Self-made teaching toys must follow certain principles:

1, self-made teaching toys should conform to the age characteristics of children.

Kindergarten-made toys also have their classification, including sports, language, mathematics, science, art, performance and so on. The production of different types of self-made teaching toys must conform to the age characteristics of children, and should echo the ongoing theme teaching content, and become auxiliary teaching AIDS and operating materials for children's exploratory learning. For example, I made a multifunctional fence, as shown in Figure (2). The "fence" is made by drawing the trunk with a waste paper tube and then winding it with green pain. If I use it in a math class in a small class, I can put my own butterflies, birds and other small animals on it, and let the children find them, count them, then say the total number, and at the same time make a simple classification. If the "multifunctional fence" is put into a large class, the teacher should provide the number of animals within the cognitive range of the children in the large class, and at the same time provide supporting counting cards, point cards, operating dials, etc. To explore the conservation of numbers for children. This fence can also be placed in the activity area for regional division, or in the language area to provide story characters and animals in the ongoing theme activities. Children can demonstrate props for telling stories and performing stories. In short, when making toys, we should consider whether the knowledge and principles contained in toys can be accepted by children, whether they meet the age characteristics and field requirements of children, and so on. Try to make the self-made teaching toys multi-purpose and play its greatest role.

2. Self-made educational toys should be combined with artistic aesthetics and innovation.

This requires a high standard, requiring teachers not only to have certain aesthetic quality and practical ability, but also to have unique imagination and creativity. Only when toys are made can there be innovation and novel ideas. At the same time, they must also be able to guide their children to make their own toys, and let them create their own, give full play to their imagination, and don't imitate teachers or other toys. The toys made should have a unique sense of innovation in appearance and structure.