Kindergarten class regional activity summary

Summarize refers to social groups, business units and individuals in their own a period of time, a project or some of the work is completed or all completed after the review, analysis and evaluation, so as to affirm the achievements, experience, identify gaps, lessons learned and some of the regularity of the understanding of a kind of written materials, which can be given to the next stage of learning and working life to do the guidance, so prepare a good Summarize it. Then summarize what to pay attention to the content? The following is my collection of kindergarten class regional activity summary of 4, for your reference, I hope to help friends in need.

Kindergarten class regional activity summary Part 1

Regional games are under the guidance of the correct view of education, the view of the child, so that the children's level of understanding, personality qualities, the ability to socialize the important material conditions for the active development. Combined with the theme of activities and teaching characteristics of the park to carry out regional activities, to provide children with rich and effective materials to guide children in a free and relaxed atmosphere of active exploration, learning, regional activities is the embodiment of young children in the play in the middle of play, learning to play, and education in the game in the best form of one of the good.

According to the age of the children's characteristics, we have opened a **** folk games area, weaving area, food area, printing and dyeing area, clothing area, paper-cutting area, puzzle area, Kofa area, construction area, reading area, performance area, etc., and adhere to the daily game activities, guiding the children's hands, brains, and actively interact with the material.

First, the material put

1, combined with the kindergarten teaching characteristics - folk games, tapping rural resources, *** with the production of game equipment.

In the regional activities, a large part of our materials come from the collection of waste from the families of our respective children. For example, bottles, bamboo poles, floss, cardboard, straw mats and so on, all from the children and parents **** together to collect and make. The children were very interested in the play materials that they brought with them, and after we put them in the playground, they tried to play with them. In this way, under the premise of the children's participation in activities to increase the enthusiasm, but also to further develop the rural resources.

2, clever use of regional activities equipment, so that children can participate in various activities.

There are many kinds of folk games equipment, such as: folk games area equipment has a lot of varieties, such as: sandbags, pumping gyroscope, rolling iron circle, sedan chair, bamboo dance, jumping bag, dry dragon boat, stilt walkers, throwing embroidered balls, push carts, windmills, bamboo dragonflies and other nearly 30 varieties, but the number of each class of each kind of small, we will be all the big class of folk games equipment to concentrate on organizing the distribution of the responsibility of each class, each class is responsible for managing 5, 6, and then each class is responsible for managing 5, 6, and then each class is responsible for managing 5, 6, and then each class is responsible for managing 5, 6 kinds. Responsible for the management of 5, 6 kinds, and then design the game program and schedule, so that all the children in the big class can play all the folk games equipment.

3. Regional materials can be used as an extension of classroom thematic activities.

Regional activities are an extension of classroom thematic activities, and the materials from thematic activities are put into regional activities in a timely manner, so that children can continue to explore the theme and operate in regional activities. The materials in the artwork area are basically all put in after the theme activities, so the children basically understand how to operate, and are more interested in it.

The development of children in the activities

1, to give children the space to develop, so that they are free to express and show.

We often watch the children's performances silently from the side, try not to disturb them, fully meet the needs of young children's expression and performance, play a great role in the all-round development of young children.

2. Observe carefully the individual differences in children's development and adjust the activities accordingly.

Children of the same age are not all the same in terms of development. We designed the "dry dragon boat" activity in the folk game area, the ability of the better children can play according to the rules, but also to organize their own race; but there are a few children can not play, and not interested in the activity. So we made adjustments to address these differences. We put "a pair of dry dragon boat of the same color" into "different colors of the dry dragon boat" game, such as a green, a yellow, then you can according to the color of the intuitive shouting slogans for the game. The game equipment is properly adjusted, the ability of the poor children have a high interest in the game.

Three, good teacher-child interaction

1, at any time to observe the situation of the children's activities, to give timely guidance, help, to meet the needs of children.

The new Outline points out that teachers should be the supporters, collaborators and guides of children's learning activities. In the regional activities, we can pay attention to the observation of each child's interest in the operation of the situation and the appropriate time to participate in the activities of young children, and children with the exploration, operation, discovery, discussion, problem solving, truly reflect the leading position of the children, rather than in the discovery of the problem, to impose their own views and ideas with the children.

2, with the children's evaluation language to promote regional activities better.

If necessary, we often go deep into the children's middle, to understand their play, rule consciousness, etc. We also often use "yeah", "awesome awesome ah", "cheer! "

These are the first time I've ever seen a child in the world who has been in the world for a long time, and I've never seen a child in the world who has been in the world for a long time.

