How to play with toys in kindergartens

Playing with teaching AIDS is a teaching method adopted by kindergarten teachers in teaching, including teaching AIDS used by teachers, specific materials for children's operation activities, audio-visual teaching and so on. It is an important factor for teachers to effectively transmit information, promote the interaction between children and teachers, and give play to children's learning enthusiasm and initiative. For children, the use of playing teaching AIDS is particularly important because of their unintentional attention, lack of knowledge and experience, and specific image characteristics such as memory and thinking. Proper use of teaching AIDS can help children understand and think better, arouse their initiative in learning, promote the interaction between teachers and children, and improve the efficiency of classroom teaching. In China, the class size is generally overstaffed, and collective teaching is still the main teaching form, so it is particularly important to optimize teaching toys and improve classroom teaching efficiency.

Many years ago, most toys were homemade. However, with the popularization of toy production and the increase of toy varieties, the production is becoming more and more exquisite, and with the emergence of various electric toys, few people have made their own teaching AIDS now. Many parents and kindergartens do not hesitate to buy toys for their children, thinking that this is an intellectual investment and worth it. In fact, commercial toys tend to have negative effects. It can often inhibit the creativity of preschool children, inhibit the ability of preschool children to use their hands and brains, and affect their intellectual development. For example, mechanical toys and electric toys don't need much thinking and effort, just let the children learn to "press the button". This is not very helpful to stimulate children's intelligence. If teachers and parents skillfully guide children to use their brains to design toys, even the simplest origami toys and homemade dolls, although the toys made are not beautiful and pleasing to the eye, the effects of toys made by children themselves are quite different. This will not only give full play to children's wisdom, but also help children form many good habits such as loving their own work and cherishing toys, which will play a subtle educational role in children's growth.

At present, some game AIDS used in kindergartens are purchased, such as plastics, machinery and outdoor large-scale sports equipment. The other part is homemade. Because most kindergartens do not have enough financial resources to buy game AIDS to meet the needs of children's various game activities, in the practice of early childhood education, many teachers carry forward the spirit of diligence and thrift, use local materials and design and make game AIDS according to the needs of education and teaching, which is a basic teaching skill of kindergarten teachers. So, how can we make all kinds of vivid, beautiful and practical teaching toys? Today, I will explain the production of playing AIDS from four aspects.

L understand the related concepts of playing teaching AIDS

Master the design principles and ideas of self-made teaching AIDS.

L master the types and design points of teaching AIDS commonly used in kindergartens.

L master the basic production methods of various teaching AIDS commonly used in kindergartens.

First, the related concepts of playing teaching AIDS

Playing with teaching AIDS is a toy used in conjunction with teaching.

Playing teaching AIDS is divided into teaching AIDS and toys according to their uses.

By series:

(A) the characteristics of playing teaching AIDS

Toys are the main content of children's life, and toys are children's close partners. They know the world and cultivate their abilities in the process of playing with toys. For children, toys are teaching AIDS and learning tools, and teaching AIDS and learning tools are sometimes toys.

1, the definition of playing with teaching AIDS

In kindergarten education activities, playing with teaching AIDS refers to toys and teaching AIDS used by children in games and learning activities. It is a game and entertainment tool made by industrial production or hand with the help of certain material (such as paper, cloth, plastic, wood, metal, etc.). ) and promote the healthy development of body and mind.

2. Classification of toys

Toys in kindergartens can be divided into self-made teaching AIDS and industrial finished teaching AIDS. Self-made game AIDS can be divided into those made by adults and those made by children under the guidance of teachers. We advocate guiding children to design their own toys.

From the function of playing teaching AIDS, it can be divided into cognitive puzzles (language development, exploration and discovery, role games, sports operations, etc.).

According to the different materials, it can be divided into paper toys, wood toys, bamboo toys and mud toys.

Second, the design principles and ideas of self-made teaching AIDS

(A) the basic requirements of toy making teaching

1, the significance of self-made teaching toys

On the one hand, it can effectively make up for the shortcomings of poor pertinence and insufficient quantity of existing teaching toys, on the other hand, it can also make up for the lack of funds. Self-made teaching toys come from the demand of teaching practice of first-line kindergarten teachers, which are more in line with specific educational goals and special educational activities than the teaching toys bought in the market. This is also the motivation for our kindergarten teachers to make countless teaching toys that are deeply loved by children with their brains and dexterous hands. For a long time, making teaching toys has become a tradition in kindergartens. The teaching toys made by teachers have played a very good role in creating children's learning and living environment, transmitting knowledge and culture, pleasing children's mood and promoting children's development.

