Why kindergartens should carry out regional game activities

With the value and function of kindergarten regional activities becoming more and more prominent, many kindergartens break the traditional spatial layout, set up a variety of activity areas for young children, to give young children the opportunity and possibility of active development. The creation of activity areas is particularly important. The important purpose of creating activity areas is to create an environment that encourages children to make free choices, facilitates children's manipulation and bold exploration, and promotes the comprehensive and harmonious development of children's bodies and minds. So, how should we create the area to make the regional environment more innovative and more conducive to the development of children's personality? After practicing and trying, there are the following insights.

I, the significance and value of kindergarten regional activities

(a) What is regional activities

Regional activities of young children's most joyful activities, refers to the teacher according to the goals of education and early childhood development of the water, purposeful creation of the activity environment, put the activity materials, let the children according to their own wishes and abilities, in a specific environment, to manipulate the way the main individualized independent learning activities. They are able to carry out individualized independent learning activities and develop fully through interaction with materials, peers and teachers.

(2) Forms of regional activities

The forms of regional activities are as follows: collective activities, group activities, self-selected activities, free activities, thematic activities and joint activities.

Collective activities are regarded as one of the ways to educate children collectively, such as: when all children need to learn a certain knowledge or skill, according to the goal of the activity, put appropriate operating materials in one or more related areas, so that the children can perceive the content and gain experience through free exploration activities.

The grouping activity is to regard the activity area as a place for teaching children in groups. It is mainly used in the development of intelligence, to help some children to obtain a certain knowledge, skills, in the relevant activity area, the children with special needs for the necessary counseling. Secondly, it is the beginning stage of activity area activities to ensure that every child is familiar with the contents, materials and tools used in each area. Thirdly, there are not enough teaching materials to make a handful of copies.

Self-selected activities are characterized by activities that take place in artificially created "natural situations. It is mainly suitable for the mature stage of activity area, and the children are more familiar with the materials and methods of playing in each area.

Free activity is characterized by a process in which the inner motivation of the children's body is fully stimulated, and the children are engaged in "spontaneous learning," in which they interact more actively with the environment. The main difference between it and the self-selected form of activity is that the process of proposing the area, selecting the content, adding materials, and so on, everywhere reflects the randomness and active participation of young children, and the teacher's educational intentions are constantly adjusted in the activities, and flexibly realized. It is mainly adapted to the advanced stage of activity area activities. Then there are some specific activity areas, such as: role area (doll house, department store, etc.).

Thematic activities are characterized by the activities of each area closely surrounding a theme, the choice of content, the placement of materials to serve the realization of the theme objectives. The scope of adaptation is that the educational content requires a variety of forms of activities to work together in order to complete, in order to deepen the impression and promote the understanding of young children.

(3) Why carry out kindergarten regional activities

Kindergarten regional activities is a form of early childhood education in recent years in China's early childhood education has been widely practiced, it is through the provision of appropriate activities for young children in the environment and materials, to promote children's active activities, independent choice, communication and continuous exploration, to achieve the purpose of promoting the quality of the overall improvement. Its main features include the characteristics of children's activities and the characteristics of teachers' activities.

1. The characteristics of children's activities.

A. Promoting active activities of young children

Regional activities break through the traditional education of young children in a passive, static state of the situation, not the teacher to instill knowledge into the child, so that the child passive, static acceptance, but the teacher through the design and provision of young children to operate in the environment, especially a variety of activities, materials, so that young children in the interactions of the environment to take the initiative to get the development of activities, fully reflecting the initiative of young children, and fully reflect the development of young children. Instead, teachers design and provide the environment, especially various activity materials, for children to develop through activities in interaction with the environment, fully reflecting children's initiative and practicability. Since the activity areas set up by teachers and the activity materials provided for each activity area can be regarded as the actual objects of the children's independent activities and the materialization of the content of early childhood education, we can regard the activity area materials as the material basis for the children's active activities. Only with such a material foundation can children's active activities be put into practice.

B, to promote the independent choice of young children

Kindergarten permanent activity areas are daily life practice area, language area, math area, science area, art area, music performance area, dolls, planting area, etc., involving various aspects of the development of young children's various activities for young children to make their own choices to provide a wide range of space to meet the needs of young children to choose according to their own interests, types of development, It can satisfy the need for children to make their own choices according to their interests, types of development, and areas of strength. The kindergarten activity area setting also shows the hierarchy while showing the regional nature. The primary, middle and large classes show the hierarchy through the different setting of the area and the different degree of difficulty of the materials, and even the same type of activities in the same class show the hierarchy by providing different levels of materials, and the multi-level activity materials suitable for different levels of development of the young children and different learning rhythms provide the independent choices of the young children. The gradual progression can meet the needs of different children to make their own choices according to their own developmental levels and learning rhythms.

