Examples of Kindergarten Play Activities

Reasonable and moderate games allow human beings to challenge and overcome obstacles in simulated environments, which can help human beings to develop their intelligence, exercise their thinking and reaction abilities, train their skills, and cultivate a sense of rules. The following is a kindergarten game activity case for you, welcome to refer to!

Kindergarten game activity case Part 1

A case description

The activity observed this morning is the nursery class sports game "Butterfly Fly".

The goal is: 1. Be happy to learn to do the butterfly fly action with the teacher and peers.

2. Children can hear the signal to the designated place to fly.

3. Consolidate the knowledge of red and yellow colors.

The teacher is a new teacher who has just joined the work, but she is very serious about her work. She has made a lot of preparations for this activity: she has made a delicate butterfly headdress for each child (red and yellow), and she has set up two beautiful gardens on the ground (red garden and yellow garden).

The activity began with the teacher wearing a butterfly headdress before the activity, so she asked the children directly: "Who am I?" The children scrambled to say, "Mama Butterfly, Mama Butterfly ......" "Then you are my baby butterflies." Maybe because many teachers observe the reason, see the teacher is a little nervous, she hurriedly introduced the name of the game and the rules: today I take you to do a game "Butterfly fly", wait a while you have to listen to your mother, know it? "Know." So the teacher issued headdresses, organizing the game: "Spring is here, the park's beautiful words bloom, baby butterflies quickly with me to the garden to pick nectar," so the children have followed the teacher to fly to the field, "here are two gardens, you see a red garden, and what is the garden? " "Yellow garden." "Baby butterflies go to the red garden with their mother to collect honey first." The children flew to the red garden to collect nectar. After a while, the teacher said, "Baby butterflies, I heard that the flowers in the yellow garden are very sweet, come with me to the yellow garden to collect nectar." The children immediately flew to the yellow garden to pick nectar. The game was repeated two or three times. After the game was repeated two or three times, the teacher said, "Now please ask the red butterflies to fly to the red garden to collect nectar, and ask the yellow butterflies to go to the yellow garden to collect nectar." Finally, the teacher said, "It's getting dark, we'll go home soon." The game ended like that, and I realized from most of the children's expressions that the children were not very interested in the game.

Second, analysis

It should be said that the goal of this activity is more appropriate, the content of the activity is also in line with the age of nursery children, the teacher began to create a suitable for the nursery class children like the game scenario, (the teacher as a butterfly mother, the children as a butterfly baby.), and the teacher also prepared for the butterfly baby.

But because he was a new teacher and lacked some organizational experience, the teacher did not take into account the age of the children in the nursery class in the process of organizing the game. (At this time, the children's autonomy of the game was weak, and they relied on hypothetical scenarios triggered by the adults.) Therefore, the children's interest was low, and the children's participation in the game was not high.

Three Reflections

Games are the nature of young children, in which children can make their own various abilities to practice and develop, and absorb the most basic knowledge of life around them. Children love to play, and this is especially true for nursery school children, who can be said to recognize themselves, learn about the end of knowledge and form experiences through play. However, nursery children's participation in games has different characteristics from other age groups, and not understanding these characteristics is the main reason why the teacher failed in this activity.

