Kindergarten Educational Activities and Practices Insights

After we have some inspiration, we can usually write an experience to write it down, which can help us to summarize our past thoughts, work and learning. Then how should we write the experience? Here is my collection of kindergarten education activities and practice experience, I hope it can help you.

Kindergarten educational activities and practice experience 1

Spring flowers, spring breeze, pleasant climate, is a good time to go out and play. The kindergarten organized a spring tour for all the children. Let the children into nature, close to nature, fully feel the colorful spring and the joy of harvest!

Children with a cheerful and novel desire to come to the park with the teachers, in the park children everywhere feel the breath of spring: warm sunshine, fresh air, full of young green. Don't look at the children's age, but in the teacher's language guide, they use all kinds of senses to find the spring girl. "Teacher, Miss Spring is hiding in the grass!" "Teacher, Miss Spring is in the trees." The children pointed to the shoots coming out of the trees and said. "Teacher, the spring girl is on me!" Everyone was so curious that they searched on him. "The spring girl is on me, my clothes are getting thinner and thinner." In a free, pleasant and relaxed atmosphere, the children used their own senses and their own words to feel and describe the spring girl: it was in the soft grass, it was in the brightly colored flowers, it was in the swaying willows, and the children rolled and crawled on the tender, soft grass to their heart's content, enjoying the warmth that spring brings to us. Spring is there, spring in all corners, spring in the children's smiling faces.

In the spring activities, parents have prepared a small pocket for their children, the children, peeled orange peel, wiped paper towels and other garbage, consciously put into their respective bags, and then thrown into the garbage can. When they couldn't find a trash can, the children didn't just throw it away, but carried the small bag until they threw it into the designated place. The children also picked up the food bags that were blown to the ground by the wind. Looking at the children's busy figure for the environment, people in the park have crossed their thumbs, praising us for being the little guardians of the environment!

In such mass activities, it is evident that the children not only have fun, but also know more to pay attention to the protection of our environment, care for our environment.

Kindergarten parent-child spring tour summary, the spring tour was held successfully, teachers and children are harvesting a different experience, about this spring tour we summarize the experience, in order to better carry out the work of teaching.

Kindergarten education activities and practice experience 2

There is no second childhood. Childhood comes and goes quickly. The growing child is often impatient for his current needs and wants to get them right away, and after a while some things will seem too late. If he is not adequately fed and well cared for in childhood, he will not be able to cope with all that we expect of him in the future. If he is deprived of the opportunity to develop properly his intellectual, physical and interpersonal relationships early in his childhood, it will be difficult to make up for this later. The moments he remembers best, is most eager to learn, and is ready to learn, will no longer be valued.

Parenting is a modeling of participation in a real situation, a fusion of activity and guidance. Teachers, parents and children *** with the same time, encountered specific problems, the teacher to give timely help. Parent-child activities, parents are both the bearer and the activities of the transmitter, mobilizing their participation in the enthusiasm, so that they get the correct concept of parenting and child-rearing methods, and will be integrated into the concepts and methods to get along with the child every moment to ultimately achieve a healthy and harmonious development of the child. This development is comprehensive, three-dimensional, rich, and the realization of this development is the fundamental purpose of our parent-child activities.

Strategy 1: Do a good job of publicizing parenting education.

1, held a parent-child parents meeting, to introduce parents to the parent-child activities of the purpose, significance, in the activities of the parents should assume the role of parents as well as the need for parents to cooperate with and pay attention to the matters and so on. In addition, we also explained to parents the history and characteristics of our parenting education, and asked for their cooperation.

2, targeted distribution of publicity materials and free consultation activities, so that more people understand the importance of parent-child education.

Parenting education is a new term for society, and the development and popularization of parenting education is a new field for us and parents. Therefore, we in the many educational information, screening suitable for this age group of young children's development of information, the use of the production of the form of garden newspaper distributed to parents, so that parents have a targeted understanding of the current education of children to understand some of the issues to understand. In addition, free counseling activities can be more parents to understand what the parent-child education, their own responsibility in parent-child education.

Strategy 2: Utilize interviews to understand parents' concepts of education and provide targeted guidance.

