " This finger rhyme was done twice with the child. The first time was faster and the second time was slower. Everyone had a good time.

Then the picture book story begins!

Many people will ask how to tell a story vividly. In fact, this is only a technical problem, and the most important thing is psychology. First of all, you need to understand and fall in love with this story in order to present it well.

The emotional trend of this story is like this. At first, it was warm and beautiful. There was a quarrel in the middle, then there was helplessness and anxiety when waiting for the duck, sadness when drinking salty pumpkin soup, regret and anxiety when going out to find the duck, and finally the duck came back happy and excited. But when the duck clamored to play the bagpipes, it was still noisy and messy, but it also revealed a little happiness and joy.

As for the characters of the three friends, the duck is naughty and hardworking, the cat is fierce and kind, and the squirrel looks ordinary but brave.

Another highlight of the book is the existence of two beetles, who are witnesses and companions of the friendship of three friends. It can also be used as a clue to review the story.

Based on the above ideas, in the process of telling stories and reading, I made these interactions-

Observe and see what's special about the White House. This is a house that looks like a pumpkin, which highlights that small animals like to eat pumpkins.

Imitating the action of a duck holding a spoon, we can see that the duck is naughty, but he also works hard.

When three small animals are fighting for spoons, guess what they are saying?

Guide children to observe the cat's expression, especially the expression of the cat being hit by a spoon and the soup dripping.

Last open question: The duck said he could play bagpipes. Can it play? Why? Some children think not, because they think ducks are too weak to take away. Some children think it will, and the reason it gives is that cats can't stand the soup dripping from their heads, so let the ducks play bagpipes.

When the story is over, let's look for the beetle in the story. If we find it, press it and touch it. Try to take care of children sitting in different positions, and have the opportunity to press and touch them.

Say which animal you like best. Children say they like cats and ducks. One mentioned that she likes squirrels, but it was a bit vague to the effect that she was a lovely squirrel father. At that time, my response to her was: "Okay." I think if this happens again, I can give her a more positive response. I can say, "Well, you shared something that impressed you about squirrels. Thank you. " This time I used "Why do you like cats?" I want to change this time to: "What kind of cat do you think this is?" This will help children express themselves more easily than directly asking "why".

In this story, the children have one or two active questions. I think this is a good habit. There is nothing wrong with asking if you don't understand. A child saw a duck's salt bowl and asked what it was.

In the process of story meeting, because there are many people, I try to take care of the boys and girls in front and behind, and speak more actively and less when interacting. However, because there is no complete recording, it is difficult to make an overall observation. Try to record the whole process next time so that you can observe it more carefully in the future.

At this story meeting, I think children can be involved in the artistic conception of the story. What impressed me even more was that my voice slowed down when the duck ran away from home. I made a short pause while the cat and squirrel were crying. At this moment, I could see that the children were very quiet. Finally, when I saw the duck coming back, I used a higher tone. The children in this place are very happy, and several children can't help clapping and applauding, and there is light in their eyes. In the world of children, it is best to be scared.

In this activity, a little girl refused to make handicrafts and kept hiding behind her father. I didn't find this, but my friend found it and took the initiative to tell the little girl a story and guide her to do crafts. Later, I communicated with the little girl's mother, only to know that the little girl doesn't like to do manual labor, and her hand was injured a few days ago. In this case, it also shows that friends who really need help will be better.

In the manual process, because I need to use one punch, considering that the theme of this story is getting along, I also want my children to feel and learn to get along in the living environment. I took out a punch and asked the child what to do if there is only one. The child said it could be used backwards, starting from the first row, and then I took out another one. The child suggested that this can start from the second row. I asked him who would start first, and he suggested starting from the far left. Later, after the activity, I asked him why you had so many ideas. Are you also the leader of the class? He told me, "I'm just the monitor."

Some children made pumpkin lanterns and came to tell me excitedly. I gave them affirmation, and then asked them to help see if there were any scraps of paper on the ground to pick up and see if there were any other children who needed help. After finishing the craft, we will play Walking with Pumpkins together. This is an upgrade on the basis of "walking around" in front of the rainbow umbrella, and children will be familiar with it.

Of course, the happiest part is drinking real pumpkin soup. This is pumpkin soup made by teacher Yu in Xiaoyu's early education. It's delicious. Everyone thanked Mr. Yu, washed the dishes after drinking, and went home happily with their own pumpkin lanterns.