1) Nursery class children's games must have a very strong situational

Nursery class children's games must have a very strong situational, which requires the teacher to create a certain scenario, through the appropriate materials, with the teacher's own exaggerated language, expression, and so on. The teacher's own exaggerated language, expression, and action will induce the children to enter into the game. Action to trigger to induce children to enter the game in the scene, focusing on the child's experience of the game process, so that children feel the game, promote the development of the game, do not overly pursue the results of the game. Because at this time the child's ability to play independent activities is very weak, depending on the hypothetical scenarios triggered by adults. In the game, although the teacher prepared materials, but also created a butterfly mother to take the baby butterfly to the garden nectar scenarios, but her own language, movement and expression but diluted these situational: Today, I take you to do a game called ┈┈. If the teacher at this time while the butterfly flew into the classroom while saying: today's weather is so good ah, mom saw the garden beautiful flowers are blooming, we go to the garden to pick nectar okay? This is a good way to induce children's hypothesis at the beginning of the activity. Flying into the venue, the teacher does not need to introduce the name of the game and the rules, just exaggerated tone of voice said: Wow, here are two gardens, a red garden, a yellow garden. Babies, I'm hungry, are you hungry?" Which garden do you like to gather honey in? Give the autonomy of the game to the children, and penetrate the rules of the game into the scenario: after a while the teacher can say: alas, the nectar of x garden is exhausted, my stomach is still not full, let's go to x garden again to collect some honey. Wait until the child's interest in nectar some decline, the butterfly mother can be anxious to shout: no good no good, it's raining heavily, quickly hide in the bushes to go under the red butterflies to hide in the red garden to go, the yellow butterfly to hide in the yellow garden to go. It is very natural to put forward the requirements to the child, so that the external target requirements into the child's needs.

2) Nursery class children's games are also very casual

Nursery class children's games are also very casual, and they often change the way they play according to their own whims. The teacher needs to adopt effective strategies based on the characteristics of the children's games in the nursery class to guide the games in a flexible and maneuverable way.

In the game, I found that there was a child who always lay on the ground to collect honey when the butterflies were squatting to collect honey, and the teacher was concerned about this child, so the teacher first made a simple intervention: don't lie on the ground to collect honey, but collect honey like the mother. When the intervention didn't work, the teacher ignored and let the child go: more and more children were lying on the ground to collect honey just like him. In fact, at this point I think the child must have had his very good reason, and I guess he must have been picking flowers on the ground. Because many of the children's hypotheses and whims in nursery school sometimes lack logic, but despite this, the children will enjoy them. If the teacher adopts an attitude of not restricting, not supporting, and not paying attention to the child's whims and fancies, the child's interest will be left to fend for itself. If the teacher responds to the child's needs and skillfully utilizes them: Doudou is so bright-eyed that he has discovered a flower on the ground, but if he collects honey this way, his beautiful clothes will get dirty. This encourages the child's new changes, so that the child to obtain psychological and physical satisfaction, but also indirectly on the child to exert influence, the effect must be good.

3) Nursery class children's games have a very strong herd

Nursery class children's games have a very strong herd, so they are easy to be influenced by other people in the game, like seeing that child lying on the ground to collect honey, many people also follow lying on the ground to collect honey, then the teacher can use the strategy of playmate intervention, using emotional language to influence the direction of the child's game, to help the child accumulate positive play experience. Help children accumulate positive play experience: Teachers look at these children's clothes, anxious to say: not good, not good, your clothes are dirty, and the wings are dusty, you will not be able to fly up to fly high. I believe that these children in your emotional infection, but also will convert the game content, will not appear so many children blindly follow.

In addition, in this game, we teachers can also be based on the child's age characteristics and development needs, to explore its inherent meaningful educational value. Such as: in the honey plot to enhance the sense of peer cooperation; respect for the elders of the emotional education and so on.

Design Ideas:

Folk games have an endless supply of educational resources. "Hopscotch" is a popular classic folk game, the game is fun to play, the material is simple, not subject to the environment, material limitations, the children never get tired of playing. In the children's games, I found that the game contains a lot of knowledge about numbers and shapes. Based on the new Outline's new view of educational resources and educational integration, I have further explored and utilized this excellent local resource, integrating it organically and reasonably with the health field and the science field, injecting the vitality of integrative education into the folk game Hopscotch, and letting the children try to migrate and use their experiences to recreate the game's gameplay boldly through a series of independent explorations and exchanges, so that the children can play the game boldly through a series of independent explorations and exchanges. The children can try to transfer and utilize their experiences to recreate the game boldly through a series of independent exploration and communication activities, so that the play of the folk game can be expanded meaningfully and the folk game can be given a richer educational connotation.

Activity Objectives:

1, willing to participate in exploration and creative activities with peers***, experience the joy of cooperation and sharing.

