Executive Summary ：

"Kindergarten work regulations" pointed out that: "kindergartens should make their own toys and teaching aids according to local conditions and local materials". And the Outline also tells us: "Early childhood education resources are everywhere, in a variety of ways, a variety of ways to develop and utilize the rich resources, in order to promote the comprehensive development of young children." In our rural kindergartens, waste materials can be found everywhere, they are very good educational resources, but how to effectively utilize these waste materials for processing and production, so that it becomes a substitute for early childhood education and teaching, and play its advantageous role? On the other hand, kindergartens spend more and more money on a variety of teaching aids, but the ready-made teaching toys to play a single, small children play a few times after the novelty, thrown to the side, thus the expensive teaching aids do not reflect the due value. Nowadays, most kindergartens advocate a low-cost, high-quality educational environment, the use of waste materials in kindergarten education and teaching not only cultivate children from childhood to protect the environment awareness, but also in the practice of innovation, physical fitness has been improved, and finally also for the kindergarten to save money, so that the limited financial resources invested in other more needy places to go. However, how to collect waste materials, how to utilize these waste materials, how to make waste materials waste but not old, which forces us rural early childhood educators must carry out continuous reflection, to practice to seek answers. I am now this class is my small class up, in these three years, I from the following four aspects of the use of waste materials in kindergarten education and teaching of the initial attempts and exploration.

First, a variety of channels *** with the collection

Second, the organization of the children to carry out classification

Third, the function of the full use

1, teaching activities in the use

2, The use of regional activities

3, the use of game activities

4, the use of environmental layout

Fourth, home and family cooperation to grow together

Keywords: waste materials education teaching <

Analysis of the current situation:

Waste materials: is necessary in the daily life of each family or commonly used in the renewable safe and hygienic waste products, which can be found everywhere, usually most families are these waste materials as useless garbage disposal. The Regulations on the Work of Kindergartens state: "Kindergartens should make their own toys and teaching aids according to local conditions and materials". And the Outline also tells us: "Early childhood education resources are everywhere, in a variety of ways, a variety of ways to develop and utilize the rich resources, in order to promote the comprehensive development of young children."

In our rural kindergartens, waste materials can be found everywhere, they are very good educational resources, but how to effectively utilize these waste materials for processing and production, so that it becomes a substitute for early childhood education and teaching, and play its advantageous role? On the other hand, kindergartens spend more and more money on a variety of teaching aids, but the ready-made teaching toys to play a single, small children play a few times after the novelty, thrown to the side, thus the expensive teaching aids do not reflect the due value. Nowadays, most kindergartens advocate a low-cost, high-quality educational environment, the use of waste materials in kindergarten education and teaching not only cultivate children from childhood to protect the environment awareness, but also in the practice of innovation, physical fitness has been improved, and finally also for the kindergarten to save money, so that the limited financial resources invested in other more needy places to go. However, how to collect waste materials, how to use these waste materials, how to make waste materials waste but not old, which forces us rural early childhood educators must be constantly reflecting, to practice to seek answers. To this end, in view of the actual situation of my class and the age and development characteristics of young children, in the three years of a series of preliminary exploration of waste materials, and has achieved considerable results.

Secondly, Multiple channels **** with the collection

Waste material varieties, the collection of waste materials is not a simple matter, we make full use of the family, parents of young children and community resources, multi-channel collection of a variety of marginal waste, for kindergarten education and teaching to provide a rich material We make full use of the resources of families, parents of children and the community to collect various kinds of marginal wastes through multiple channels to provide rich material resources for kindergarten education and teaching. First of all, we mobilize teachers to start from themselves, looking for all the "usable materials" at home and around them, as small as needle lines, bottles and cans, as big as wooden boards and cardboard boxes, cloth and cotton wool, etc. Secondly, we make full use of parents' resources to collect waste materials, so as to provide rich material resources for kindergarten education and teaching. Secondly, we fully explore the resources of parents, mobilizing parents and children *** with the collection of waste goods. Since parents are the first teachers of their children, our work must first be recognized by parents. At first, many parents do not understand that the used-up items are dirty, old and have no useable value, so we enhance parents' and children's awareness of environmental protection through parents' bulletin boards, parents' open days, parents' meetings and other channels, and at the same time, we have used waste materials to make a lot of finished products, such as: hanging decorations made of paper cups, crafts made of saucer ropes, and small activity devices made of Wantzai milk bottles, and placed them in the corridors of the kindergarten, which are also used to collect waste items. They were arranged in the corridors of the kindergarten and used in the children's games. Parents and children heard and saw that waste can be turned into treasure, and they began to actively and enthusiastically collect all kinds of materials, collecting their own yogurt or milk bottles, soda bottles, cracker boxes, potato chip containers, etc., and bringing them to the kindergarten waste collection box after washing. While collecting, children develop good living habits and gain experience in self-care. In our home and family contact, we print out small notes about the themes we are working on and the materials we need to prepare with parents, and listen to their suggestions so that they can really participate in our education and teaching. Many parents are enthusiastic to participate in our activities, and make a lot of sports equipment with their children, such as sandbags, rice bags, plum piles, etc., which also enhances their relationship with their children. Last but not least, we also make effective use of community resources. When we need some used items, we just need to talk to those uncles and aunts, and they will immediately agree to do so. Last semester, the shuttlecock in the sports area of my class was made of transparent plastic paper sent by a boss of a waste collection station. We made a lot of shuttlecocks, and the children were especially happy to play with them, and all said they were even better than the ones they bought.

