Teachers take the lead: before the game, clarify the attributes of the game area and create a game environment.
Every corner has its own unique attributes. The design of art district is more about color, lines, handwork, painting, etc., while the design of color and painting may also exist in the building district, but the most important thing is the building activities of building blocks. Just as all five fields have their own core experiences, our corner also has its own core gameplay.
Therefore, teachers should rationally lay out according to the core play methods in different regions, create the environment of things, and put in various materials to provide the environmental foundation for children's games.
The teacher stepped back: in the game. When children play games, keep your mouth shut, take your hands away, open your eyes and ears, observe children's game behavior, listen to children's game language, and maximize the space for children to explore independently. By observing records and analyzing children's interest points, we can find out what experiences or problems exist in children's games, analyze the reasons behind them and explore solutions.
Teachers help: effectively support children's development. Based on children's interests or problems in the game, analyze the reasons behind them and give corresponding support. Taking the sand area as an example, we begin to find that middle-class children and small-class children dig sand. So what causes middle-class and small-class children to limit themselves to digging sand? The analysis found that the biggest reason is that they play less and have less experience in playing games in the sand area. Children's games about sand always go through such a development track, just like children's core experience in mathematics, each core experience has its own development track, and they must go through it to reach the next stage.