Significance and benefits of children's manual labor

What is the significance of children's handmade production to children's development?

The child's intelligence is embodied in his fingertips. Only by letting children practice more, use their brains more and participate in various sensory activities can children's wisdom and ability be developed to the maximum extent. Handmade is a typical combination of hand and brain and hand-eye coordination, which is beneficial to the all-round development of students' brain and creativity. This characteristic which meets the needs of children's physical and mental development determines its practical value. 1, promoting the development of physiological mechanism Brain science reveals that there is a relative division of labor between the left and right hemispheres of the brain. The left hemisphere is the dominant hemisphere of language logic, which is in charge of logical psychological activities, such as logical memory and logical thinking. The right brain is an illogical psychological activity place, which is in charge of mood, emotion, image memory, spatial perception, intuition, artistic appreciation and so on. The left and right hemispheres play their respective roles in students' creative activities and are indispensable. However, for a long time, the focus of the teaching process has been more on logical memory, while ignoring intuition, inspiration and emotional learning, which makes the development of the right brain and the communication between the left and right brains seem very weak. Handmade needs synchronous cooperation and communication between the left and right brains to complete. In the process of hand-making, all the sensory activities of children are mobilized, which is not only the cooperation and coordination of left and right hands, but also the coordinated training of hands and brains. Students can stimulate creative desire and inspiration through practical operation and perceptual knowledge, and complete the original design intention through the selection and collocation of materials and tools, so as to achieve perfect design effect. This is consistent with the fact that the evolution of hand promoted the evolution of brain in the process of human evolution to apes. 2. Promoting the development of mental health In primary school, due to the development and growth of cerebral cortex, students' brain activity ability is greatly enhanced, and the process of excitement and inhibition is gradually balanced. They accept the outside world better, control their own behavior better, and their thinking imagination keeps developing. In the serious and happy hands-on production, students' emotion, willpower and personality are cultivated, so as to achieve the purpose of cultivating sentiment, enlightening wisdom and all-round development of body and mind. 3. Promote the openness of themes and materials in manual production, so that students' creative personality can be brought into full play. They are not bound by behavior patterns and norms, but just try boldly, so they are more open than other activities in manual production, fully show their existing level, create imaginary things through manual production, and develop students' observation, memory, imagination and creativity in the process from virtual to real. 4. Promote the development of communication skills. In the process of handcrafting, children often need mutual cooperation and help, which exercises their communication skills.

What is the significance of creative handicraft in kindergarten to promote children's learning?

Creativity is innovation, which is conducive to cultivating children's innovative ability. To use both hands and brains, to develop children's hand-brain coordination ability and promote brain development is conducive to children's intellectual development.

On the surface, this is the case, but the cultivation of people's various abilities is understandable, and the development of children's spatial intelligence is also extended.

How to Cultivate Children's Creative Ability in Handicraft Activities

On how to cultivate children's hands-on operation ability in creative manual activities

Children are naturally lively and active. They like to explore this wonderful world with their own hands and all their senses. However, due to their young age, many factors prevent children from exploring the world. This requires our kindergarten teachers to actively cultivate children's practical ability, so that children have enough skills and abilities to explore all the interesting things they want to know in the world. Of all the courses in kindergarten, I think handicraft is a course that can cultivate children's hands-on ability.

Keywords: creative manual operation ability

First, the significance of cultivating children's hands-on operation ability

The hand is the mirror of thought, something that can only be developed by strength, a great cultivator of consciousness and a creator of wisdom. Many scientists have pointed out that children's intelligence is at their fingertips, and many scientists have confirmed that there are inextricably linked hands and brains. Practicing hands is practicing brains. The finer and more flexible a child's hand movements are, the smarter he is and the more creative he is. Therefore, it is extremely necessary to cultivate children's practical ability.

Second, how to cultivate children's hands-on operation ability

(1) Let children participate in collecting materials to stimulate their interest and desire for production.

Einstein once said, "Interest is the best teacher." How to stimulate children's interest and desire in making products? First of all, we can let children participate in the process of collecting materials before class, so that children will be interested in the materials made first, and then interest in materials will lead to interest in subsequent courses. For example, in a creative handicraft class "Leaf Collage", I first asked parents to take their children to look for fallen leaves in the environment around their children, and asked parents to let their children introduce what leaves they found and what characteristics these leaves have, so that children can initially feel the fun of making materials. In the process of collecting materials, they often get richer feelings, which also lays a good foundation for children's future creation.

(B), through creative manual activities to cultivate children's hands-on ability

Children's colorful creative manual activities such as clay sculpture, paper cutting, hand weaving and weaving are all carried out under the coordinated operation of both hands. In the creative handicraft activities, children are provided with rich natural objects such as wheat straw, leaves, seeds and pebbles, and they are guided to make their favorite works by tearing, spelling, placing and pasting. In children's hands, apples become chubby dolls; Onions become fresh lotus flowers; The dog tail grass has become a lifelike caterpillar; Tree vines and grass vines have become Chinese knots; Chaff and straw are collaged into boats and houses; Chestnut shells made hedgehogs; Chicken feathers and duck feathers have become children's favorite badminton and so on. In the process of creation and imagination, children are immersed in the world they weave, which not only gives them a good experience, but also enjoys the fun of creation. So how to set up creative manual courses to cultivate children's hands-on operation ability?

1, organize a reasonable "lead-in" part to stimulate children's interest in learning.

