Kindergarten packing toy teaching plan.

When playing with a doll's house, children can't arrange toys in an orderly way, and vegetables in the market are often put back into plastic baskets at will. The following are the related teaching plans that I carefully arranged for cleaning toys in kindergarten. Here comes the teacher, enjoy your study!

Kindergarten packaging toys teaching plan Fan Wenyi packaging toys.

Design intent:

When playing with a doll's house, children can't arrange toys in an orderly way, and vegetables in the market are often put back into plastic baskets at will. Therefore, the focus of this lesson is to let the children put the toys back into the plastic basket according to the marks, so that the children know that they should clean up the vegetables in the vegetable market first, then clean up the tableware, and it is best to put the tables and chairs in order.

Activity purpose:

1, initially learn to pack toys according to the same mark.

2. Willing to express your thoughts.

3. Experience the happiness of helping others.

Activity preparation:

1, knowledge preparation: have you learned it initially? Up, down and in? Homologous words

2, material preparation: decorate a bear's home, the toys and vegetables at home are in a mess, a bear.

Activity flow:

1, help introduce the bear and arouse children's interest.

The teacher stimulated the children's interest in participation. )

2. Guide children to observe where toys fall and inspire them to use them? Did you drop the toy on (below, inside) X? The statement.

(1, under the guidance of the teacher, children can speak locative words and use complete sentences. 2, the lens into the light deviation, who is talking, the lens should follow. When the teacher asks the child questions, it is not necessary to hold the bear in his hand all the time. You can put it aside. )

3. Guide the children to discuss and find: Where are these toys' homes? What did you find in these houses?

(1, children can take the initiative to find toys. 2. In the video, the teacher can see other children who didn't pay attention in class: some children were found lying on the ground, and some children were seriously looking for toys to go home. 3. The lens that children are looking for is panoramic, and you can take pictures of what a single child is looking for. )

4. Guide the children to send the toys they have found home. (Individual, All)

(1, it's rare to take pictures of how children put toys. Children put toys across the fence. The teacher can put away the fence on the right to prevent the child from falling. 3, the teacher's interjections are more)

5. Ask individual children to clear away the dishes.

When watching the video, I didn't film how the children put the tableware into the box. The lens can focus on how children clean. This will not only help teachers to watch, but also play scenes of individual children cleaning up for children to watch, and deepen the impression of children how to clean up toys. )

6. The teacher thanked the children like a bear, telling them that every toy has its own home, and we should take it home when we are finished.

Activity reflection:

I can run through the whole process in the form of supporting bears, and the children are interested and enthusiastic about participating. In the activity, children can be guided to express their ideas boldly, discuss the order of packing toys, and guide them to tidy up in an orderly way. When picking up vegetables in the vegetable market, you can review the locative words and complete the whole sentence. Most children can find their own homes according to the marks of toys, but a few children have misplaced them. Didn't check the situation that children packed their toys and put them home in time, let children know that toys can't be placed at will, and they should be packed according to their own marks. When cleaning up the dishes, I intend to let the children know that there are not many people who can clean up the toys, and only a few people can clean up the toys. But it's just what the teacher said, and the children don't understand. If children can experience it personally in other ways, then children can clearly understand that there are either many people or easy life.

Observation on toy arrangement in Fan Kindergarten

First of all, the questions raised

Now, there are many kinds of toys in kindergartens for children to develop. Letting children organize toys by themselves is conducive to cultivating children's sense of responsibility and forming a good habit of being serious and responsible. Organizing toys together is also conducive to cultivating children's spirit of mutual assistance and cooperation and developing their language skills. Therefore, it is necessary to cultivate children's behavior habits of tidying up toys from an early age.

But I found some problems when I arranged toys for small class children in kindergarten. Some children will have conflicts because of grabbing toys, and some children are unwilling or unable to pick up toys. Small-class children have not fully developed the habit of tidying up toys because they have been in the park for a short time and are young, so there are many phenomena of grabbing toys and unwilling or unable to tidy up toys. The author hopes to observe the situation of small class children sorting out toys and put forward feasible suggestions.

Second, research methods.

Observation: The researcher observed and studied the behavior of arranging toys for children in small classes in kindergartens.

Third, the case and case analysis

Case 1

After the role game, the children playing in the snack bar put the bowl on the top floor of the locker and the plate on the second floor. Then the little boy took the table down, put it on the floor, folded it on the bowl, and stuffed the chef's hat between the tablecloth and the bowl. Little B picked up the menu from the ground and put it on the plate.