Through efforts, although the children's game level improved, but in many areas there are still problems, such as in the handmade area activities, some children will imitate each other, not enough brain; in the folk game area, the children's enthusiasm is not enough, and often produce the game of burnout; in the performance area, the children's interactive language is still lacking, so in the future the game to carry out the process, we have to organize a variety of activities to stimulate the young children. Therefore, in the process of future games, we have to organize various forms of activities to stimulate children's interest in games. We are going to add the game show, activity competitions and other forms of early childhood activities, class to class with in-depth exchanges between the activities, to complement each other, so that each activity area can be exquisitely presented, but also to let the children play to their heart's content. Let each child in the pleasant game activities to improve themselves, so that the children's game level of our class rose to a new level.

Kindergarten class regional activity summary Part 2

The game is in order to seek happiness and voluntarily participate in a kind of activity. But young children's games are never purely sensory pleasure, but with a sense of life fullness of pleasure. The game is a young children's activities, and learning activities, labor activities have a lot of differences. It has some of these characteristics: First: the game is a voluntary activity of young children, the game is the nature of young children, young children's games are not outside the mandatory situation, but young children out of their own interests and aspirations of spontaneous voluntary initiative activities. There are many types of toddler games. This semester, our class has created educational corner games, role-play games and morning self-selected activities, which include puzzle area, art area, science area, construction area, living area, language area, and games such as bank, kindergarten, doll's house, mouse bakery, and Zhengyi Qingduan store. The following is a summary of the game activities of our class this semester.

A role game in the role game, the role is the center of the game. Young children in the game by playing an imaginary role, in an imaginary way to the mind of the existing table thought recombination, so as to reflect the understanding of social life, and participate in the social life of adults. The children in the game, often occur this or that problem, and for which the quarrel, for our children, not only to carry out moral education, so that they know how to mutual humility, at the same time in this semester focus on the children's sense of cooperation to cultivate.

First, use the rules of the game to induce collaborative behavior. The rules are not only a requirement for children's activities, but also a hint for children's behavior and their games. For example, in the doll's house, we guide children to establish the rules in this way: "Children in the game before the start, to discuss, determine what role each play, and then play. Mom, Dad, Grandma, Grandpa, and the children are a family, and each one must care about the family and the people in the family, and not do whatever they want to do." Ask the children to come up with the roles they want to play and consult with each other. The use of "family" makes the relationship between them clear and implies that they have to collaborate in their behavior.

Second, the teacher joins in the children's play. Teachers can stimulate children's interest in playing by joining them in their activities, and they can also set a good example for them. For example, once I was a "mom" in a doll house, and Jinjie was a "dad". When I woke up in the morning, I said to Jinjie, "I'll dress the baby, you go buy breakfast." When he came back, he said, "I bought cake." After eating breakfast, I glanced at my watch and said, "Oops, I'm going to be late, I won't be able to drop off the baby in time," and Jinjie said, "You hurry up and go, I'll go drop him off." At the beginning, Jinjie was passive with me, and then became passive to active, coordinating the behavior between us.

In addition, due to the young age of children, their main motivation to participate in roles is interest and mobility. Therefore, this semester in the organization of the role of the game, in setting up scenarios to stimulate children's interest in the activities of the basis, pay attention to guide and encourage children to boldly try to obtain experience, from personal experience and gradually know themselves. In this way, we can gradually change spontaneous activity into active activity, which is conducive to the development of children's own potential. For example, in the role-play of "Little Mouse Bakery", our children can choose and utilize various materials to make the special cake they have in mind. They were free to use the materials they wanted to make what they wanted, and they all had a great time. It can be seen that in the game, the children through their own experience from the experience, choose their own feel good method, so that they in a better and faster mastery of the skills at the same time, but also to enhance their role in the game 'interest and confidence.

Second, educational corner games

Educational corner games break through the traditional education of young children in a passive, static state of the situation, not the teacher to tell the knowledge of young children, so that young children passive, static acceptance, but the teacher through the design and provision of the environment for young children to operate in the environment, especially a variety of activities, materials, so that young children in the interaction with the environment and the initiative of the development. For example, in the theme activity of "Science Around Us", we have set up artwork area, science area, language area, puzzle area, construction area and so on. And in the "I found the spring" theme activities, set up a living area, artwork area, language area, construction area, puzzle area, science area, etc.

The first thing that I would like to do is to make sure that you have a good understanding of what is happening in the world.