Second, the organization of the children to classify

collection of waste products are many and varied, the first thing to do is to be placed in different categories, we placed in the classroom door of the collection box, and in the top of the sticker so that the children will be able to understand the sign, so that children can be positive and orderly classification of the placement. For example, the bottle symbol on the collection box is for children to put all kinds of bottles they have brought in, and not to put cloths, boxes, and so on in it. Once the children are clear about the purpose, they will not put them in the wrong place. However, there are different ways to categorize different materials according to different criteria, and only after clarifying the types of materials will it be beneficial to understand the structure, characteristics, and functions of the materials. What kind of waste materials are used in kindergartens? We generally use waste materials are divided into: (a) according to the material of the waste items: paper, wood, plastic, metal, cloth and so on. (ii) According to the specifications of the waste items: large and medium-sized materials that can be used for outdoor activities, small and medium-sized materials that can be used for the production of play and teaching aids, and micro and small-sized materials that can be used for the production of tabletop games. (iii) According to the molding of the used items, they can be classified into: raw materials, semi-finished materials, finished materials, auxiliary materials, etc. Sometimes we also divide them according to the use of the waste items: (i) Materials for construction: e.g. bricks, sand, stones, pipes, screws, waste wood, etc. (ii) Sewing supplies: e.g. straps, buckles, gloves, hats, trimmings, lace, bow ties, socks. (iii)Various boxes: such as gift boxes, hat boxes, ice cream boxes, plastic boxes, shoe boxes, shirt boxes, etc. (D) Waste fabrics: such as coarse linen, canvas, cotton, twill, silk cloth, etc. (E) Hairdressing supplies: such as hair clips, combs, mirrors, etc. (F) Household goods: such as bottle caps, wallets, ropes, eggshells, old flooring, hangers, lampshades,, upholstery, packaging materials, brushes, old discs, ribbons, rubber bands, mirrors, frames, nails, tiles, old tires, telephones and so on. (vii) Household items: e.g. bottles (unbreakable), Styrofoam, grocery bags, milk crates. (viii) Waste paper products: such as cardboard, rolls, greeting cards, magazines, newspapers, napkins, cardboard boxes, sandpaper, spools of thread, straws, waxed paper, wrapping paper, etc. After classification, we will pick out the non-toxic and harmless safe waste items for sterilization, usually with the method of disinfectant cleaning, there are in the sunlight exposure '.

Three, play the function of the full use

Waste materials are widely used, not only in the teaching will be often used, but also the kindergarten games, environmental creation, regional activities are inseparable from the participation of waste materials.

1. Teaching activities in the use of

Waste materials and early childhood teaching may seem to be two unrelated concepts and categories, but they also have a certain connection. Reasonable use of waste materials around us has great significance and effect on early childhood teaching, the key is how we do it.

We need what kind of teaching aids and learning aids, according to their own needs to make what kind of teaching aids and learning aids, do not need to lead the approval of the note, they do out of the thing is often more intuitive, what kind of shape to do what kind of shape, what kind of color to do what kind of color, tailor-made things must be more comfortable to use. Language activity "crocodile tears" need to use teaching aids "crocodile", I drew the crocodile is not too realistic, for fear of not attracting the attention of children, I used a toothpaste box to make a "crocodile" head, and put on the sharp teeth, the children are particularly fond of, all concentrated and engaged. The children loved it so much that they were all concentrated and engaged. In order to give full play to the waste into treasure, we teachers also carried out a "waste goods transformed" activities, dozens of pieces of work are teachers use the usual life everywhere in the production of waste materials, educational, practical, operational, fun and multi-functional variability, beautiful and practical modeling, but also for young children's outdoor games, regional games, teaching activities provide a good opportunity for the children to play outdoor games, regional games, and teaching activities. The materials are beautiful and practical, and provide a lot of materials for children's outdoor games, regional games, and teaching activities, which fully reflects the teachers' awareness of saving and environmental protection, and demonstrates their ingenuity.

