(A) the characteristics of small class children's story creation

Small class children are at a low level in both cognitive development and self-care ability. Most children have just entered the park and are not used to kindergarten life, so it is quite difficult to organize them to carry out creative activities. With their familiarity with all aspects of kindergarten environment, they gradually integrated into kindergarten life psychologically and began to participate in various activities in kindergarten.

1, limited by the level of speech development, creative editors are not enthusiastic. Small class children are still in the language development stage of perceptual knowledge. At this stage, children's enthusiasm for speaking is very high, but due to the limitation of expression ability, they can't say anything, so they are not interested in creative activities, showing various behaviors that are outside the activities: they can't understand or ignore the teacher's questions and answer them at will; Refuse to participate in activities, showing strong resistance; Lack of independent thinking consciousness, conformity, or deviate from the story, say something irrelevant. Generally speaking, children in small classes don't care what they say, but only pay attention to the process.

For the above situation, teachers can't force children, nor can they criticize and scold them, but should find ways to arouse children's interest.

2. Due to the limitation of memory ability, it is difficult to retell the story in the early stage of creation. Small class children's unconscious memory is dominant, and conscious memory begins to develop. Therefore, after listening to the story several times, it is difficult to remember the plot of the story, and it is impossible to completely retell the story, and often only remember the content of interest. In view of this situation, teachers can help children retell the story by decomposing the problem and master the main plot of the original story. Teachers can also compile stories into children's songs, and read them by using the rhythmic and catchy characteristics of children's songs to help children remember stories. Children can remember children's songs quickly and have a basic understanding of the whole story. Other teachers print stories to parents and ask them to help penetrate all aspects of life, which is also an effective way to help children get familiar with stories.

3. With the help of a lot of body language, the creation pays attention to the increase of roles and the richness of dialogue. Children in small classes usually imitate while talking, and use a lot of body language to express their ideas. Teachers usually put the process of creation and editing in the story performance, which is more intuitive and more conducive to attracting children to participate in the story situation. Under the guidance of the teacher, children in small classes can tell the characters in the story and express their simple speech actions. The creation mainly focuses on the retelling of the original story, the increase of roles and the performance of characters' actions.

It is easy to confuse the story with the reality. Children in small classes tend to turn real life into imaginary activities and also regard imagination as reality. When they listen to the story, their imagination comes alive with the progress of the story. They will have sympathy for the characters in the story and fear the terrible things in the story.

Generally speaking, the creative activities of small class children mainly focus on story retelling, character increase and action performance. Through these activities, children began to dare to express themselves, even though they simply said the name of a small animal, or learned kittens and puppies with childish kinematics; Through these activities, children change from initial disinterest to later interest in participation and positive performance. Although children don't have much creativity in these links, these childish expressions are the seeds of their creativity and have positive significance for themselves.

(B) the characteristics of middle-class children's story creation

1, more based on your own life experience. Compared with small class children, middle class children have rich life experience and improved language expression ability. In creation, they often apply their own life or daily behavior to stories. The characters they add to their works are usually grandparents, parents and brothers in life, or their favorite animals, or characters in cartoons. The creation of role language is more vivid.

2. Create stories around the plot and increase creativity. For a problem scenario set by the teacher, most children in the middle class can actively participate in creation and express their ideas. Creation is no longer simply adding a simple dialogue between characters, but focusing on the creation of story lines. Under the guidance of the teacher, the children collectively created many imaginative and creative storylines. From some creative activities, it can be seen that the problem-solving strategies of middle-class children are constantly developing, and their creative ability has been greatly improved compared with that of small-class children. They can not only create imaginative plots, but also create songs, which is undoubtedly a creative leap.

3. Individual differences are obvious. The development of middle school students is very different, especially in story creation. Some children have strong language understanding and expression skills and rich imagination, and are at the core of the creative process; Some children also neglect to express themselves, and their creations are often influenced by high-level children, imitating their speeches and lacking initiative and creativity. Although after a semester of training, the children in the middle class have made progress at the original level, but the degree of progress is also different.

According to the characteristics of children's creation in the middle class, teachers should set questions at different levels when guiding children's creation, so that every child can speak and develop at the original level. For children with strong ability, give them more open questions and encourage them to give full play to their imagination; For children with weak ability, try to set some understanding questions for them and guide them to dare to express themselves. By setting questions at different levels, children at different levels can be guaranteed to participate in creative activities.