We use the form of interviews to learn as much as possible about the caregivers in the parent-child education kind. Kinds of information, through the understanding of the 35 young child caregivers, we saw their confusion in the education of children, and targeted to develop guidance strategies, so as to help parents as soon as possible to improve the level of upbringing, for the child's lifelong education of the basic education to lay a good foundation. For example, when talking about how to deal with disagreements between themselves and their children, our conversation went like this: Yu'er's mother said, "I'll ignore her first and reason with her when she calms down." "She is only 2 years old, can she understand if you reason with her"? "She can understand and accept it, I think it's more effective than talking to her directly. If you want to discipline her at that time, she must be especially ning and not accepting, she will cry and have to do it. Then I'd just ignore her or wait until after this and then I'd reason with her slowly." I said, "You do this especially well, for the child has a wait, the child has a vent, wait for the child's emotions to calm down, and then reason." The above conversation content, help parents know their own in the education of children which is the success of the experience, which is the need to improve the place, so as to enhance the parents of scientific parenting confidence.

Strategy 3: Developing parental education resources and realizing the integration of education resources.

1. Utilize the resources around you to educate parents and inspire them.

For example: once, Zhuang Zhuang and his mother played the game of stringing beads, the mother in the process of guiding the baby, the use of the game method of playing this toy changes, such as: recognize the color, quantity, counting, comparing how many, so that the baby's interest lasts a long time. This method of guiding multiple play with one object reflected the parents' advanced educational philosophy. So, after the game, the teacher asked this family to give a demonstration to the whole family so that other parents were inspired by it.

In addition, when problems are identified, we invite parents to participate in the discussion and brainstorming. For example, how should parents face the issue of their children being hit in interactions. Some parents believe that children fight among themselves is a normal phenomenon, the child which is not beaten; some parents believe that the child was beaten parents should be timely to stop, or to help solve the problem; there are parents believe that the child should be reasoned with and so on. Parents have expressed their views on this phenomenon, but did not see the reason why children fight among themselves. So, the teacher helped the parents to analyze the reasons for the fight between children may be: children's language development is later than the development of movement, the child can only fight or fight to solve the problem or the child often feel the adults in the dissatisfaction of the fight to vent their feelings and so on. Teachers and parents expressed a variety of views on the same issue, helping parents to analyze the physical, psychological, environmental and educational aspects of the problem, so that parents can look at what is happening around their children from a variety of perspectives.

2. Hand-in-Hand Theme Experience Sharing and Communication

Hand-in-Hand Experience Sharing and Communication was developed from the fact that during the interviews, I found that the parents had a lot of experience in educating their children that was better than ours, and that their experience was obtained through their own attempts and was effective, and therefore we thought that this kind of valuable experience should be introduced to more parents. Therefore, we thought that this valuable experience should be introduced to more parents, which can not only mobilize parents to participate in education, but also make up for our shortcomings in education. Therefore, we recorded some effective examples of parents in educating their children, such as: parents respecting their children, getting along with their children as equals, and how to cultivate their children's willpower, etc., and asked them to introduce them to all the parents in the Parent-Children's Garden, so that they could be inspired and learn from them in educating their children in the future. In addition, teachers and parents also discussed some *** issues, such as: what to do when the child is willful? When the child is disobedient in front of outsiders is to give face to the child, or to give face to the child and so on. Parents expressed their views, and the teacher also elaborated on how to cultivate emotional intelligence and the importance of paying attention to children's emotions and feelings. After the activity, parents expressed their willingness to discuss with teachers *** with some of the problems in education, but also willing to *** with the sharing of scientific parenting experience.

Strategy 4: Enrich the content of activities and expand the educational environment.

1, feel around everywhere is education - hiking.