Self-made teaching AIDS can cultivate the imagination of preschool children.

Plath did an experiment on the relationship between toys and children's imagination. Taking toys as variables, he compared the influence of two kinds of toys with different structures on children's games. The results show that simple game materials, such as building blocks, mud and simple dolls, can stimulate children's imagination more than fully realistic toys, and these simple toys leave a lot of room for imagination.

2. Self-made teaching AIDS can promote the development of hand muscles of preschool children.

(3) Self-made teaching AIDS can cultivate preschool children's aesthetic ability.

(4) Self-made teaching AIDS can promote the health of preschool children.

5. Self-made teaching AIDS can effectively use the resources around them, save energy and protect the environment.

Self-made teaching AIDS can inherit and develop traditional folk handicrafts.

2. Teach the basic principles of toy making.

In children's colorful activities, teaching toys show great comprehensiveness: the comprehensiveness of materials and the comprehensiveness of functions, giving full play to the characteristics of teaching toys with multiple functions. This requires preschool teachers to make teaching toys, and to link the production of teaching toys with children's game activities for comprehensive design.

For the requirements of self-made teaching toys, we should not only meet the individual needs according to local conditions, but also pay attention to the promotion and use of teaching toys. The general requirements are:

(1) Educational —— It should conform to the age characteristics of children, and use teaching toys to guide children to explore, discover and acquire knowledge, reflecting its educational nature.

(2) Playability-Pay attention to the operability and practicality of toys, which can make children want to play, like to play, and never tire of playing, and avoid teaching toys that can only see but can't move.

(3) Innovation-using local pose sources, because of low cost, safety and environmental protection. At the same time, we should also strengthen its innovation. For example, in this national kindergarten self-made teaching toy exhibition, Beijing's bamboo products stood out among many bamboo products and won the highest prize for their innovation.

(4) artistry-can fully attract children's interest.

(5) Safety and health-

Third, the types and design points of common game teaching AIDS in kindergartens

(A) the design and production of health activities teaching toys

(B) the design and production of language activity teaching toys

(3) Designing and making teaching toys for scientific activities

1. Scientifically explore the design and production of toys.

2. Design and production of mathematics teaching toys

(D) Design and manufacture social activity teaching toys.

(5) Design and production of art activity teaching toys.

Four, the basic production methods of various commonly used teaching AIDS in kindergartens

Make teaching AIDS out of waste materials

Around our lives, natural resources and waste materials can be seen everywhere, which is a good educational resource. However, in early childhood education and teaching, how to effectively use these natural resources and waste materials to make substitutes and give full play to their advantages? On the other hand, kindergartens spend more and more money on various teaching AIDS, but the ready-made teaching toys are very simple. Children lose their freshness after playing for several times and throw them aside. Expensive teaching AIDS do not reflect their due value. Nowadays, most kindergartens advocate a low-cost and high-quality educational environment. Using waste materials in kindergarten education and teaching can not only cultivate children's awareness of environmental protection from an early age, but also improve their practical and innovative ability and physical quality. Finally, it saves the expenses of kindergartens and allows limited financial resources to be invested in other places where they are needed more. However, how to collect and use the waste materials, and how to make them old but not waste, forces our rural preschool educators to constantly reflect and seek answers in practice. To this end, in view of the actual situation of our class and the characteristics of children's age development, we have made a series of preliminary explorations on waste materials in three years and achieved great results.

(a), various channels * * * with the collection.

There are many kinds of waste materials, and collecting them is not a simple matter. First of all, we mobilize teachers to start from themselves and look for all "available materials" at home and around them, from needle and thread, bottles and cans to cartons and cotton wadding. Secondly, fully tap parents' resources and mobilize parents and children to collect waste materials together. Finally, we also make effective use of community resources and collect all kinds of scraps through various channels to provide rich material resources for kindergarten education and teaching.

(2) Organize the classification of children.