2, can migrate to use a variety of mathematical knowledge and experience, life experience and constructive experience on the folk game play bold re-creation.

3, have the initial ability to think differently and creativity.

4, in the activities, let the children experience the joy of playing with their peers **** game, happy to play with their peers.

5, through the activities of young children to learn to play, feel the fun of the game.

Activity Preparation:

1, Knowledge Preparation: Accumulated a wealth of mathematical knowledge and experience, life experience, and constructive experience.

2, material preparation: chopsticks, straws, sticks, PC tubes, woolen needles, hula hoops, balance boards, balance bricks, sandbags and other outdoor equipment; 1-10 number cards; paper, pens, homework trays and so on.

Activity process:

I. Spell the house

1, triggered the children to play folk games "hopscotch" experience.

Teacher: In recent times, the children in my class are playing the game of hopscotch. Can you tell me what materials are needed to play this game? How to play?

Children: The teacher has to help us draw the house on the ground beforehand.

Teacher: Today we will play hopscotch, but the teacher will not help you paint the house, let you think of your own way to prepare the house.

2. Guide the children to discuss the materials and methods of the house.

Teacher: children think, in addition to the painting method to prepare the house, what other methods can be used to prepare?

Young: you can use the method of spelling.

Children: you can arrange the way.

Teacher: Yes, these methods are very good, then what materials to use to spell the house, arrange the house?

Young: you can use block molding.

Young: You can use sticks.

Young: Use balloon sticks.

Young: Use sticks.

Young: Use chopsticks.

Young: with a woolen needle.

(In the children's mutual inspiration, they mobilized the rich life experience.)

Teacher: children think of many ways, yes, these things can be used to spell "house". But the teacher has a question: what kind of house do you want to put together?

Children: (without hesitation) is the kind of house hopscotch.

Children: the kind that the teacher drew.

Teacher: only that kind of house can play games? In addition to the teacher's drawings of the kind of house, you can think of other shapes of houses?

Children: can have a triangular roof.

Young children: can have a trapezoidal roof.

Young children: there can be a semi-circular roof.

Teacher: The roof of the house can be various, but what about the body of the house?

Young: The body of a house can be a rectangle and a square together.

Young: It can be wide at the bottom and narrower and narrower at the top.

Young: I have also seen buildings that look like bell towers, thin and tall.

3. Encourage children to choose their own partners and manipulative materials to try to put together the house.

Teacher: Have you ever thought: what can help you to put the house together as fast as possible?

The children were not able to get their hands on any of the materials, but they did.

Children: a few good friends to help the fastest.

Teacher: Well said, more people are more powerful, then you think a few people work together to put together the house to pay attention to what can reduce the dispute, but also to do things the fastest and best it?

Young: to discuss.

Young: to divide the work.

Teacher: Yes, it seems that children are very experienced in cooperation. Now, please find your own good friends, choose your favorite materials to put together a 10-story house. See who put together the fastest and best house.

The children work freely with their partners to put together a house, and the teacher observes the children's cooperation to put together a house. Because the children's experience in constructive play and cooperation is rich, their activities are orderly and smooth, so the teacher does not intervene in the process, and in a short time, a house with different shapes has been put together.

Teacher: wow, the children are really great, so fast to put together the house, now please visit each other "house" it.

Second, hopscotch

1, children free combination of hopscotch game.

Teacher: the house is well put together, now please use your own house to play the game.

The children can not wait to play hopscotch with their partners

2, to guide the children to use a variety of sports movements innovative hopscotch game play.

(1) inspire children to try a variety of "jump" action bold innovation game play.

Teacher: How did you play the hopscotch game just now?

Teacher: How did you play hopscotch just now?

I invited a child to come up to the stage to demonstrate the action of hopscotch, and he naturally adopted the default method of jumping with feet together. I ask everyone to observe and question his game play.

Teacher: children think, hopscotch game can only be played this way? In addition to this jump, how can we jump?

We have learned a lot of jumping movements.

Young children: you can jump on one foot

Teacher: jumping on one foot is certainly very interesting, can you demonstrate?