The old Mr. Chen Heqin pointed out: "Nature is our best teacher, nature is full of living teaching materials, nature is our textbook ......", so we will create the environment to expand the space to nature. We regularly take children to the park or community to visit, using the children's natural curiosity, encourage them to touch, to see, to smell, to listen, with their personal experience to feel this colorful, ever-changing world. In organizing parent-child classes, we took the initiative to send early parenting education to the community and led children and their parents to visit the Longen Chalet in Longshan. Prior to the trip, we carefully prepared for all aspects of the trip, formulated a detailed emergency plan, contacted the tour company's car, sent a letter to parents, signed a safety certificate of responsibility, etc., so that the children and their parents can enjoy the trip without worrying about the situation, and feel the education in the natural environment to their heart's content. At the same time, teachers also consciously help parents to capture the educational opportunities around them. For example, on the way to the park, the teacher found some small mushrooms growing out of the roots of the trees, so he asked the children to observe them and let them observe the shape of the mushrooms, and asked them to touch them to see how they felt, and then the parents said, "Look how the small mushrooms are growing towards the umbrella," and then the parents said, "I want to know how the small mushrooms are growing towards the umbrella. In addition, after arriving at the park, a child named DuoDuo wanted to see the ducklings, his mother brought some food for our children and came to the lake to feed the ducks with the children, Mr. Zang fed the ducks and asked the children to learn the quacking of the ducks and observe the shape of the ducks. When we came to the shore, Ms. Zang asked the children to learn how to walk with the ducklings. (On the slope of stones) and so on. These two small cases are not thought of in our plan, but in the natural environment naturally occurring, the teacher will be timely to capture the educational opportunities, so that parents and children in the unknowingly educated. I think the space for educational activities should not only be fixed in the kindergarten, but also fully explore the educational resources of the environment, so that the children in the real, natural environment to receive the appropriate education, but also let the parents personally feel that the surrounding everywhere is the education.

2. Feeling educated all around - integrating the education of daily life.

In the parent-child activities, there is a phenomenon: in the activities, we see more than the parents' hands, even if we can see the children's hands, but also in the parent's hands under the traction. This phenomenon makes us worry: where did the child's hand go? The child's naturally active hands and feet are bound by the parents' deformed educational philosophy. Parents are afraid of children's failure, afraid of children's aggrievement, afraid of children can not ...... many worries make the child's sound hands atrophied, so that the emergence of the child's willfulness, timidity and some bad behavioral habits. In response to the above, we have adjusted the content of parent-child activities and guidance strategy, the daily life of the formation of education into our parent-child activities, and to guide parents in their daily lives how to appreciate their children, how to provide children with the opportunity to obtain success and self-confidence.

In the parent-child activities, I found Xiao Xiao's mother's hand always pulling Xiao Xiao or holding Xiao Xiao, I asked the mother, "Why don't you let Xiao Xiao do it by himself?" "I'm afraid he can't do it well. Besides, the child is so small, he can't do it?" After listening to Xiaoxiao's mom's words, I began to reflect on whether the content of our parent-child activities is reasonable and comprehensive, and the cultivation of children's self-knowledge and self-care ability is also a content that we can't neglect in our parent-child activities. So we adjusted the activity time of the weekend parent-child class from 1 hour to 2 hours; the activity content increased the development of life ability and self-care ability. Such as: moving small chairs, putting away toys, washing hands, adding food, etc.. Through these activities, we guide parents to free their children's hands, and through these activities, we let parents discover their children's abilities, believe in their children, and appreciate their children. We guide parents to give their children as many opportunities as possible to exercise, and gradually realize that education is everywhere around them.

3. Feeling surrounded by education - based on the actuality of the park, to carry out the theme of the big with the small activities.

In an outdoor activity of `dispersal activities in the process, there is a scene: LvYingkun, SuShaopeng and other children around the parent-child class of a weak little boy said something, I went over to see, the original, LvYingkun children with a piece of sugar to the little boy, and then, and to take him to play the slide. At this time, the little boy's mother said, "Junjun, mommy will play with you." Only Jun Jun looked up at his mom as if he was going to say something. "Who is your child usually with?" I asked mom. "Usually I usually take him and rarely play with others. I brought him to the parenting class because I want him to be cheerful, he's afraid of seeing strangers now." After listening to Junjun's mother, I quickly said to her, "Junjun looks as if he is rather introverted and timid, you should let him get in touch with more little friends and socialize with others, isn't this a good opportunity?" "You few take your little brother to play on the slide, be careful not to touch him." At that moment, a few children from our class ran to the slide with Jun Jun. Under my watchful eye, they played the slide twice. Seeing how well Junjun did, Junjun's mom smiled. This incident triggered us to interview and screen parents for the purpose of attending the parenting class. In the interviews with parents, 76% of parents wanted their children to socialize more with their partners. The children in our Pre-K1 class became the favorite "partners" of the children in the Parent-Child Class every day. This phenomenon inspired us to try the "big with little" activity in parent-child activities. On the one hand, it allows parents to observe and learn more about their children's interactions with others in a natural state; on the other hand, it also allows parents to realize that their children's interaction partners are diversified, and that "same-age" partners are necessary and "older" partners are essential. The first time I've seen this, I've seen it in my life, and I've seen it in my life.