Through these three years of thinking and practicing, I believe that the use of waste materials in early childhood teaching has a strong scientific feasibility, which can reduce our capital investment, can educate children to protect the environment and save energy, and cultivate their brains and hands, such a multi-purpose thing we can do more, and to do it well, do it real.

2. The use of regional activities

I class regional activities in the less readily available materials, if the purchase of a large number of regional activities in the toys, the need for a large amount of capital investment, the kindergarten in our rural areas, it is not possible to invest in a large amount of money. Reasonable use of available materials around us not only saves energy, but also solves the problem of insufficient funds. Already discarded things through our hands and become useful to the children, and do not have to spend a lot of money, with the least amount of money to do the most favorable thing, why not? At the same time, most of the toys made of waste materials are multi-play, multiple use, we will be cleverly placed in various areas, focusing on cultivating children's divergent thinking, play to enlighten, play practice, the pursuit of multifunctionality of the use of materials, adding more vitality to the regional activities, but also to cultivate and develop a variety of children's abilities. When we make toys with the children, the children's emotions are very high, they all scramble to be the first to rush with the teacher to make, for example: when making darts, the teacher will cut out the beverage bottles, and the children will use various colors of instant stickers to decorate the top, which is both sturdy and beautiful. Some children also actively use their brains and cooperate with each other. They come up with new ways to make and play with the toys, and then they all make the toys together. By making toys together with the teacher, children pay attention to the shapes of some used objects and see what they can make. Some children have used objects at home, so they will bring them to the class and make them together with the children. For example, Chen Lingna's mother opened a clothing store in the class, saw some scraps of cloth in the store, and said to her mother: these cloths can be made into a big sandbag, and take it to the kindergarten to play. Her mom deliberately said: how to do it? Chen Lingna said: just like making small sandbags, with six pieces of cloth sewn together, filled with cotton and then sewed up on the line. Her mom made a few sandbags with her and brought them to the kindergarten. She was very happy to see that all the children enjoyed playing with the big sandbags.

I set up a puzzle area for the children in my class and put in a wealth of play and teaching aids made from waste materials, those colorful geometric shapes for the children to touch the shape and appreciate the color, and unconsciously learn to compare the size of the object, length, height, thickness, and understanding of the shape of the equilibrium. Through poker game activities, we stimulated children's interest in mathematics and promoted the development of number concepts, such as sorting, classifying and recognizing adjacent numbers. We collected several cake boxes for children to design carousels, some with toothpicks, some with discs, some with shells. ...... Children choose materials according to their own interests and abilities, and boldly engage in innovative production. We also replaced the pictures on the clips with picture cards, Chinese characters, objects, and counting cards, and encouraged the middle- and older-graders to match counting objects, etc., so that children can We also replaced the pictures on the clips with picture cards, Chinese characters and number cards, and encouraged the middle and older children to match numbers and objects, so that the children could play and learn by doing, which enhanced their interest in exploring the mysteries of science and developed their imagination and creativity. The level of regional activities of children in my class has undergone a radical change, waste materials have become a good assistant to the teacher's teaching, children's happy angel of the game, the activity room has become a paradise for young children, who play and explore to their hearts' content, and "inadvertently" gained their own improvement and development.

3. The use of game activities

Waste objects through the teachers and students of the decorative, transformation, used in the children's games to go, more to achieve an unexpected effect. Teachers and children *** with the exploration of the production of activities and tools to play: cans can be hung on a rope, practice jumping in place, but also a few tied together, made to practice balance, training children's courage "stake"; plastic bottles filled with colorful water, used to play bowling, throw and catch bottles, when the baton running Race and so on. Some folk games have also been unearthed: plastic bottles made of gyro, wire bending into a ring rolled iron ring, sewing sandbags shuttlecock, with bad rubber gloves cut to make jumping ribbons and so on. Young children from this experience with their parents *** with the fun of exploration, triggered an active participation in the activities of interest, while playing, do, try, think of activities such as exercising the hand muscles, cultivate the hands of the brain ability to develop a strong body at the same time the development of intelligence, so that the game activities to play a greater effect. "One thing to play" in the game has been fully realized. One time, I designed a game activity for the children called "Newspaper Ball Carrying". I provided each child with a piece of newspaper and a ball, and only asked them to think of various ways to play with the newspaper. At first, the children did not know what to do with the newspaper I gave them. I consciously said again, "How do you want to play?" At this point a few children started to move, but most of them just ran around with the newspaper. After listening to me, Chen Wenhao nodded and said to me cheerfully, "I'm going to show you guys something today." I didn't rush to ask questions, but just watched quietly from the sidelines, trying to stimulate him to try new areas and experience the joy of innovation with a teacher's attention to the child's desires and fulfillment of the motivation for the activity. In the process of playing, I was surprised to find that Chen Wenhao, who is usually not serious about his activities, was playing with his mind and his eyes were glowing with curiosity. I saw him running around with the newspaper on his chest; he rolled it into a long strip to make an obstacle and jumped back and forth; he kneaded it into a ball and threw it as a grenade. ...... Under my guidance and encouragement, he thought positively and captured the inspiration. In the activity, he thought of many of his own play to the children to listen to, because of the imagination is particularly rich, unique thinking, by the children's favorite.