The child went up to the stage and demonstrated how to jump from one foot to the other, and the other children were amused by his wobbly jump. Before he finished, another child immediately raised his hand.

Young children: I can jump backwards

Teacher: then you also try ah child 2 can not wait to go to the stage to demonstrate the method of jumping backwards, this method is new and strange, the other children are more eager to try.

Teacher; really interesting, children can certainly come up with more ways, you all go to try, see who can play the most interesting, the most happy.

The words just fell, the children have long been unable to hold back, and have tried to come up with their own new way to play.

(2) Provide auxiliary materials to support children to further expand the game play.

Teacher: Teacher has prepared a lot of materials around the site for you, you see, what are some of them?

幼：有平衡砖、沙袋......

师：如果请这些材料帮助，谁还能玩出不同的玩法？

Young (quickly raised his hand): teacher, I think of a way.

Teacher: Good, you can demonstrate.

The child ran to the bar, put it on the line of "floor", and played the obstacle jump. He was jumping hard because of the increased difficulty.

Teacher: really smart, use all the movements in our physical activities, everyone go and try again, find the materials you need, see who can play more and more interesting play.

With the help of auxiliary materials, children's motivation is higher, and their thinking has expanded wider, some children moved some balancing bricks, put them on the house, and jumped on these bricks; and there is also a child with a sandbag on his head in the hopscotch, and the other children have followed suit.

3, guiding children to migrate math experience to further adapt the game play.

(1) show 1-10 number card, inspire children to use the method of counting backwards to play hopscotch.

Teacher: Teacher also thought of a very fun way to hopscotch, please count first, how many floors of the house you built?

Children: 10 floors

Teacher: There are some number cards on the side of the field, please use them to label your house with the number of floors. The children put the corresponding number cards for each layer of their houses.

Teacher; my new method is to ask the children to follow the bottom to the top and then from top to the bottom of the method of hopscotch, while jumping and read the numbers, who wants to try? A child went up to the stage and demonstrated.

Teacher; did you notice? When he jumps from bottom to top, what is the pattern of these numbers? What happened to the pattern of the numbers when he jumped from top to bottom?

Young children; from bottom to top the numbers are getting bigger and bigger, from top to bottom the numbers are getting smaller and smaller.

Teacher: Yes, this game method is to use the method of counting backwards from our math, we will give this new game called the method of counting backwards.

(2) Inspire children to further spread the thinking, explore the use of various mathematical experiences to create different ways of playing.

Teacher: What other math knowledge can we use to create different ways to play?

Young children: you can use the odd-even method.

Teacher: That's very clever, but how do you play this odd-even method?

The children were silent for a while, apparently not having thought of this.

Teacher: Let's think together, how should we play the odd-even method? For example: how many people do you need to play this game?

Children: two people can play.

Teacher: How to play?

Young: He said an odd number, or an even number I'll jump.

Teacher: this is a good way, other children to help him think, can play for the legal rules of the game? For example, how to determine the winner? What is the result of losing? What is the result of winning?

Children: rock-paper-scissors to determine who will count and who will jump.

Young: the loser jumps, the winner counts.

Teacher: Who has more to add? The first thing you need to do is to get the money to pay for it.

Young: you can say singular, let him find singular jump, say even, let him find even jump.

Teacher: Yes, this method is good, a little like the test oh.

Young: can also be like our exams, reported an odd or an even number, let him jump. For example, I reported 1, he has to jump to 3, 5, 7.

Teacher: wow, this approach is really good, said also very detailed, we give him a little applause. Let's do it this way, you find a friend to come up and try, okay?

The exemplary game of the two children is very interesting and further stimulates the creative desire of other children

Teacher: This game is quite fun, and the method and rules of the game are made up by the children themselves.

Several children immediately raised their hands.

Young children: there are addition and subtraction.

Young: Adjacent counting.

Young: the compositional decomposition method.

Young children's minds have become very active, and I think it's time to leave more time and opportunities for experimentation to the majority of children.

