Class corner activities in kindergarten 1
First, help children understand interpersonal relationships. Learn to play appropriate behaviors through different roles and identities to develop children's sociality.
Second, help children learn the skills of friendly communication. Such as taking turns, sharing, consultation, mutual assistance and cooperation.
Third, cultivate children to express their wishes, feelings and opinions boldly, communicate with each other, develop language communication skills, and practice and try their own methods to solve problems.
Fourth, develop representation ability. If we can substitute things for things, we can stimulate imagination and creatively reflect reality.
Fifth, learn to properly express personal emotions and understand others' emotions. Can self-control, adjust the mutual behavior relationship with your partner.
Design of role game area
I. Contents of activities
The place that children are most familiar with is family, and the first labor they contact and understand is housework. Therefore, no matter what age you are, the dollhouse is the central theme of the role game. Thus, activities with the theme of reflecting social life have been expanded, such as restaurants, supermarkets, hospitals, post offices, factories, libraries, railway stations and museums. The theme of small class role-playing area is mainly family life. In the middle class, there are activities in the role game area with the theme of reflecting social life. The theme of the role game area in the big class is more diverse.
The theme of role games should come from children's life, which requires children to be familiar with, understand, contact or interested. You can also organize children's tours in combination with the usual education and teaching activities, thus creating new themes. For example, the theme of "making friends with books" After visiting the library, the role game area can produce "library" game activities.
Before creating a new role game, we might as well discuss it with our children and listen to their thoughts. Maybe a child who has just gone to the cafeteria will suggest opening a cafeteria; Maybe a child who has seen a gift shop on the street will suggest opening a gift shop ... so that the activities in the role-playing area will become more and more interesting and the children will be very involved when playing.
Second, the provision of materials.
(1) Dollhouse. Furniture, such as beds, small tables and chairs; Doll, doll supplies, such as all kinds of clothes, bottles, all kinds of accessories, combs, towels and so on. ; Household appliances, such as televisions, refrigerators, clocks, telephones, etc. Kitchen utensils, such as stoves, pots, bowls, shovels, spoons, plates, pots, cups and chopsticks; All kinds of food, such as vegetables, food, fruits, etc.
(2) the hospital. The main materials are white coats, doctors' hats, nurses' hats, prescriptions, medical records, stethoscopes, thermometers, medicines and syringes.
(3) supermarkets. The main materials are all kinds of food and supplies packaging boxes, cash registers, coins and so on.
(4) banks. Coin (card), withdrawal slip, passbook, etc. Various denominations.
Third, the setting of the venue.
"Dollhouse" is a corner with a long history, so its position should be relatively fixed. Other role-playing corners should be located nearby. Role games are suitable to be placed near the building block area.
Instruct role-playing activities of all ages.
The correct guidance of role games mainly lies in helping children to play freely according to their own wishes and imagination, giving full play to their enthusiasm, initiative and creativity, so that children can study hard in the game with great interest, develop their emotions and cultivate their abilities.
At different ages, children's development level is different, and the level of role-playing is also constantly improving. From aimlessness to pre-planning, from teachers taking games to proposing game themes, dressing up game characters has further developed to leading others to play, from playing with objects to watching games for single players, parallel games to joint cooperative games. Teachers should fully understand children's development level, and when guiding them to play, they can be targeted and close to children's actual situation; Only in this way can children's role-playing, game content, game skills, initiative, enthusiasm, creativity and organizational ability be improved and developed, and good educational results can be achieved.
First, small classes
Children in small classes are very interested in role games, but they often forget their roles. Therefore, the guidance of small class children's role games should focus on enhancing children's role awareness. Teachers can provide role markers, such as mom's headscarf, dad's cell phone, doctor's white coat, stethoscope and so on. Let the children know their roles.
You can also remind them through language inspiration and your own participation. For example, the doll's "mother" has gone to other places to play, and then the teacher can say to her, "Your baby is crying at home alone, so go home and have a look!" And inspire her to go out with the "baby", or go to her home to be a guest and bring "mother" back to the role.
