How to create a role-playing environment in kindergartens

Games are children's favorite activities, and any child can't live without them. As Mr. Chen Heqin, a famous educator in China, said, "Games are children's psychological characteristics, games are children's work, and games are children's (children's food) life." In order to change the traditional teacher-led game mode for a long time, make the game more in-depth and high-quality, and let children's creativity, thinking ability, imagination, language expression ability and cooperation ability be comprehensively exercised and improved in the game, then how to create a game environment that is conducive to arousing children's various experiences and supporting children to interact with them is the main work of kindergarten education.

First, create an active game environment to stimulate children's initiative

It is easy for children to have a strong interest in the free and relaxed space environment. Driven by interest, children can fully mobilize their autonomy. On the basis of understanding children's experience, teachers guide children to participate in the creation of game environment, provide rich game environment and equal opportunities for children, and let children choose games freely according to their own wishes and play games in their own way. In the interaction with materials and partners, * * * can share the happiness brought by games and learn from each other, thus promoting children's initiative, independence and creative development. Let children learn in autonomous games, learn to be human, learn to communicate and learn to live in autonomous games.

Role-playing is a game that children voluntarily participate in. The theme of role-playing should come from children's needs and be put forward by children themselves. However, teachers should be good at discovering the needs of children's games, appropriately motivating children's games and helping children learn to establish themes. For example, the establishment of the doll house in our class is the first activity area created. While playing with the doll's house, the children found that there were many things missing from the doll's house. The baby's milk powder and daily necessities were not available at home, so under the guidance of the teacher, we opened a supermarket game. The children still feel dissatisfied and think that they need money to buy things. So they opened a small bank at the suggestion of the children. With the continuous development of the game plot, we opened barbershops, snack bars, bus stops, bakeries and so on. The establishment of these role zones comes from the needs of children and conforms to their wishes. They are more engaged, active and creative when playing games.

Second, provide appropriate game materials to stimulate the enthusiasm of young children.

1, the materials shall be provided with operability and openness.

Looking back, when we started to put the game material in the role area, we thought that the more game material, the more real and beautiful it was, the more children would like it. For example, the food in the "dim sum shop" is all kinds of ingredients carefully collected by the teacher, and the design of beverage cans and coupons is very realistic. Through observation, it is found that during the game, the things bought in the "doll supermarket" don't need children to do, so chefs often have nothing to do. At first, children were interested in the vivid images of the objects, but after a long time, they lost interest. Although these materials can attract children's attention and stimulate their interest in games in a short time, over time, it is difficult to maintain children's interest in games because of the lack of activities of replacing things with things and the lack of creativity of children. The materials we worked so hard to prepare were ignored by the children after a few days of appreciation. So we tried to reduce the game material, but the material from more to less could not meet the needs of children at once. We provided a lot of semi-finished products in the "snack shop" and began to process bread and snacks for children with plasticine. The types of snacks are also rich, and the works made are more and more realistic. Children's interest is getting stronger and stronger. Semi-finished products and waste materials are more conducive to children to substitute things for things in the game. Semi-finished materials allow children to combine, process and deform at will when playing, and create a variety of ways of playing by themselves. In this way, children will actively think, fully imagine and play games creatively when playing. For example, Wang Jiale, the chef of the pastry shop, found some small bottles as seasoning bottles. Some small bottles are also used as soy sauce bottles and vinegar bottles on the dining table for guests to use. For another example, in A Doll's House, Du plays a little mother who uses toy blocks to add a water dispenser to the house. She said it was for drinking water for the guests. Jong Li made a TV set and a TV remote control from a military paper box. He said the guests would have something to do when they got home. The children in the barber shop found a big carton, saying it was a perm machine and so on. By substituting things for things, it not only enriches children's game materials, develops their imagination, but also mobilizes their interest and enthusiasm for games.

2. The materials provided should be constantly adjusted according to the development of children's games.

As everyone knows, children with too much material don't know what to play, and too little material can't meet the needs of children's games. Teachers should pay attention to the situation of children's games in the game, increase or decrease the material at any time according to the needs, and guide the further development of the game plot. For example, in the case of adding a hairstyle catalogue to a barber shop, one day, I went to the barber shop as a customer to get a haircut, and the barber asked, "Do you want a haircut or a shampoo?" I want a perm. The barber asked again, "How do you want to perm your curly hair?" The teacher inspired: "I don't know." If I see my hairstyle, I will know! " "Then what should we do? The barber is worried. When commenting, Yu said, "I accompanied my mother to perm my hair. They have a beautiful book with many hairstyles in it. " "I know, I've seen it, too." "Teacher, let's also do a book about hair styles. "So I design hairstyles with my children, and for this reason, we also specially designed a hairstyle design activity. I bound the hair styles I designed, and it became a beautiful catalogue of hair styles. So the hairstyle catalog is used in children's games. Another example: One day, Qiao Yufeng said while playing a bakery game, "Yesterday, my mother took me to Christine's house. I saw many big photos hanging on the wall there with many numbers on them. My mother said it was an advertisement and told us what was cheap. Our bakery also has a lot of cheap things, but we didn't advertise and the children didn't know. "So, I put a lot of handmade paper on the wall according to the children's requirements, and let the children advertise themselves. But teachers sometimes don't know what problems children will have in the game and what they need, so they can't supplement the material in time. In order to find the information they need in time, the teacher and the children decided to set up a treasure chest in the corner of the activity room, which would make it easier for the children to find substitutes. For example, a guest came to the doll's house to eat meat buns, but neither the "dim sum shop" nor the supermarket sold them. The doll's father asked the supermarket staff to bring some flour in, and soon the supermarket staff found plasticine from the treasure chest and sold it to the doll's house. The doll's mother kneaded the dough into buns to meet the requirements of the guests. The guests are very happy to eat meat buns. It is obviously not enough to rely on the teacher to collect the items in the treasure chest. We mobilize parents to collect a large number of waste toy materials for their children and put them into treasure boxes to add auxiliary materials for their children's games. Such as: cans, old batteries, beverage bottles, cartons, calendar paper, white paper, crayons, twist sticks, wrinkled paper, building blocks and other low-structure toys have become multifunctional materials in the treasure chest, which is convenient for children to choose according to the needs of the game.