Secondly, the creation of each corner is also based on the specifics of the theme. Language area usually put some books related to the theme, cards, finger puppets and other materials, post some interesting drawings and some children imitation of children's songs, but also placed some blank paper, pencils and other items of work; art area to put things in addition to some of the regular children's young children's practice supplies, such as scissors, playdough, colored paper, oil stick, etc., but also to put some of the simple handmade works of art demonstration charts, and to encourage young children to paste the They feel satisfied with the painting and other works; in the science area usually provide some children with operating materials, operating materials and theme-related; usually constructive area is based on the theme.

Third, the morning optional activities

In addition to role play and educational corner games, the morning optional activities are also part of the children's play in the park. It is the beginning of a day of kindergarten education and teaching activities, and thus should be carefully organized daily morning activities, to achieve a purpose, have a plan, so that each child can actively and happily participate in, every day have a new harvest. In order to let the children relax and enjoy the morning activities, we take the children free combination, free choice. For example: some children are willing to draw, let him free to imagine painting; some children like to play with colorful clay let him free to pinch, to shape the image; like

play blocks of children can be arbitrarily constructed tall buildings. The first thing we do is to make sure that we have a good idea of what the children are interested in, and that we have prepared a variety of materials for them before they come to school, so that they will be able to get involved in the activities as soon as they arrive at the kindergarten. In the process of activities, we pay attention to observe each child's interest, personality and language development level, and the ability to interact with their peers, so that it is easy to tailor the teaching to help children to solve the problems encountered in the activities, so that the activities are carried out smoothly.

Whether it's role play, educational corner games, or optional activities in the morning, we will summarize the evaluation at the end of the activity. There are many ways to evaluate, sometimes the whole class, sometimes group discussion, but also allow children to evaluate themselves, by the teacher to point out and so on. Children's independent evaluation mainly encourages children to express what they have seen, heard and felt during the game, and to communicate and share with their peers, such as: Encouraging words from the teacher to encourage the children, "The building you built is really high, can you introduce your building experience to everyone? You had a good time playing the game, tell us the happiest and most interesting things in your game, okay?" The children take the initiative to evaluate "What problems did I find? What else should we do to play better in the future? Who I think played well and who didn't." Another example is the teacher's overall evaluation, "Which group of children cleaned up their toys the fastest today?" "I noticed that some of the children did not pack up the toys from the original game before going to another game when they changed games, this should not happen in the next activity." "What new skill did you learn?" "What else do you need to do to make the next game more fun?" And so on.

Of course, in this semester's game activities, there are still some problems we need to pay attention to and improve. For example, when assigning game roles and game tasks, we will designate a few capable children as the person in charge, and the person in charge will then invite others. We found that when the person in charge walked around the class to summon their partners, most of the children watched them nervously with their eyes, their hands raised high, and their mouths kept saying, "Me, me!" However, it is always the same ones who are called away each time, and the rest are often those with poorer routines or weaker abilities. The remaining children are often assigned by the teacher to do something else: go read a book, go play with plasticine. Frustration, sadness, dissatisfaction, all sorts of expressions will immediately appear on the faces of these children, and those who are called upon are not always satisfied with the roles assigned by the teacher or the young head.

In practice, we realized that it is the game that stimulates the children's interest in learning and increases their knowledge of life. In the future game activities, we will strengthen the observation and guidance of young children's games, so that children in the game happy growth and learning.

Kindergarten class regional activities summary Part 3

Regional games are under the guidance of the correct view of education, the view of the child, so that the children's level of understanding, personality qualities, the ability to socialize the important material conditions for the active development of the active. Combined with the theme of activities to carry out independent games, to provide children with rich and effective materials to guide children in a free and relaxed atmosphere of active exploration, learning, regional games is the embodiment of young children in the play of learning, learning to play, education in the game in the best form of one of the good.

This semester, according to the age of the children's characteristics, my class opened a handy workshop, living area, math area, bear supermarket, reading area, performance area, adhere to the daily game activities, guide the children hands, brain, and actively interact with the material. Now the activities of the six months to make a brief summary.

I, the material put

1, according to the children's individual differences put materials.

If the materials provided in the activity area are of the same level of difficulty, they may be too simple and easy for some children to complete, which will make them lose interest and is not conducive to their further development. For others, the materials may be too difficult to accomplish through effort, which may also discourage them. Therefore, on the basis of understanding the developmental level of each child and considering individual and personality differences, we provide manipulative materials of different degrees of difficulty in the activity area for children of different levels to choose. For example, when putting origami materials in the art and craft area and letting children practice folding double triangular objects, teachers can put in materials that utilize double triangles. Teachers can put in the use of double triangle principle of folding a variety of different levels of difficulty of the object, let the children free to choose. This way, each child can choose according to their own needs, they can experience the joy of success.