In the role game of small class; Teachers should also inspire children to recall their existing perceptual knowledge, enrich their role behavior and language, gradually enrich the content and theme of the game, and cultivate their ability to play independently.
For example, a child went to the doll's house to be a father, but he groped around the doll's house for a long time and didn't know what to do. At this moment, the teacher went up to him and said, "Hey, what do you say your father does at home?" He thought for a moment and said, "Write and read the newspaper." The teacher added, "Then you can do these things, too!" After listening to the teacher's words, the child ran away happily, sat down in a small chair at the doll's house, took a book and read it. Later, inspired by the teacher, the children went to help the "mother" of the doll's house cook and help the "doll" take a bath.
Children in small classes often play the same role in the game at the same time. For example, there may be two or three "moms" or several "dads" in a doll's house. This is caused by the age characteristics of children, and teachers should let nature take its course without interference.
Second, the middle class.
Middle-class children often think about the following plot when playing games, and have no ability to plan, discuss and design the game process in advance. Therefore, the guidance of children's role-playing should focus on deepening their understanding of the role, requiring children to correctly reflect the unique behavior and language of the role and perform creatively. For example, in the game "In the Hospital", at the beginning, the "nurse" only knew how to give the "patient" an injection, give medicine and take his temperature. Later, the teacher inspired them to think about how to treat patients with soil care. How else can he take care of them? So the nurse thought of helping the patients, telling them to take medicine, accompanying the patients for examination and other game plots.
In the game, teachers should also encourage children to play with each other, inspire children to create other roles related to fixed roles, and strengthen the communication and contact between roles in various themes through activities, thus increasing the collectivity and interactivity of role games. For example, in the role game of Kindergarten, besides teachers and children, there are also roles such as cooks and health care doctors.
Third, large class size.
Children in large classes have rich experience in corner games, and the themes reflected are diversified. The game is rich in content, innovative, with many roles, which can reflect certain sociality and strong independent game ability. They can design their own game scenarios before the game and allocate roles through mutual consultation and coordination. Therefore, the focus of role-playing teaching for children in large classes should be to stimulate children's innovative consciousness of role-playing and cultivate children's ability to solve problems and contradictions independently in games.
In large class role games, children can be encouraged to make their own toys. For example, we make mailboxes, mailboxes, parcels, stamps and seals for post offices, cards and library cards for libraries, and cameras and photos for photo studios.
Kindergarten middle school corner activity 2
I. Activity objectives:
1, practice the fine movements of inserting and pulling pins, and develop the hand-eye coordination ability.
2. Creatively create a graphic painting on the template with a rubber band.
3. Cultivate children's patience and concentration.
Second, the activity materials:
Thumbnails in boxes, plastic squares with various images, white paper, templates, colored rubber bands and recording points.
Third, the operational level:
First floor; Pick up the thumbtack with your thumb and forefinger, aim at a certain point on the outline of the image and insert it until the outline of the whole image is completely inserted.
The second layer: draw your own image, design the pattern, insert the outline with thumbtacks, and form a thumbtack painting.
The third layer: according to the template, make a picture and text with rubber bands at the corresponding position of the plastic plate.
The fourth layer: make two or more plane paintings as shown in the template.
The fifth layer: conceive by yourself, compose creatively and record it.
Fourth, observation and guidance:
1, reminding children to choose different colors regularly to illustrate their nails.
2. Encourage children to design their own patterns of boards and praise those children who are serious, dedicated and patient.
3. Encourage children to compose their own music and cultivate their creativity. At the same time, the graphic paintings made by children can be used as templates for children with weak ability.
Verb (abbreviation of verb) technique
1, in order to ensure the durability of the goods, the image should be sealed.
2, this activity is suitable for one person to play, but also suitable for a group of two people. In order to enhance interest, children can be encouraged to hold competitions.
3. You can show the works conceived by children and constantly improve their interest in activities.
Kindergarten middle school corner activity 3
Activity objectives:
1. Cultivate children to like all kinds of food. Knowing that different foods can supplement different nutrients for our bodies.
2。 To further cultivate children, it is necessary to develop a good habit of not being picky about food from an early age.