Analysis: tidying up toys is not just a pile of toys, but a simple tidying-up process. Children's tidying-up ability can be exercised by tidying up toys. Bowls and plates are on the upper floor, tablecloths, chef's hats and menus are on the lower floor. Children in small classes are new to sorting, and they can't be used to organize toys well.

Watch industry tourism

In a small class in a kindergarten, the music of morning exercises is playing. Little a jumped off the plastic? A wooden bridge? Before all the children on the bridge jumped off, Xiao raised one end of the wooden bridge. Several other children lifted the other end of the wooden bridge and walked to the equipment room together. At this time, Xiao B ran to Xiao A to help Xiao A move together, and Xiao A said, Go away, I can move it. ? Little b didn't speak. Keep walking and move to the side of little A? A wooden bridge? . Xiao ah pushed Xiao B away. After Xiao B was pushed away, he ran to the middle of the bridge and moved. The door of the instrument room is very narrow, and several children have to go away before they can enter, but no one wants to let them.

Analysis: Children in small classes have established the concept of arranging toys by themselves, and their independence and autonomy have begun to sprout, and they like to help teachers. However, if you don't know how to cooperate, you won't protect yourself and your companions.

Case 3

Play table games during morning activities. The teacher announced the collection of toys, and the little boy kept saying: I won't open it, just put it inside, I won't open this. ? After Xiao B dismantled what he had made and put it in the basket, a robot holding Xiao A quickly began to dismantle it. Xiao has been trying to get his robot back, holding it with his hand and shouting:? I won't open it today, I told the teacher. ? Little B dismantled the robot and put it in the basket. Xiao A cried and said, I'll tell the teacher. ? Then he ran away. Little B put the toy basket back in the grid at the back of the classroom and looked back at the teacher talking to Little A while walking.

Analysis: When collecting toys, Xiao B dismantled his toys, Xiao A refused to dismantle his robot, so Xiao B dismantled Xiao A's robot. Xiao felt very wronged, because his hard-working robot was dismantled by Xiao B, so he went to the teacher to complain.

Case 4

? Please put away your toys! ? As soon as the voice fell, several children who were building games put their toys in the basket. Then everyone moved the chairs. Seeing that the toy basket was still on the table, the teacher asked, why don't these children collect toys? At this time, Xiao stopped and said, I didn't take it. ? Besides, two children followed. I didn't take it either. ? Little b said,? I didn't take it either. Little c took it. ? After listening to B, C slowly put down his chair and went to the table to carry the basket.

Analysis: Although the four children in the case are unwilling to pack their toys, it can be seen from their answers that they all know? The person with the toy is responsible for delivering the toy? This rule, and children with toys are also sorting out toys under the teacher's reminder. Although they haven't got into the habit of arranging toys actively, the children all know the existence of rules, and they all put their toys in the basket without looting.

Case 5

In a small class in kindergarten, when Xiao A walked into the kindergarten, the teacher said, Pack up your toys and let's go down and do exercises. So Xiao put down the building blocks and ran to the place where he played with snowflakes. He watched other children finish, and he also caught two and put them in the basket. Then he ran to the beading game and put his hand into the basket to stir.

Analysis: Children usually don't want to tidy up toys because they don't want to tear down their own things, haven't played with toys or haven't enjoyed the game for a short time. Although Xiao doesn't play with toys, after he announced the arrangement of toys, the teacher didn't know what he should do and even caused trouble.

Case 6

Small classes in kindergarten. Please put away your toys. ? As soon as the voice fell, I pushed my own building blocks to the ground and all the building blocks of the children next to me. Then he desperately threw the building blocks into the basket and held it tightly. When he saw the children coming, Xiao moved the basket to the classroom and tried to put it in the cupboard before all the building blocks were collected. And the children are also carrying baskets, and no one wants to let go.

Analysis: Small class children are curious to arrange toys just after entering the park, and the teacher announced that they all want to arrange toys after finishing, which led to looting. Children's conformity psychology also leads them to run and move when they see others moving baskets.

Four. Discussion:

As can be seen from the above cases, children will have many performances when sorting out toys, which are influenced by many factors.

1, lack of correct classification concept.

Children in small classes are younger, which usually happens when sorting out toys? Put it there? Phenomenon. In fact, it is because children in small classes don't know much about the concept of classification, how to arrange them, and whether toys of the same type should be put together. For example, in case 6, several children randomly placed bowls, plates, tablecloths, chef's hats and other items in the snack bar, and did not understand the classification of bowls, plates, tablecloths and hats.