2, home cooperation and coordination, *** with the preparation of activity materials.

In this semester's regional activities, some of our materials come from the collection of waste from our children's homes. For example, bottles, seeds, floss, eggshells, and so on, all come from the children and parents **** together to collect. The children were very interested in the things they brought with them, and after we put them out, they all went to try to play with them. In this way, under the premise of the children's participation in activities to improve the enthusiasm, the link between home and home is also further close.

3. Regional materials can be used as an extension of the classroom theme activities.

Our class can make regional activities as an extension of the class theme activities, and timely put the materials after the theme activities into the regional activities, so that the children can continue to carry out related theme exploration and operation activities in the regional activities. The materials in the artwork area are basically all put in after the theme activities, so the children basically understand how to operate, and are more interested in it.

The development of children in the activities

1, to give children the space to develop, so that they are free to express and show.

We often watch the children's performances silently from the side, try not to disturb them, fully meet the needs of young children's expression and performance, play a great role in the all-round development of young children.

2. Observe carefully the individual differences in children's development and adjust the activities accordingly.

Children of the same age are not all the same in their development. We designed the "play cards than the size of the" activities in the math area, the ability of the better children can play according to the rules of a one by one, but also to create their own two two or three three than; but there are a few children can not play, and the activities are not interested in. So we made adjustments to address these differences. We changed the game from "compare the size" to "line up small fish", when the cards are lined up to the same number of points, you can eat all the cards between the same number of points. After changing the rules of the game, the less capable children also want to play in the math area, and even compare themselves to who won the most cards.

Three good teacher-child interactions

1, at any time to observe the situation of the children's activities, to give timely guidance, help, to meet the needs of children.

The new Outline points out that teachers should be the supporters, collaborators and guides of children's learning activities. In the regional activities, we can pay attention to the observation of each child's interest in the operation of the situation and the appropriate time to participate in the activities of young children, and children with the exploration, operation, discovery, discussion, problem solving, truly reflect the leading position of the children, rather than in the discovery of the problem, to impose their own views and ideas with the children.

2, with the children's evaluation language to promote regional activities better.

Through the efforts of my class, the regional activities in the garden evaluation won the first prize, although the children's level of play has been improved, but there are still problems in many aspects, such as in the handmade area of the activities of some children will imitate each other, not enough brain; in the supermarket, the children's interactive language is still lacking; in the performance area, we have prepared the props can not meet the needs of each child, so in the next semester in the process of game development, we will continue to use the children's language to promote the development of the children's activities. Therefore, in the next semester of the game to carry out the process, I want to develop a targeted plan and program for these issues, so that each child in a pleasant game activities to improve themselves, so that the children's game level of my class rose to a new level.

Kindergarten class regional activity summary Part 4

According to the teaching and research work plan, my district regional game evaluation activities in May as scheduled. The activity has gone through three phases: pre-preparation, mid-activity evaluation, and post-compilation display.

In the early stages, we held a preparatory meeting to discuss the development of the evaluation program and the division of labor of the judges, so as to make sufficient preparations for the effective implementation of the activities. In the middle of the period, than the combination of evaluation, evaluation to promote the construction. Maximize the role of the judges: on the one hand, the selection of excellent regional activities, more importantly, through targeted, specialized reviews, so that the park in the regional activities of the problem to be solved. Later, on the one hand, the judges sorted out the problems prevalent in regional activities in our region, and at the summary meeting of the activities of the district teacher and researcher to do on behalf of the sorting and upgrading, and combined with the lectures of Hua Aihua teacher's activities in the area of the game and the "Guide" interpretation of the teachers of the district in the organization of regional game activities in the existence of teachers' observation, intervention, evaluation, and other ****ual problems in the training. On the other hand, the organization of teachers to the activities emerged in the excellent garden for observation, show garden in the activities of the observation by the director of the business garden and backbone teachers to make experience, to help the kindergartens in our region in the organization of regional activities in a qualitative improvement.

Nearly two months of regional game evaluation activities have come to an end, the next is the combination of activities carried out by the garden, quiet down to consider how to put the regional game of this kindergarten, the most important and most basic way of activity long-term, effective, normalization of the development of the next!