3. Cultivate hands-on ability and creative imagination.
Focus of activities:
Cultivate children to like all kinds of food. Knowing that different foods can supplement different nutrients for our bodies.
Activity difficulty:
Cultivate hands-on operation ability and creative imagination ability
Activity preparation:
Doll home: all kinds of food, dolls, mother's role headdress. Puzzle area: small pictures of various fruits and foods, sorted by size. Function: Before class, teachers or children bring their own food, paper towels and other materials to make different foods.
Activity flow:
First of all, talk about introduction.
What food do you like to eat, son? I like sweets and biscuits. It turns out that children like to eat so many delicious foods. Besides these snacks, we have to eat all kinds of food every day. Do you know what good these foods are for us? We eat different kinds of food every day, because different foods can compensate different nutrients for our bodies. )
Today, the teacher put a lot of materials in each area for you to operate. Let's have a look!
Third, introduce various regions.
1, doll house.
There are all kinds of food in the doll's home, dolls and mother's role headdresses. Today, let our children entertain your little guests with delicious food.
2. Book area.
Today, the teacher prepared all kinds of books about food in the library area. Later, children can read these books and talk with their friends. After reading, they can talk with their good friends.
3. Hands-on area.
In the work area, the teacher prepared: cardboard, sponge paper, and other materials for making all kinds of food.
Fourth, organize children to enter the area.
1. Propose regional rules.
When entering the area, you must first think about which corner you want to enter. However, when we enter the area, we must first get an access card. Only children with access cards can go to the corner of this area. If the card in the corner you go to is full, you can't enter this area again. You can only move in this area if the card is inserted into it. When the teacher played the music, the children quickly put the toys in the area in order and put them back. Don't make any noise in this area, but play quietly.
2. Teachers tour to guide children to carry out regional activities.
Fourth, pack up the materials and end the game.
Summarize the situation of children entering the area to watch, praise the children who enter the area in an orderly manner, make demands on the children who have not played enough, and point out their own shortcomings.
Kindergarten middle school corner activity 4
I. Title of the activity in the subject area
Where is the animal's home?
Second, the theme background
In nature, the relationship between man and animals is very close, and children and animals have an indissoluble bond. Middle-class children have a cognitive basis for animals and show a desire to further explore animals. Recently, children often discuss "We all have a warm home. Where is the home of small animals? " "How is the bee's home made?" "Does the little spider live on the spider web?" A string of question marks attracts children to constantly discover and explore. The wonderful animal world fascinates children so much that their strong interest in learning leads them to explore and discover "where is the home of animals".
The Regulations on Kindergarten Work puts forward: "Create a good environment suitable for education and provide opportunities and conditions for children's activities and performance". Regional activities are children's personalized autonomous learning activities based on their own wishes and abilities, focusing on operation and exploration. This kind of activity can meet the needs of different children and make them develop differently.
According to the interest needs and age characteristics of the children in this class, we created a theme regional activity "Where is the animal's home?" . According to the theme, we set up an art design area, a scientific discovery area and a building area to carry out activities.
Third, the overall goal of the theme activities
1. Make effective use of various educational resources, understand the different living environments of animals, and enrich the understanding of "where is the home of animals".
2. Cultivate hands-on ability, imagination and creativity through various activities such as operation, exploration and production.
Willing to be friends with animals and knowing how to care for animals and their homes means caring for our own homes.
Fourth, family ties.
1. Parents and children collect and watch books, pictures and videos of Animal House together. Parents can also take their children to nature to find wonderful homes for animals such as nests, beehives and cobwebs, and discuss with them how to protect their homes.
2. Parents can use their children's toys to build houses and feel the joy of parent-child activities.
Verb (abbreviation of verb) the creation of theme environment
1, collect books, pictures, audio and video about the living environment of animals. Arrange the theme board of "Animal Home".
2. Take photos of children's activities, such as "making nests for birds", "building houses for small animals" and "underwater world", and arrange them in the activity area.
Activity of creating theme area with intransitive verbs
(1) Art design field
Activity content
Hand-made activities "building nests for birds", painting activities "interesting little snails" and "capable spiders"
moving target
1. Try to explore and express the bird's nest, snail and spider in different forms such as splicing, cutting and pasting, bricklaying and painting.