Interest is the motivation to promote children's learning. Creating an interesting learning environment can attract children to actively participate in the learning process and actively carry out creative manual activities. Creative handicraft activities conform to children's thinking characteristics, integrate color and modeling, reproduce children's inner voice, and are deeply loved by children. However, in creative manual teaching activities, children will not be interested if they are "introduced" flatly, so that children are in a passive position in the whole art teaching activities, rather than actively learning. Therefore, we must organize the "lead-in" link in teaching activities, so as to effectively mobilize children's interest and enthusiasm in learning. For example, in the creative manual activity of "Popsicle Plane", children should be taught to make airplanes with popsicles. I use a story to introduce: "the small animals in the forest are going to travel far away." What means of transportation do they need to go far away to get there quickly? " When the children heard that the small animals were going to travel, they all cheered up and rushed to say that they would go by plane. I asked again, "But don't small animals have planes?" The children used their brains and said that they could help small animals make planes. This naturally introduces the theme and quickly mobilizes the enthusiasm of children for creative manual activities. The children all laughed happily when they saw the small animals sitting on their own planes.

2, according to the different levels of development of different children, put different operating materials for children to choose from, and promote each child to improve on the original basis.

Children like to play with it ... >>

What is the educational significance of creative handicrafts in kindergartens?

It is conducive to cultivating children's innovative ability, combining children's hands and brains, promoting children's hand-brain coordination ability, promoting brain development, and facilitating children's intellectual development. Learn more and pay attention to my Duobao Paradise.

What is the significance of children's exposure to art activities?

I'm glad to tell you!

Art appreciation education can not only promote the formation of children's good artistic literacy, but also play a positive role in other aspects of children's development.

First, it helps to broaden children's horizons.

In art appreciation education, exposing children to works of different historical ages and different themes is not only the material for aesthetic appreciation from the artistic perspective, but also the material for understanding historical events, social life, cultural differences between the East and the West and complex human emotions from the historical and cultural perspective. It is helpful to broaden children's horizons, expand their knowledge and help them accumulate certain social, historical and cultural knowledge.

For example, altamira Rock Paintings in Spain and Lascaux Rock Paintings in France are world-famous prehistoric rock paintings. Some animals depicted by primitive people, such as bison, wild horses, wild boar and elk, are chasing and running, while others are struggling with injuries. Before enjoying these murals, teachers and children briefly discussed primitive people and primitive social life, such as the age, appearance and living conditions of primitive people, which not only broadened children's horizons, but also laid the foundation for children to understand murals. During the activity, the teacher guided the children to appreciate the animal's posture and the vivid and powerful lines of the works, and discussed various problems in and out of the picture. For example, while enjoying the "Horsehead in Lascaux Cave", the children raised many questions: "There are thorns-like lines on the horsehead. Is this an animal's mane or a sharp arrow that hits it? Why did primitive people use curves to draw a horse that was about to fall to the ground? Why do they only draw animals and nothing else? " Through discussion, the children learned that all this was related to the hunting-oriented life of primitive people, which was a reflection of primitive people's emphasis on food. Primitive people thought that painting an image of an animal that was hit or captured was equivalent to hitting or capturing the animal itself. The more realistic it is, the greater the magic it shows. Through appreciation, children not only gained rich aesthetic experience, but also deepened their understanding of primitive people and primitive social life.

Second, it is conducive to developing children's imagination and creativity.

Art appreciation is a process in which the works of art itself, the artist's life and social background interact with the life experience, knowledge background and emotion of the appreciator. In fact, the process of art appreciation is the process of active creation by the appreciator. A work of art is like an engine, which mobilizes the potential creativity of the viewer, while the viewer mobilizes all his knowledge, experience and personality to create, so that the object of artistic appreciation has a unique personality and creative color. From the perspective of contemporary reception aesthetics, a work of art is not an independent object that provides the same information to everyone in every era, but a concrete and open text, which needs readers, listeners or viewers to participate in and talk with. There are many "blanks" and "vacancies" in artistic texts, which cause great uncertainty of the texts. They call and wait for the viewers to use their imagination to make up for and complete them. Therefore, a work can be accepted in many ways, and anything that the viewer legally integrates into the work becomes meaningful. This theory is particularly prominent when children appreciate the abstract works of modernism.

Our research results prove that children's enthusiasm for abstract works, their level of feeling for lines, shapes and colors, and their imagination for images and emotions of works are beyond the reach of most adults. Abstract works provide children with a vast space for free imagination and creation. For example, the famous Spanish painter Miro's "People Throw Stones at Birds" is an imaginative abstract work, and children creatively express their understanding of this work when they appreciate it. A child said, "This picture shows a person turning a blind eye on the beach. When he saw a bird calling, he threw a stone. " Some said, "I feel like a person is doing magic. He lost an eye and a foot and turned the beach into a straight line. " Another child said, "I close my eyes and feel myself shaking from side to side, up and down, back and forth, because this person's body is crooked." On this basis, teachers guide children to design and create "deformed faces" by themselves. They exaggerate and deform their faces, eyes, nose, mouth, ears and hair into squares, crescent shapes, five-pointed stars, spirals, love, water drops, flowers, rockets, gourds, butterflies, letters and various fruits, and some even shift or change the distance. This kind of distorted and exaggerated exercise stimulates children's imagination and creativity.

In addition, in artistic activities, we discuss the emotion of the works and guess the painter's mood through the works ... >>