How to carry out kindergarten regional activities with local characteristics

The Guiding Outline of Kindergarten Education points out that teachers should regard the surrounding natural environment, social environment and humanistic environment as important resources for children's development according to their interests, hobbies, needs and development level. Our garden is a rural central kindergarten. According to the surrounding environment, giving full play to the advantages of rural areas and realizing low-cost and high-quality preschool education are the keys to implement the spirit of the Guiding Outline of Kindergarten Education, promote the curriculum reform of rural preschool education, optimize the quality of preschool education and improve the education and teaching level of rural preschool teachers. Therefore, according to the new concept of regional activities, combined with the environment of the park, we tap all available local resources and carry out colorful regional activities with local characteristics, so that every child can develop independently and happily in the activities, which truly embodies the educational thought of "living in rural areas should use living environment" advocated by Mr. Tao Xingzhi.

I. Collecting local materials in regional activities

In regional activities, we attach great importance to the collection of local materials, and our materials are mainly collected through the following channels.

Path 1: collect through children.

The materials of regional activities collected by children are mainly collected through activities such as collection and visits, and the materials collected by children are mainly natural materials. For example, when spring comes, we take our children to Zhushan to collect bamboo shells and leaves on the mountain. Take the children to the stream to pick up stones in summer. In autumn, guide children to bring back fallen leaves, branches and wild straw to carry out activities, understand autumn and travel in autumn. At the same time, guide children to collect fruits and seeds, as well as rice ears, wheat stalks, corn husks, various beans, peanut shells, melon shells, happy fruit shells, reeds and other materials that enrich the activity area.

Path 2: Collect through parents.

The information of regional activities collected by parents is mainly produced or provided by parents in the activity area. For example, during the development of the "Fun Straw Toys" area, we mobilized parents to make straw toys. Parents made many straw toys through their own production, including straw mats, straw ropes, straw hammers and so on. We also mobilized parents to collect a series of materials such as cloth strips, bamboo products, wool and labor tools.

Path 3: Collect through the teacher.

Collecting materials of regional activities through teachers is mainly achieved through teachers themselves and their potential guiding role. For example, teachers use their spare time to collect and make materials for the activity area. For example, in the corner of the "fruit baby" area, the teacher collected some wild fruits such as pine cones and knitted materials such as palm leaves in the knitting area. At the same time, through the role of teachers, guide children and parents to collect information suitable for the activity area.

Path 4: through social collection.

Through collecting folk stories, ballads and other materials from the society, we will apply local legends, ballads and folk games to the activity area, and at the same time, make use of the craft level of folk craftsmen to let children know about traditional handicraft production.

Second, use local materials in regional activities.

(A) the use of plant resources

We have specially opened up a planting area in kindergarten to plant some simple and easy-to-grow vegetables and crops, so that children can understand the growth characteristics, growth environment and growth process of vegetables and crops and guide them to make observation records. Teachers also organize children to pick, pick and dig, and lead them to cook and taste vegetables, so that children can not only appreciate the harvest of labor, but also know how to cherish the fruits of labor. We also display the collected labor results in natural corners for children to observe, compare, identify and classify, and skillfully use all kinds of seeds, wild fruits, leaves, bamboo, straw, pine cones, etc. collected by teachers and children: in the art area, label the seeds with "five senses", make them into seed dolls, or paste seeds, stones and shells; Creative production of vegetables and fruits, shaping some lively and lovely dolls, small animals, small toys and so on. Be a scarecrow, a straw hat, a bird's nest, etc. Use straw; The performance area weaves headdresses and costumes with leaves, weeds and wild flowers; The operation area allows children to learn from adults to weave bamboo baskets, mats and other bamboo crafts with bamboo sticks; The sports area uses bamboo toys to carry out various physical exercise activities, such as bamboo pole jump, straw rope jump and bamboo pole relay.

(B) the use of animal resources

For children, the "mysterious" small animals in nature are particularly exploratory. In spring, we bring tadpoles to the natural corner, and teachers and children explore the growth and change process of tadpoles together. As soon as the children arrive at the kindergarten, they go to the natural corner to see tadpoles. They will find that tadpoles grow hind legs first, then front legs, and then shed their tails. For each discovery, the children will tell each other and write this change on the record paper in the natural corner. Children can also explore cicadas, earthworms, crickets, snails, ants, poultry and livestock, observe the characteristics of these animals, be full of curiosity, ask questions, learn to express the exploration results in their favorite ways, and share them with their peers.

(C) the use of natural materials

The use of natural resources has broken through the previous ornamental value, and it is easier for teachers to integrate educational goals into it. The most indispensable things in rural areas are sand, stone and wood. So we moved the mud into the "mud play area" and let the children knead it into various vivid and interesting animals and fruits. Putting wooden blocks, bamboo chips and bamboo tubes of different sizes in the "work area" and letting children build bridges, tables and houses with these materials can promote children to carry out various exploration activities. We have also brought local folk customs into regional activities, mobilized parents to collect the tools and daily necessities used by people before and displayed them in the region, and created a "hardworking farmer" cognitive area to let children know the names and functions of farm tools and farm life, and also let them know about traditional handicrafts, learn folk songs and games, so that children can understand negotiation and modesty in various regional activities, be willing to communicate with others, and learn to help, cooperate and share.

Third, use local materials in regional activities.

(A) the purpose of material delivery

It is a major feature of regional activities to hide educational goals in materials. In other words, the materials put into regional activities should be purposeful. For example, in the middle-class art district, we put in many materials with local characteristics, such as seeds, stones, bamboo blocks and rackets, and carried out activities such as sticking seeds, painting stones, printing bamboo and decorating rackets. Through the children's operation and use of materials, it embodies the fun brought by local materials and achieves the teaching purpose.

(II) Level of material delivery

We pay attention to the level of material delivery in regional activities. For example, when feeding small animals in the "homework area" in a small class, the materials prepared by the teacher are carefully thought out and refined. In the early stage of children's operation, teachers provide cartons for small animals, and children feed various fruits to small animals through their own hands. Then provide children with small spoons for small animals to eat. Finally, provide chopsticks for children and let them try to hold things with chopsticks. This kind of material can adapt to the new requirements and challenges constantly put forward by children, and is developable, which can help children to explore and try, accumulate various experiences and improve their abilities.

(C) the richness of input materials

The richness of the materials provided can be reflected in two aspects: teachers provide children with diverse and sufficient materials to meet the needs of children's free choice. For example, in the "Fun Weaving Corner" held by the big class, we provided various weaving materials, such as palm leaves, straw, bamboo shells, ribbons, crumpled paper, wool, cardboard and so on. , is added and satisfied according to the wishes of children in the activity, which embodies the autonomous characteristics of activities in the activity area.

Environment is the cradle of children's growth, and the countryside is a vast world. Rich and colorful natural and local materials provide valuable educational resources for rural children. In future activities, we will make full use of the unique natural, geographical, cultural and other local resources of the local area and the park in line with the concept of "taking children's development as the foundation" to provide a broader creative space for rural children.