2. Lack of good habits.

For example, in case 5, Xiao Xia didn't know what to do after the teacher announced that he would clean up the toys, and even ran around in other groups to make trouble. In case four, Xiao C also arranged toys under the teacher's reminder. Neither of the above two children has developed the habit of arranging toys by themselves, nor has they the consciousness of arranging toys by themselves.

3. Lack of enough game time

For example, in case 3, Xiao doesn't want to dismantle the robot he built. He thinks he hasn't played enough and wants to continue playing. Many children often start playing with toys because they come late in the morning or do things too slowly. The teacher announced that they would tidy up the toys. I don't have enough time to play with toys, so I don't want to tidy up my toys.

I am curious about arranging toys, but I don't know humility and cooperation.

Children in small classes are curious about arranging toys when they first enter kindergarten. They are fresh and have a collective concept. What one child is doing, other children also learn to do. When children in small classes establish the concept of organizing toys, their independence and autonomy begin to sprout. For example, in case one, children in small classes have just entered kindergarten, and they are very fresh in arranging toys, which makes them feel funny. They all want to sort them out. Some children see other children classifying, so they follow the classification and refuse to let go with their baskets.

Verb (short for verb) reflection

Teachers' parents can guide their children in the following ways:

(A) change the concept

Many parents think that their children are young, incompetent, indecent and will not clean up. It is better to teach them to clean up slowly than to clean up directly. Over time, children have no habit of packing toys. What if? Habit becomes nature? Confucius said: That's terrible. What if it's less natural and habitual? Yes, where is the third child? Five years old is a crucial period to develop all kinds of habits. To cultivate children's organizational ability, we must first change the concepts of teachers and parents.

(2) Use role models and various interesting forms to cultivate children's good behavior habits.

After the children tidy up their toys (even under the reminder of teachers or parents), teachers and parents should give affirmation in time, set a good example for everyone, improve the enthusiasm of children to tidy up their toys, and thus develop a good sense of behavior. According to children's age characteristics, anthropomorphic methods are adopted to cultivate children's habit of arranging toys actively. For example, after cleaning up, the teacher puts his ear close to the toy box and says, listen to what the toy is saying and say it in a toy tone. Thank you, children. We all went home. I'm so happy! You are really my good friend! ? In daily life, create situations and use stories, children's songs, performances and other forms to let children know the necessity of tidying up toys.

(3) Turn boredom into entertainment, and turn packaged toys into interesting games.

Simple sorting is boring, and children often don't like sorting. If it is designed as a game, children will be happy to do it. For example:? Send the toy baby home? ; Stick a small picture on the toy box, a picture of the zoo to show giraffes, lions and other small animals, and a garage to show cars. Take the opportunity to let children learn to classify and belong; The teacher took the lead in competing with the children to clean up the toys, and gradually transitioned to the competition between the children. In this way, through vivid language and interesting forms, children's interest is improved and they will take the initiative to organize toys.

(d) Teach children how to organize and classify and know the correct placement method.

In many cases, children give up because they don't know how to arrange toys. Therefore, when adding new toys, the teacher should tell the children how to place and place them. Teachers should give appropriate help when necessary.

(5) lead children to watch the sorted toys and cultivate a sense of success.

The child is still young and lacks confidence. They often need teachers' constant affirmation to gradually build their self-confidence, thus affecting their behavior. Therefore, after the children clean up their toys, the teacher should lead the children to watch the tidy appearance after cleaning up, affirm the children with appreciation tone, and compare the appearance before and after cleaning up, so that everyone can see the obvious changes with their own eyes, establish a sense of success and self-confidence, and lay the foundation for taking the initiative to clean up toys in the future.

Kindergarten Pack Toys Teaching Plan Fan Wensan Toys Want to Go Home (Small Class)

Activity name: Toys should go home.

Activity goal: 1. Go home when you know that the toys in kindergarten are good.

2. Learn to care for toys, handle them with care, and put them neatly on the toy shelf after playing.

Activity preparation: colored pens and paper.

Activity flow:

1. Today, the teacher invited a good friend to our home. Let's see who he is.

The teacher gave each child a box of colored pens. Today, the teacher invited the baby with a watercolor pen to make friends with us, and we invited him out to play.

Ask the children to do:

(1) Open the door and open the watercolor pen box.

(2) Please come out and draw on the paper.

(3) Go home and put the watercolor pen back in the pencil case.

(4) Close the door and close the watercolor pen box.

The teacher is guiding: the watercolor pen box is the home of the watercolor pen baby. Baby watercolor pens leave home to play on paper every day, and then go home.

2. Let the children put the marker box back in the toy cupboard. The teacher reminded them to put it back gently, being careful not to fall on the baby marker and put it neatly.