Strategy #5: Parent-child activities are modeled and directed more towards the parents.

Parent-child activities, strengthen the parents and young children random guidance, timely kindergarten and home education content, education form to do time and space migration. So that parents feel that parenting education is not a difficult thing, it is always visible, do not need parents how deep theoretical knowledge, only need a heart to put themselves in the shoes of young children. For example, in the area of educational skills: when organizing the activity of using small sand hammers to give rhythm to the music, the teacher naturally told the parents in her guidance that when they went home, they could use small bottles to fill them with beans or rice, and then seal the bottles before they could play the game. Teachers' targeted guidance shortens the distance between teachers and parents, so that parents can learn to learn by example in educating their children and deal with some of the problems they encounter flexibly. In the cultivation of children's emotions, teachers will be emotionally full of parents and children, when the child makes a little progress will use words, expressions, hugs and other ways to tell the child that we are happy for their progress, and at the same time, to establish the child's self-confidence also play a certain role in promoting. In addition, when children have certain behavioral problems, teachers will take the initiative to help parents analyze their children's possible emotional problems or skill problems. For example, when a child is playing with building blocks, the child may repeatedly build up, push down, build up, push down, and in the face of this phenomenon, the parents will think that the child is destroying, but in fact, the child is interested in pushing this action, and in the repeated build up, push down the action of discovering, and feeling some changes, etc.

This is the first time that a child's behavior has changed.

In short, in the process of exploring parent-child education, we have provided parents and babies with a rich educational environment and a harmonious psychological environment as well as opportunities for exchange of parental experiences through different forms of activities. Continuous exploration and practice so that we feel more and more to change the parents' concept of education to carry out the importance and effectiveness of parent-child education, it is to cultivate the "root" of the cause not only plays a pivotal role in promoting, but also for the improvement of the quality of the nation to lay a solid foundation.

Kindergarten education activities and practice 3

Recently organized and participated in various types of on-site observation and exchange of teaching and research activities, the topic of discussion is basically centered on the kindergarten's outdoor activities, in the value of kindergarten outdoor and the goal of the kindergarten, we basically agree to the game as the basic activities of the point of view, and also agree that the game contains the children's physical movement, the game process itself with a The process of play itself carries the function of promoting young children's movement development and physical fitness enhancement. Then, we need to keep clarifying two key words, that is, what is real play? How can we call it a basic activity?

Play is the vehicle through which young children learn and develop, because the most important thing young children learn is not to be told by others, but to construct knowledge by interacting with the physical world and with other children. The definition of play in kindergarten is very different from that in other school years, where it is more necessary to reflect the spirit of independent, free, creative and enjoyable play, and whether or not it reflects the spirit of play, we can observe and judge from these criteria:

First, whether children are free to choose or voluntarily take part in the activities; i.e., we can judge their internal motivation from the outward behavior of the children participating in the activities: this activity (the activity) is the most important part of the children's learning and development. Does he participate in this activity (or the materials he chooses to use) voluntarily out of his inner interest or is it arranged for him? Is the activity (or material) something he freely chooses to participate in, or is he asked to participate in?

Secondly, whether the child can decide on the way and method of the activity; i.e., who is in control of the way and method of the activity, we can judge this by observing the way and method of the child's activity. For example, the use of materials and the way to use them is determined by the child's own interest and need to play, or is it limited by the content of the area and the rules and requirements set by the teacher. In other words, is the use of the material a teacher-designated movement exercise or a child's own way of playing? For example, is the content and rules of the game determined by the children themselves or by the teacher based on the needs of the area or exercise?

Third, whether children seek or worry about rewards and punishments outside of play. The purpose of children's play is to satisfy their own inner desire to explore the world and their spiritual need for pleasure, not for external affirmation or rewards and punishments. Therefore, it is worthwhile to reflect on and improve whether children are subject to adult intervention in the process of play, and whether such intervention is to evaluate the right and wrong, good and bad, reward and punishment of children's play behaviors, and whether it makes children unable to concentrate on and devote themselves to their play.