There are various ways to collect waste. The first thing to do is to put them in different categories. We put several collection boxes at the door of the classroom and put signs on them that children can understand at a glance, so that children can classify them actively and orderly. If there is a bottle sign on the collection box, it means that children can put all kinds of bottles they have brought in, but they can't put cloth and boxes. What waste materials will be adopted by kindergartens? We usually divide used waste into:

1. According to the materials of waste materials: paper, wood, plastic, metal, cloth, etc.

2. According to the specifications of waste materials: large and medium-sized materials for outdoor activities, small and medium-sized materials for making teaching AIDS, and miniature materials for making table games.

3. According to the molding situation of waste, it can be divided into raw materials, semi-finished products, finished products and auxiliary materials. Sometimes, we also classify wastes according to their uses:

* Building materials: bricks, sand, stones, pipes, screws, waste wood, etc.

Sewing supplies: such as belts, belt buckles, gloves, hats, ornaments, lace, bow ties, socks, etc.

* Various boxes: such as gift boxes, plastic boxes, shoe boxes, shirt boxes, etc.

* Waste cloth: such as coarse cloth, canvas, cotton cloth, silk, etc.

* Hairdressing supplies: such as hairpins, combs, mirrors, etc.

Household articles: such as bottle caps, wallets, ropes, eggshells, old floors, clothes hangers, lampshades, packaging materials, brushes, old discs, ribbons, rubber bands, mirrors, photo frames, old tires, telephones, etc.

* Household items: such as bottles (unbreakable), foamed plastics, miscellaneous bags, milk boxes, etc.

* Waste paper products: such as cardboard, scrolls, greeting cards, magazines, newspapers, napkins, cartons, sandpaper, spools, straws, waxed paper, wrapping paper, etc.

After sorting, we will choose nontoxic, harmless and safe wastes for disinfection and sterilization. Usually, they are washed with disinfectant and exposed to the sun.

(3) Give full play to functions and make full use of functions.

Waste materials are widely used, not only in teaching, but also in kindergarten games, environmental creation and regional activities.

The application of 1. in teaching activities

Waste materials and preschool education seem to be two unrelated concepts and categories, but they are also related. Rational use of waste materials around us is of great significance and function to children's teaching. The key is how we do it. We can make any teaching AIDS and learning tools we need. For example, language activities crocodile tears need teaching AIDS crocodile. The crocodile I drew is not very realistic, for fear of attracting children's attention. So I made a crocodile head out of a toothpaste box and fitted it with sharp teeth. The children like it very much. They are very dedicated and devoted.

2. Utilization in regional activities

There are few ready-made materials for regional activities in our class. If we buy a lot of toys for regional activities, we need a lot of capital investment, and it is impossible for our rural kindergartens to invest so much money. Rational use of available materials can not only save energy, but also solve the problem of insufficient funds. Discarded things, through our hands, become useful things for children, without spending a lot of money, and doing the most beneficial things with the least money. Why not? At the same time, toys made of waste materials are mostly multipurpose. We skillfully put them in various regions, pay attention to cultivating children's divergent thinking, so as to enlighten wisdom in play, exercise their abilities in play, pursue the versatility of material use, add more vitality to regional activities, and cultivate and develop children's various abilities. For example, when making darts, the teacher will cut the drink bottles, and the children will decorate them with sticky notes of various colors, which are both strong and beautiful. Some children also actively use their brains and cooperate with each other. Come up with new production methods and games, and then, we make toys together and are in high spirits. For example, I put a wealth of teaching AIDS made of waste materials in the jigsaw puzzle area of my class. Those colorful geometric figures let children feel the shape, appreciate the color, unconsciously learn to compare the size, length, height and thickness of objects, and understand the equal division of shapes. Through poker game activities, children's interest in mathematics is stimulated, and the concept of children's number is promoted, such as sorting, classification, and understanding adjacent numbers. We collected some cake boxes for children to design turntables, some with toothpicks, some with disks, and some with shells ... Children choose materials according to their own interests and abilities and make bold innovations. We also replaced the pictures on the paper clips with cards, Chinese characters, objects and counting cards, encouraged the children in middle and large classes to match things, and let them learn while playing, which enhanced their interest in exploring scientific mysteries and developed their imagination and creativity. The level of children's regional activities in our class has changed dramatically. Waste materials have become teachers' good assistants and happy angels when children play, and the activity room has become children's paradise. They are playing and exploring to their heart's content, and they have promoted and developed themselves inadvertently.