2. Make full use of waste materials to cultivate hands-on operation ability and imagination.
3. Willing to be friends with animals and know how to care for animals and their homes.
material preparation
1, knowledge preparation
Understand the characteristics of bird's nest, the living habits and appearance characteristics of snails and spiders in various ways.
2. Material preparation
Photo: Bird's Nest in the main stadium of the Olympic Games, background picture of grass, background picture of spiders busy weaving webs, pictures of snails and spiders.
Materials: colored cardboard, cartons and semi-finished products, old newspapers, branches and "big trees"
Tools: plasticine, scissors, crayons, oil pastels, glue sticks, drawing paper, Gou Xianbi.
Activity game
1, carefully observe the pictures of bird's nest, spider and snail to understand their characteristics.
2. Choose your favorite activities and materials. If cooperation is needed, negotiate and divide the work well.
3. Use the selected materials to carry out bold imagination, exploration and operation activities.
4. Teachers pay attention to children's performance in activities and give timely and appropriate help and guidance when necessary.
5. Exhibition of works.
Tell each other about their own works, put the completed bird's nest on the "big tree" and stick snails and spiders on the corresponding background map. Knowing how to care for small animals in life can protect your home.
Activity rule
1, rational use of materials, understanding humility, not comparing.
2, the correct use of various tools, pay attention to safety.
3, quiet activities, negotiations do not affect others.
4. After the activity, the articles should be put back to their original places, and the site should be kept clean and tidy.
Kindergarten middle school corner activity 5
Activity objectives:
1, enjoy all kinds of fingerprint printing and sprout fingerprint printing.
2, you can boldly try to print with your fingers.
Focus of activities:
Enjoy all kinds of fingerprint printing and sprout the fun of fingerprint printing.
Activity difficulty:
You can boldly try to print with your fingers.
Activity preparation:
Hands-on area: inkpad, drawing paper, and drawing dynamic figures of people.
Math area: Prepare the drawn circle, let the children print it with their fingers, and wear a necklace regularly.
Reading area: photos printed by fingers
Activity flow:
First, import activities.
1, Teacher: Little friend, do you remember that the teacher taught different fingerprints last class? Who can say, what is the difference between our fingerprints? Where are our fingerprints useful?
2. The children answered and the teacher added.
3. Teacher: Each of us has different fingerprints, and so does each finger of the same person. Because everyone's fingerprints are different, fingerprints represent everyone's identity, so police uncles will use this to catch some criminals, and sometimes we adults will use fingerprints to withdraw money from banks.
4. Teacher: Do you think our fingerprints are useful? Let's play the fingerprint game today!
Second, introduce the corner materials to children.
1, hands-on area:
Teacher: After a while, the children in the hands-on area will touch the inkpad with their fingers, and then print out the dynamic picture with their fingers. Children can try to print pictures with their fingers and see what the pictures printed by each finger are different. Children can also cooperate to complete a work.
2. The field of mathematics:
Teacher: Do you want to make a necklace with fingerprints? If you want your necklace to look beautiful, you can print it out with your fingerprints regularly. The teacher demonstrated making necklaces with regular prints. Children can also cooperate to complete a necklace.
3. Reading area:
Teacher: The children brought some pictures of finger stippling and finger painting. In the future, you can go to the reading area to enjoy these photos and then think about them. If you want to add and stipple on your finger, what will you do? In the next regional class, you will point out and add pictures by yourselves.
Third, organize children to enter the area.
1. Propose regional rules.
When entering the area, you must first think about which corner you want to enter. When the teacher played the music, the children quickly put the toys in the area in order and put them back. Don't make any noise in this area, but play quietly.
2. Teachers tour to guide children to carry out regional activities.
Remind the children in the hands-on area and the puzzle area to pay attention to hygiene when printing and keep the drawing paper clean.
Fourth, children sort out homework materials and evaluate the situation of this regional activity.
1. Evaluate children's activities in each area. Show photos of children's activities.
2. Please introduce the children's works in the hands-on area and the puzzle area, and the teacher will show the children's works for evaluation.
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