Teacher: I know a lot of children have already thought of, then please find your partner to try it together, remember, every make up a new way to play should be first and small partners to discuss how to play this game? What are the rules.

The children again dispersed freely to find companions, negotiation game play to play the game, a group of children tried the adjacent number of methods, but also two people to play together, one reported the number, the other jumped into the corresponding two neighboring numbers; another group of children to try to play the composition of the number of children, a child reported the number of children, the other child jumped into the two decomposition of the number of children, and so on.

Third, guide the children to organize the creative experience, exchange and share the results of creation.

Teacher: just now the children made up a lot of very interesting play, I think we should ask each other to introduce, show their own creation of new play.

Young children: I say, I say.

Teacher: I know that every child wants to say something, there is a way for everyone to say something. In the tray on the table, there are pens and paper. Later, the children in each group can represent all the new ways of playing that you have created today in a pattern, and then paste them on the display board after drawing.

The children began to show their creations graphically, using simple symbols, sketches, and a math equation on paper. I assisted the children to put their works on the display board, participated in the children, and encouraged the children to introduce their works and their play to each other freely and independently.

Teacher: children are really smart, made up so many fun play, in the future when you play hopscotch game you can also create a better way to play, such as: the rhythm method, ah, the scale method ah, we can be the results of these creations bound into a book, the name of the "hopscotch game method of the book". Let other kindergartens, other classes of children to play a game.

Activity Reflection:

In this activity, the children's mood is active, the enthusiasm for creation is high, they are constantly with the activities of the materials, peers and the teacher to carry out a positive and effective good interaction, the end of the activity is still lingering. Through reflection, I believe that the success of the activity is due to the activity process highlights several highlights:

Highlights of the first: good at discovering and utilizing the potential educational value of the folk game, folk game vitality.

The folk game "hopscotch" originates from life and returns to life, is both interested in and familiar with young children, with a strong local cultural flavor, the teacher can be in the children's games in careful observation, found that the game contains a wealth of educational value, and as a growth point, the fun of the folk game and health, science, art and other areas of organic, rational, and so on. Using it as a growth point, the teacher integrates the fun of folk games with health, science, art and other fields organically and reasonably, and lets the children use their existing experience to innovate the game play, which gives new vitality to the folk games. Continuously enriched, expanding the game play and further stimulate children's interest in the game, prompting young children in the activities are always able to devote themselves to the exploration and creation of one after another with enthusiasm, the whole activity of the integration of fun, education, art as a whole, so that young children not only exercise their bodies, but also in the game to obtain the experience of learning math, application of mathematics, cultivate the rhythm of the sensibility and expressiveness, develop creativity, and at the same time learn in the activities, the children's ability to learn and apply mathematics. The children have learned to cooperate, negotiate, communicate, and share with their peers, which can be said to be multi-purpose.

Highlight two: independent and cooperative exploration throughout the children's activities, which is conducive to the long-term development of children.

The teacher always focuses on the "child-centered" concept of education in the Outline, and focuses on the cultivation of comprehensive qualities that are conducive to the long-term development of children. From the formulation of the educational objectives to every aspect of each activity, the educational spirit of independence, cooperation, and exploration is reflected. Teachers provide children with a broad space for independent activities, allowing them to choose their own materials and partners, and to think and create on their own, so that they can truly become the masters of their own learning and development. On the basis of fully grasping the age characteristics and learning characteristics of large children, encourage children to learn to cooperate with peers to explore, consultation, discussion, and timely organization of useful collective communication and sharing activities, so that children express their views and make corrections and additions to the place where the mistakes were made, and share the results of their creations with each other, and *** enjoy the fun of the game. In this experience, the young children obtained far more meaningful than obtaining a certain conclusion, more conducive to the long-term development of young children.

However, in my reflection, I have also found some shortcomings in the activity:

We have not been able to provide different levels of difficulty for the children to explore according to their different levels of ability.

The ability of individual children to create and express themselves is still to be improved, and teachers should pay more attention to the motivation and guidance of individual children.

The teacher should pay more attention to motivating and guiding individual children.