C. Promoting Mutual Communication

The activities of children in the same activity area can be regarded as a group activity where children are brought together by the ****same or similar interests and developmental needs. It can be said that in this group, every child is consciously or unconsciously pay attention to what their peers say and do, and paying attention to what their peers say and do becomes a common phenomenon that exists in every child. Since the motivation and inspiration from peers are often more effective than the teacher's lectures in arousing the children's desire for knowledge and the spirit of exploration, every child is able to make new sparks through the mutual exchanges between peers and the resultant mutual motivation and inspiration, which in turn promotes the children's continuous new explorations in the activity area. It can be said that in the regional activities, the mutual observation, learning, inspiration and motivation among children is regular, is inevitable for the regional activities, and is also an important driving force for the children to continue to progress and improve.

D, promote the continuous exploration of young children

Cultivating young children's curiosity, inquisitiveness and initial sense of creativity is an important aspect of kindergarten quality education. Regional activities can play an important role in providing children with an environment and materials for their continuous exploration as well as targeted individual guidance from teachers. It can be said that young children's initial creative consciousness is born in the activities of constantly manipulating actual objects, and their initial creative ability is also developed in the activities of constantly manipulating actual objects, and the hands-on, minds-on, continuous practical activities are the starting point of young children's creative activities. In this sense, kindergarten regional activities provide a broad space and unlimited opportunities for promoting children's continuous exploration and the emergence of their creative consciousness and the development of their initial creative ability.

1. Characteristics of teachers' activities

A. Motivation of activities

In regional activities, teachers should first learn to observe and pay attention to discovering the interests of children's activities. For example, what are the themes, contents and toy materials of the games that children like, and why do they like them? What they say and do in the game, and then understand the level of children's activities and different children in the activities of individual differences, and according to the children's activities, flexible implementation of their own predetermined plan of activities, maneuvering to adjust the activities of the objectives, content and guidance procedures. The teacher's goals are effectively transformed into the internal needs of the children.

B. Responsiveness of activities.

The teacher is not the initiator of the activity, but he or she should make a specific response to the children's activities. First, the supportive response to the activities of young children, that is, according to the children in the activities of the event of the contradictions, difficulties, confusion, to give suitable, timely, moderate support, to provide problem-solving information, clues and thinking steps, to promote the activities of young children to continue with the development of young children to help complete the activities of young children program; the second is manifested in the activities of the young children of the recognition of response to young children to participate in the activities of young children in the capacity of young children's partners, according to young children's activities Secondly, it is a response of recognition to children's activities, participating in children's activities as partners, participating in children's activities according to children's activities, identifying with children's activities and sharing children's achievements; thirdly, it is a response of guidance to children's negative activities, i.e., exploring the potential significance of children's negative activities, grasping the educational value that can be utilized and has a generative significance, and inducing children to change the activity plan and guiding them to develop positively.

C. Non-entitlement of activities.

The teacher participates in the activities mainly as a companion and supporter of the children, instead of leading the activities as an organizer and conductor, and supports the activities mainly in the tone of suggestion and consultation, instead of controlling the activities in the tone of instruction and demand. In regional activities, teachers always treat young children with equality and respect. Respecting their activities and the results of their activities, children are allowed to stick to their own activity plans and retain their own wishes and opinions. Teachers should not intervene and influence children's activities with teachers' rights.

D. The hidden nature of the activity.

In regional activities, in order not to let the children perceive the teacher's control, and to ensure the openness and autonomy of the children's activities, the teacher often acts as a partner in the game to provide covert guidance, establishes friendly and equal relations with the children in the game, and uses inspiring and suggestive language to guide. At the same time, teachers should indirectly influence children with their own activity plans and requirements through the activity materials provided, the environmental atmosphere created, and the examples and exemplary behaviors displayed in a covert way, rather than directly presenting their own activity plans and requirements. In the process of activities, the teacher's guidance of young children's activities should also be taken in a covert material implied method, behavioral influence method, emotional rendering method and other ways to imply young children, so that it is easy and comfortable, selective and active to accept the teacher's influence, to obtain the development. For example: small children are more interested in the doll house, but self-centered, often put the doll aside to take into account, the teacher found that the conscious guidance of young children to pay attention to the doll, encountered young children, said: "Oops, the baby mama (daddy) long time no see your baby, she is good?" Then the children will naturally think of their own dolls. Young children's age, life experience, skills and other relative lack of teacher participation can not only enrich the life experience of young children, but also make the content and plot of the game richer.