3. Use in game activities

Waste materials have been decorated by teachers and students and used in children's games, which has achieved unexpected results. For example, cans can be hung on a rope to practice vertical jumping in situ, or tied together to make "plum blossom piles" to practice balance and train children's courage; Plastic bottles contain colored water, which is used for bowling, throwing bottles, running games as a baton and so on. Children exercise their hand muscles, cultivate their hands and brains in activities such as playing, doing, trying and thinking, and develop their intelligence while strengthening their physique, so that game activities can play a greater role. For example, in the game of "newspaper carries a ball", I provide each child with a newspaper and a ball, and only ask them to think of various ways to play with the newspaper. At first, the children were at a loss about the newspaper I gave them. I consciously said it again: "You can play as you like?" At this time, several children began to move, but most of them just ran around with newspapers. Jiang Chen listened to my words, nodded, smiled and said to me, "I want to show you something today." I am not in a hurry to ask questions. I just sit by and watch, trying to stimulate a teacher to try new fields and experience the joy of innovation by paying attention to the wishes of children and satisfying their motivation. In the process of playing, I was surprised to find that Jiang Chen's little friend, who is usually not serious about his activities, is playing with ecstasy and his eyes are shining with curiosity. I saw him running around and sticking the newspaper to his chest for a while; After a while, it will roll into a long strip as an obstacle and jump back and forth; After a while, he collapsed into a ball. When the "Grenade" was thrown ... under my guidance and encouragement, he actively thought and captured inspiration. During the activity, he told the children many games he thought of. Because of his rich imagination and unique thinking, he is loved by children. Other children, after trying for a period of time, began to show their creative thinking and play more ways under the inspiration of Jiang Chen. Some children roll newspapers into long strips and hold them in their hands as "golden hoops"; Some children spread newspapers on the ground as cushions and do sit-ups; Some children cooperate to put the ocean ball on the newspaper, and two people walk back and forth with the newspaper carrying the ball; There are also children who roll up the newspaper and put it on the ground as an obstacle and jump back and forth ... The children have created a new image of "newspaper" that can be played with more than one thing. I can see the children's cleverness in every activity in the future. For example, when playing with a box, some children fold the box and jump over it as an obstacle; Some children got into the box and crawled on the ground with their hands and feet exposed; Some children use boxes as "caves" and get out of them one by one. There is another more interesting way to play Yinbang Sheep: he puts a box on his body, exposes his head and walks like a robot to attract children's attention. I gradually feel that these seemingly worn-out things are priceless in the eyes of children, and their attraction to children far exceeds those seemingly beautiful finished products. For our teachers, the educational value of waste materials far exceeds that of finished products.

4. Utilization in environmental planning

Creating classes can guide children to pay attention to the environment, enhance their understanding of the environment and mobilize their initiative. The wall decoration of our class and the creation of regional environment pay more attention to children's interests and concerns in the choice of theme content, and constantly integrate new, contemporary and valuable educational content. For example, in the theme of "Underwater World", we lowered the layout so that every child can get it, and then the children made their own fish out of various waste materials, cut them themselves and posted their own fish on the theme layout. Every child participated in it, and they happily arranged their own works on the page. It can be seen that they are particularly serious in the production process. It can be seen that toys and materials made of waste materials are far more attractive to children than some ready-made ones. As long as you use your brain a little, you can turn waste into treasure and bring more fun to children. It's good for children. On the one hand, children can give full play to their imagination by making their own toys. After a toy is made, children will be very happy when they appreciate their own works, which is conducive to the development of self-confidence. Now there are often children in our class standing in front of the theme wall, looking for their own works, full of pride and joy. Secondly, children do it themselves and understand that their own labor can turn waste into treasure. These wonderful changes will make people happy, understand that only labor can yield, and will cherish their toys more. In the process of collecting waste, children will gradually understand the benefits of waste utilization, which is conducive to the formation of children's traditional virtues of thrift and simplicity, so that parents can save a lot of money and understand the mystery of "buying less, children get more". Some parents can also help their children make their own toys, such as lanterns made of waste paper and cars made of toothpaste boxes. , attracting children to stop and enjoy in the classroom. These toys can make children play interesting and beneficial, and inspire their thinking.

Using natural resources and waste materials to make a series of teaching AIDS

First, play with teaching AIDS with straws.

Second, bamboo plays with teaching AIDS.

Third, the carton plays with teaching AIDS.

Fourth, play with tin cans.

Five, paper stick to play with teaching AIDS

Six, wood playing with teaching AIDS

Seven, pulp playing teaching AIDS