Analysis on the Application of Local Resources in Kindergarten Game Teaching

Children develop and grow in interaction with their surroundings. To some extent, children's game level is related to the game environment, which directly affects children's development and the realization of educational goals in the game. Therefore, when creating a game environment, our park makes use of local resources in rural areas to create a distinctive environment for children, optimize the quality of games and inherit local culture.

Keywords: local resources; Kindergarten; Game environment;

The Guiding Outline of Early Childhood Education (Trial) points out that all kinds of kindergartens must proceed from reality, implement quality education according to local conditions, comprehensively utilize various educational resources, create good conditions for children's development, provide enough toys and game materials for children according to educational objectives, teachers should create a high-quality game environment, and our kindergarten should consider its cultural characteristics when creating the environment, add local resources, and guide children to feel the beauty of traditional elements.

First, map local resources to the school environment.

The environment is a silent stimulus for children. Creating a pleasant and relaxed environment can make children feel comfortable, promote the communication between children and their peers and improve the quality of games. Whether it is the creation of the campus corridor environment or the indoor game area in the class, children should feel relaxed and harmonious. Providing children with familiar things can make them willing to get close, so when creating the environment, teachers should consider adding local resources. Qiandeng is the hometown of ancient sages and the birthplace of Kunqu opera, and there is a large field next to my garden, which is rich in local natural resources and has unique advantages. It also brings a lot of inspiration to the creation of the environment. Our garden will set a theme for each grade, make full use of natural materials such as straw ropes, futons and fans, and collect them by means of teacher-student cooperation and home-school cooperation. Then the teacher creates various game environments for the children by flexibly combining collages. In addition to the environment, teachers will decorate the theme wall with boxes containing eggs, put bamboo mats in natural corners, and bring local materials into teaching activities. We integrate natural scenery into the game environment, and do different activities according to the changes of seasons to let children enter and get in touch with nature. In spring, we let the children observe the grass and branches in spring and the buds on the trees. In summer, we observe the growth of crops in the planting area with our children and record the growth process of crops; In autumn, please ask parents to take their children to pick up fallen leaves and feel the changes brought by the season to plants; In winter, we observe the morning frost on the grass with our children and feel the seasonal changes from all levels.

Second, the use of local resources in role games.

Games are children's basic activities and have special educational value for children's growth. Children's education is completed in the process of various games with growing significance. Colorful games are attractive to children. When designing games, teachers should consider whether they are in line with children's physical and mental development, and promote memory, active thinking and stimulate imagination by perceiving actions, learning and observing. Role games are more popular in kindergartens. Therefore, it is necessary for teachers to constantly change the new game environment. Last semester, according to the requirements of the teaching and research section, the big class carried out a game mode of clearing shelves, and the children were free to fight and decide what store to open today. So when creating the environment, we considered many schemes. Although we make children more independent, we can't let them play irregularly. Finally, through discussion, we plan the two corridors into six storefronts, which are no longer separated by the original shelves. A corridor is woven with hemp rope and hung on the wall. Children are invited to decorate cattail fans, sacks, wooden stakes, bamboo plaques, futons and so on. , and then put them on the back of each store to distinguish the scope of the store through different backgrounds; In another corridor, we made six different eaves to distinguish them. This will not limit children's independent play, but also let children know clearly where to play.

Corridor role games in small and middle classes pay more attention to children's participation. Small classes use poles to create an environment with children, and provide different materials in different game stores, such as bamboo weaving and straw weaving, which are more popular with children. Compared with the materials of the big class, the material structure of the small class and the middle class is relatively low, and complicated operation is not needed. Children can do it through the cooperation of two people, so that such operating materials can experience the fun of success in the game.

Third, the use of local resources in indoor regional games.

Teachers should give full consideration to children's age characteristics and put in materials suitable for children when creating indoor play areas. For example, when small classes create an environment, children in small classes are young, like new things and have less time to concentrate. So put non-woven fabrics, shoelaces, cardboard, straw mats and so on in small classes. In this area. Make a shoe template with cardboard, poke a few holes, and let the children practice wearing shoes. Cut into two non-woven fabrics with the same shape, and children can wear them together with shoelaces to make bags with different shapes and colors.

The children in the middle class have made great progress and their practical ability has also developed to some extent. Teachers can provide children with richer materials. In the art area, they can provide children with a basic base made by a teacher with a shoe box, as well as wool of various colors. Children can regularly loop wool and weave it into scarves. This game can not only exercise children's small muscles, but also stimulate children's spatial imagination. Some girls like to braid their hair. Teachers can cut the floor mat into the shape of a face, and then provide thicker hemp rope for children to braid their babies. This game is more popular with girls.

The practical ability of the big class has been greatly improved. Through the practice of the small class and the middle class, I have been able to complete my own works independently. In the art area of the big class, we provide children with beans of different colors, types and sizes, and invite them to make seed collages, which can not only exercise the development of children's fine finger movements, but also observe their aesthetic and creative abilities, so that teachers can carry out activities more pertinently.

Fourthly, make use of local resources in outdoor regional activities.

Outdoor activities have a large space and little interference between children, which is very popular with children. Psychological security and free energy can better develop children's personality and stimulate children's desire to actively explore in the game. According to the characteristics of our garden, we have created outdoor activities with local characteristics, such as the shelves and ladders in the bamboo stool area are all made of bamboo. In the exploration area, bamboo ladders are placed on the trees, so that children can observe the bird's nest on the trees and discover new things through their own observation; There is a sieve in the sand area, and children can observe the thickness of sand through gaps of different sizes; There are also tree houses and jumping areas. When placing materials in each area, give full consideration to the utilization of local resources. Sand, bamboo pole, straw, bamboo ladder, etc. Children are familiar with it. Children can use their own life experience to develop different ways of playing, and teachers can let them play freely.

Educator Mr. Chen Heqin said: "Nature and society are living teaching materials." Teachers show concrete and vivid content to children, and let them explore and observe actively in contact with materials, which is continuous. In this process, teachers only need to be supporters of children.

Rational use of local resources can not only enrich children's game activities, but also promote their effective development in all aspects. We only know the tip of the iceberg in this respect. In the future teaching practice, we believe that we can optimize and create more effectively, stimulate children's desire for games, and meet the growth needs of children of all ages.

refer to

People's Republic of China (PRC) formulated [1]. Guidelines for Kindergarten Education: Trial Implementation [M]. Beijing: Beijing Normal University Press, 200 1.

[2] Chen Huayun. Promoting the development of kindergarten games by using local resources in hometown [J]. Oriental Baby (Conservation and Education), 20 12 (1).