(C) The characteristics of story creation of children in large classes

1, children not only actively express their own ideas, but also comment on others' ideas. With the increase of age, children in large classes have more complicated ways of thinking, can boldly express their thoughts and wishes, and are willing to discuss, enjoy and communicate with other children.

2. Creation reflects the traces of children's life everywhere. The creation of children in large classes is more related to their lives, and their own shadows can be seen everywhere in the plot of creation. If the child sees the teacher in the morning, he will give the teacher a gift, which is very polite. How to get mom to make a cake for the bear when she gets home? First, she said "Mom and Dad, I'm home", and then she asked for a cake. Those wayward children came up and said, "Mom, I want a big cake." Many plots created by children are representations of their daily lives.

3. The creative content is richer and more imaginative. Children of this age develop rapidly in language expression, logical thinking and imagination. In their creation, they can deal with it freely, not simply adding roles, but giving appropriate dialogue and behavior to the added roles. In short, children's creation at this stage is more logical and imaginative.

Second, the guiding strategy of kindergarten story creation activities

According to the above analysis of the characteristics of children's story creation at different ages, teachers can try to adopt the following guiding strategies to make creative activities better promote the development of children's creative potential.

(1) Choose and import stories according to children's interests.

Children of different ages have different story hobbies, so when choosing stories, they should be interested. For example, when organizing small class children to create stories, anthropomorphic animal stories should be the main theme. This kind of story adopts bold exaggeration, which can stimulate children's infinite imagination. A large number of repeated sentences are used in the story, which not only helps children understand the plot of the story, but also leaves a deep impression on children and stimulates their interest.

Try to follow the interests of children of different ages in the import of creation and editing, and choose the import method suitable for them, which will get twice the result with half the effort

(two) according to the different levels of children to guide their creation.

Teachers should not worry too much about children who can't create and edit. There are many reasons why children can't answer, and teachers should adjust the guidance method according to the specific situation. If some children stand up and dare not speak, teachers can take encouraging measures; Although some children stand up, they have difficulty in speaking, and teachers can reduce the difficulty of the problem; Some children forget the teacher's questions or don't listen to the teacher at all. The teacher can repeat the question twice. Negative language such as "speak quickly" and "don't say it without thinking" will greatly dampen the enthusiasm of children to participate in creation.

Don't ignore children who refuse to talk and don't like to talk. Children who refuse to talk and do not like to talk often know the questions they want to answer, but they don't like to express themselves because of introversion, timidity, nervousness or inarticulate reasons. Teachers should care, understand, guide and help these children in their daily lives, instead of simply teaching them to speak, making them speak or even ignoring their existence.

(c) Creating a free and relaxed creative environment for children.

First of all, teachers can provide wonderful and rich material environment for children by arranging the background of story performance, preparing headdresses and drawing books about story characters. On the basis of children's understanding of the story, set the scene with simple props, and let children wear headdresses to play various roles in the story for dialogue practice. Through the creation of this material environment, children can always feel that they are in the story situation, which is more conducive to stimulating their creative ideas.

Secondly, flexible use of collective creation, group creation and individual creation to create a free environment for children. Small class, the teacher takes care of all the children, suitable for collective creation. Children can inspire each other, create and edit. In a class with a large number of students, teachers can take care of more children through group editing, and the communication between language and body has increased a lot; For individual children, they don't want to express their ideas in public. Teachers can talk to him alone after the activity and guide him to express his ideas.

Finally, teachers can also participate in role-playing, recording, video playback and other interesting forms to create a relaxed psychological environment for children. Teachers appear as characters in stories, guiding children to create and edit, changing the traditional relationship between teachers and students and narrowing the psychological distance between teachers and students.

Mobilize parents' resources and assist in creation and editing.

In creative activities, sometimes no matter how inspired, children have no ideas and it is difficult to continue the activities; Sometimes, due to the limitation of activity time, every child can't fully express his ideas. Introducing parents' resources in time will help solve these problems. The teacher can print out the story and send it to parents, and ask parents to guide their children to finish their creation. Then the children will take the stories created with their parents to the kindergarten to share with you. Sometimes a suggestion from parents can inspire teachers' thinking, ignite the spark of children's creation, and bring creative activities into the realm of "another bright future village". It can be seen that family creative activities are a useful supplement to kindergarten creative activities.