Of course, not all the games that meet the above conditions can promote children's learning and development. The difference between games in kindergarten and other games lies in the fact that it needs to have the dual characteristics of naturalness and education, the environment and materials for children's games are provided by the kindergarten and kindergarten teachers. These materials and environments can satisfy children's multi-sensory perception, and these materials and environments can enable children to acquire new and useful experiences, and only when these foundations are in place can children's games be born, and in the process of the games, teachers also have a variety of identities and roles because of the existence of the games, such as observers of the games, collaborators, and the maintainers of the order and safety and so on, and all of these are very worthwhile to discover and accumulate operational experiences in our practice. Accumulation of operational experience.

Kindergarten education activities and practice experience 4

Yesterday participated in the "parent-child activities" organized by the ladder kindergarten, although only a short half-day, but the activities arranged very rich and compact, parents and children performed bubble gum and picking peaches, top ping-pong relay race, in the whole process of the activities and competitions, I got a lot of gains with my child. The children and I gained a lot from the whole activity and competition.

From the layout of the event, the program, and other aspects, all reflect the teachers' care and teaching of children, from the layout of the campus can be seen, each teacher carefully arranged, the results of hard work.

The growth of children can not be separated from the kindergarten teachers, without your patience, education, guidance, children's growth is slow, knowledge is shallow. Children have different personalities, from individual to team life, which requires every teacher bit by bit of education and guidance, and now see the children as smart and lively, here cohesion of every teacher's hard work and wisdom, as a parent heart is very happy, but also very grateful to the teachers.

The school arranged this opportunity is very good, in the parent-child activities, not only to make the child feel the warmth of the parents and affection, but also to make the parents and teachers to communicate with each other on the issue of children's education, but also let the parents in the busy work of the spare time to have a relaxing, enjoyable, leisure time. In the future, as parents, we will continue to hold and cooperate with the teacher's educational work, and actively participate in the school held powder parent-child activities!

Heartfelt wishes to all teachers: good health, happy family!

May the children: every day happy, safe and sound!

Wish our kindergarten: fruitful and on the ladder again!

Kindergarten Educational Activities and Practices 5

When the Dragon Boat Festival, a traditional Chinese festival, is approaching, in order to let the children further understand some of the customs and origins of the Dragon Boat Festival, and to cultivate the children's interest in the traditional Chinese culture, on June 19th, we held a workshop on the Dragon Boat Festival. On June 19, ___, the kindergarten carried out the Dragon Boat Festival theme activities of the happy package dumplings activities, the children and teachers in the middle and large classes together with their hands to pack dumplings, while the children of the small class is free to visit, some children are also actively involved in it, we all experience the joy of packages of rice dumplings.

A few days before the event, the teachers had already explained many Dragon Boat Festival customs to the children. The children were touched by the stories told by the teachers, and one of the most popular and impressive was the story of Qu Yuan. Through the teachers' explanations, the children understood the origin and meaning of the Dragon Boat Festival, and learned about the traditional customs and culture of our country.

The kindergarten teachers also prepared the materials for wrapping the dumplings early, first of all, the children got to know the palm leaves, glutinous rice, black sesame filling, ham sausage, and other materials, and then prepared to wrap the dumplings under the guidance of the teacher.

The teacher first demonstrated how to make dumplings, and the children listened carefully. After the demonstration, the children also can not wait to act, only to see a pair of tender hands "busy" shuttle in a green leaves between the rice dumplings ", a few minutes later, in the children's hard work, a variety of forms of rice dumplings jumped on the table, although not the way, but contains the children's sweet heart. The children's sweet heart and blood.

The purpose of this activity is to let the children feel the charm of traditional Chinese culture. Through the activities, the children know that the fifth day of the fifth month of the lunar calendar is a day of family reunion, and there are customs of eating five yellow, hanging five ends, dyeing red eggs, wearing scented buns, racing dragon boats, and tasting zongzi.

In this meaningful activity, the children learned to make zongzi in a strong festive atmosphere, not only to exercise and develop the children's hands, but also to enhance the children's understanding of traditional Chinese culture, which is very beneficial.