How to effectively guide folk sports games in kindergartens

When I mentioned my childhood, I was most impressed by playing bungee jumping, hide-and-seek, building a house, throwing sandbags, catching chickens with eagles, riding bamboo horses and throwing handkerchiefs with my friends in the open space with fresh air and plenty of sunshine. It can be said that folk sports games not only let us learn to use our brains, but also let us learn to share, tolerate, cooperate and think, which is the most precious. But now the disappearance of traditional folk sports games has taken away a way of life and a happy experience of children's healthy growth. Now, children have all kinds of toys. Many children often stay at home, watching TV and playing computer. They seldom exercise outdoors with fresh air and plenty of sunshine, and their communication awareness and cooperation spirit are often lacking. At present, there are many shortcomings in sports games in kindergartens, such as more modern materials and less self-made equipment, which are difficult to meet the needs of the current preschool education development. Therefore, only by fully tapping and utilizing the resources of folk sports games, creating a good environment for folk sports games, and enriching the content of kindergarten sports activities through the organization and guidance of activities, can children's physique be enhanced and their physical and mental health be promoted.

First, fully tap folk games to stimulate children's interest in games.

As we all know, interest is the best teacher If children want to learn folk sports games well, they must be inspired to be interested in folk sports games. Through the questionnaire survey of parents in the early stage of the sub-project, we clearly know that parents have a deep memory of the folk games they played as children, such as "playing tiles", "throwing handkerchiefs", "trying to catch chickens" and "hide and seek". The fundamental reason is that these nursery rhymes and passwords are humorous and interesting, and the rules of the game are simple and easy to learn, so that players are always in a proactive state and fully experience the joy and fun of the game. Therefore, we start with the fun of folk games, create a good game situation, and stimulate children to actively participate in folk games. For example, in the middle-class folk game "Hunters Catch Hares", we made a number of "caves" out of cardboard boxes and garlands, and the whole venue was arranged as a large lawn. At the beginning of the game, the rabbits listened to cheerful music and moved freely, jumping for a while, eating grass for a while, and lying on the lawn to rest when they were tired. The real game situation increases the fun of the game, and children have a feeling of being there. Everyone thinks of themselves as real rabbits and fully integrates into the game.

Second, according to the age characteristics of children, choose the appropriate content of folk games.

Children of every age have their own characteristics, and the suitable sports games will be different. For example, children in small classes have poor physical development and poor motor coordination; The children in the middle class have better musculoskeletal development and better flexibility than the children in the small class. Children in large classes have greatly enhanced their motor coordination ability, faster development of lower limbs, and greatly improved their muscle strength and working ability. When we choose the game content, we fully consider the characteristics of children of different ages and guide them flexibly. In small classes, we choose relatively simple games with big moves and stronger plots, such as "seesaw", "crouching to hatch chickens", "throwing handkerchiefs" and "cutting watermelons". The middle class chooses some relatively difficult game activities, such as hopscotch, eagle catching chickens, fried soybeans, golden locks and silver locks, and squeezing babies. Large classes can play more difficult and cooperative games, such as "sedan chair", "Cockfighting", "Sticking Cakes" and "Throwing Paper".

Third, strengthen the organization and guidance of the game and give full play to the role of teachers in the game.

In the organization and guidance of folk games, teachers who are "supporters, collaborators and guides" can only correctly handle the relationship between more and less guidance, so that folk games can show rich resources and great charm, bring more happiness to children and promote their better development.

1, let go more and limit less.

In the process of playing games, some teachers often restrict children's freedom to play games. Too "comprehensive" design limits children's thinking and deprives them of the right to experience the game freely. So in the game, all children can handle things by themselves, such as role assignment, rule use, material selection and so on. Our teacher should let the children experience and solve it personally, so that they can fully feel the autonomy and happiness of the game. Of course, this kind of laissez-faire is not "herding sheep" laissez-faire, but requires teachers to provide necessary support and help. For example, when children lack the ability to find game partners in the early stage of the game, they can be guided to participate in a small amount of two can play that game first, and then gradually transition to playing group games.

2. More opportunities and fewer assignments.

Eager for attention, children are willing to be the center of the game. In their cognition, only excellent children can become "protagonists". Just like the "fox" in the game "The Cunning Fox" and the "mouse" in the game "Stealing the Mouse", some teachers always assign several children with strong abilities to play, which leads to the unfair phenomenon that the protagonist is always dominated by the children with strong abilities. In order to let every child enjoy fair rights and opportunities, in the process of how to determine the role, teachers can teach children basic methods, such as "stone, scissors, cloth", "palm of hand" and "general point soldier". In this way, games are very attractive to young children. In order to participate in the game, they must learn to control their behavior and emotions. At the same time, the fair elimination method can help children overcome bad behaviors such as willfulness during the game, so that children can gain a sense of responsibility and collective consciousness.

Fourth, use folk games to improve parent-child relationship and promote home contact.

During the research and practice of folk games carried out by the research group, we were pleasantly surprised to find that folk games are carriers to promote and improve the parent-child relationship, and they build a bridge of spiritual communication between children and parents.

Folk games stimulate parents' interest in playing with their children. In the past, children asked their parents to play games with them at home. Parents would say, "How can mom and dad play games? Don't they have toys Go and play by yourself. " Children can only play silently by themselves. When children learn to play folk games in kindergarten and at home, they arouse their parents' memories of childhood. They excitedly told the children: "Mom and Dad can also play this game." "I don't believe it. The teacher didn't teach you. How can you do this? " "Don't believe it? Then mom and dad will play for you. " "ok!" The child jumped with joy. Mother and son play "golden lock and silver lock", and father is the referee. "Loosen a lock", and my mother drew back her hand before she finished. "Mom, you don't follow the rules. Complete "pull a lock" to shrink your fingers. Come back. " "The referee quickly came out to mediate." Yes, mom broke the rules and started over. "Mother and son have a new round of contest. At this time, the emotional communication between children and parents is naturally integrated into the game.

Folk games come from life and many parents will play them. In the process of developing folk games, kindergartens can solicit the opinions of parents and collect folk games. Parents can learn about their children's development in kindergarten by playing folk games with them. In this way, kindergartens and families have a common concern, which makes the relationship between parents and kindergartens closer.