Step 1: Material Delivery
The most common corners in corner activities should be art design area, science area, architecture area, language area and education area. In fact, the educational value of these corners is mainly dependent on the operating material suppliers. Without certain places and materials, children have no opportunities and conditions for activities. They must gain experience and develop their cognitive ability through specific operations and experiences, so it can be said that the activity area is a necessary "hardware". It is an extension of children's curriculum activities. In the activity area, children can use all kinds of materials to gain knowledge and experience outside the course through hands-on operation. In addition, in the process of children's hands-on operation, seeing their own labor results will produce a pleasant emotional experience, which can enhance children's self-confidence and improve their interest in activities.
Hornwood is not only fun for children, but also has development significance for children. For example,; Building blocks are the most common materials in kindergartens, and children can touch them in the construction area or operation area. Children can acquire knowledge of the color, shape and size of building blocks through observation; By operating activities with building blocks, children can develop their small muscle movements and coordination ability in the first performance, understand various geometric shapes, cultivate their initial artistic modeling ability and aesthetic ability, and actually understand physical concepts such as center of gravity and balance ability.
Many materials for children to choose from can be sold in the market, and teachers can also make their own teaching AIDS according to the characteristics of children's physical and mental development. However, it should be noted that the teacher can choose to put in the game material, but the game is the choice of the child, and the activity material is taken and put by the child himself. Playground is gradually formed in the constant updating of the game, so children are very familiar with every material and the location of the game, and children are more and more like small masters in the corner. Teachers are the leaders of children's corner activities, and children are the leaders of corner activities. Teachers should fully respect children.
Step 2: Rule Prompt
"Without rules, there would be no Fiona Fang". Good knowledge and obeying rules can enhance children's self-discipline and develop good living habits. Children's cognition is constantly developing in the process of interaction with the surrounding environment. As a stimulating condition for children's development, kindergarten environment can purposefully shape some children's behavior habits. Once the creation of kindergarten environment has a clear direction, it can affect or promote the development of children in specific aspects. For example, in corner activities, the teacher reminds the number of people in the corner through small footprints on the floor. The creation of this ground is the expectation of children's behavior, that is, the number of people entering the corner is consistent with the number of feet printed. Obviously, in this case, the environment can replace the teacher's instructions and become a reminder of behavior habits. For the baby at home, parents can also use charts to tell their children the location and quantity of items and guide them to develop good living habits.
The common rule prompt is 1. Number prompt: 1. Specify playmates and forms of cooperation. 2. Time prompt: agree on the number and time to ensure smooth cooperation. 3. Operation prompt: display the operation sequence with simple step legend, and prompt the playing method and coordination requirements; Or show the continuity of the game through legends, so that the game activities can be promoted layer by layer.
Step 3: Observe and record.
In the activity, let the children choose what they want to play. The teacher's role is to observe and give appropriate guidance. Generally, too much guidance is not required. Try to let children find, explore and solve problems by themselves.
Step 4: Share activities.
After the activity, it is to share memories, exchange ideas and show works in the form of group activities.
The teacher asked the children to recall their gains and share them with their peers. They can ask questions, solve them together, or truly share the results.