Other children, after trying for a while, and also inspired by Chen Wenhao's creative thinking, have begun to show up and play in more ways. Some children will be rolled into a long strip of newspaper to hold in the hands of the "golden rod"; some children will be spread on the ground as a newspaper mat, do sit-ups; some children will be put on the ocean ball on the newspaper cooperation, the two people holding the newspaper loaded ball back and forth; there are also young children will be rolled up on the ground as an obstacle to the newspaper rolled up and jumped back and forth. ...... children to create a new image of a multi-play "newspaper", each subsequent activity, I can see the children's ingenuity, such as in the play box, some children stacked up the box, as an obstacle to jump over; some children into the box, hands and feet out on the ground, and the children's hands and feet out on the ground, and the children's hands and feet out on the ground. Some of the children get into the box and crawl on the ground with their hands and feet exposed; some children use the box as a "cave" and drill out of it one by one. Tu Yuanfang had an even more interesting way of playing: he put the box on his body, exposed his head and walked like a robot, attracting the attention of the children. I gradually felt that these seemingly old things were priceless to the children, and their attraction to the children far exceeded that of the seemingly beautiful finished products. And for us teachers, the educational value of waste materials is far more than the finished product.

4. The use of environmental layout

The creation of the class can enhance the children's understanding of the environment, through the guidance of the children's attention to the environment, mobilize the initiative of children. My class wall decorations and regional environment creation in the choice of theme content more consideration of children's interests and concerns, and continue to integrate new, with the characteristics of the times, valuable educational content. The choice of wall decorations is also much richer than before, in addition to fine wrapping paper and other high-grade materials, more from the lives of young children, such as waste paper boxes, cans, sponges, shells, oil cans, toilet paper buckets, etc., according to local conditions, local materials, tap all the natural resources that can be utilized, reflecting the richness of the content and materials. This is conducive to the timely replacement and replenishment of wall decorations, but also conducive to the cultivation of young children from childhood to be a person with a heart, to develop a good quality of concern for the collective, thrifty and frugal.

In the past few days, our classroom has been decorated with several thematic layouts, including "From Head to Toe", "The Language of Nature", and "The World of Animals". Instead of the usual teacher's layout, we let the children do the layout. For example, one of the layout "fish in the sea", we put the layout low, so that each child can reach out and reach, and then the children themselves with a variety of waste materials to make fish, and cut their own hands, will do their own fish pasted on the theme of the layout, each child is involved, they are very happy to put their own works of art to the layout, it can be seen that they do their own work to the layout, and they are very happy.

The children were very happy to put their own work on the page, and it was obvious that they were very serious in the process of making it.

In addition, we let children use waste materials to make, for example, jelly boxes stuffed with beautiful crepe paper, and covered with flower-shaped soft plastic, the teacher to help string up, will become a very beautiful wind chime, these children are capable of making. In the page "The Language of Nature", the children made flower pulls with their own hands and folded them into bows with colored ribbons, which were very beautifully decorated, and the children were very interested in decorating these toys with homemade materials. Later, some parents came to tell us that children at home do not want to throw away useless things, and a child also brought his homemade toys, with an old handkerchief, four corners of the rope, and then hang a pendant on the end of the rope, it is still in the air, like a parachute slowly down, the children from which they can get infinite fun. A mom said: "I started to buy a lot of toys for children, but soon got tired of playing. It was a waste to leave them in the corner. Later, I found that he collected many matchboxes and used them to build parks, cars and so on, and had a lot of fun. This activity also stimulates the child's imagination."

It can be seen that the use of waste products to make toys, materials, far more than some of the ready-made to attract young children, as long as a little thought, can be turned into treasure, can bring more fun to the children. It is beneficial to children. On the one hand, young children through their own hands can give full play to their imagination, in the same toys done, young children in the appreciation of their own works, will be incredibly happy, conducive to the development of self-confidence, and now our class is often young children standing in front of the theme wall, looking for their own production of the fish and other works, full of pride and joy. Secondly, young children through their own hands to make, they also understand that through their own labor can also be turned into treasure, these wonderful changes will make people happy, understand that there is labor to reap the benefits of the truth, will be more cherished by the toys they make. In the process of collecting waste, children will gradually understand the benefits of waste utilization, which is conducive to the formation of the traditional virtues of thrift and frugality, hard work and simplicity, so that parents can also save a lot of money, and also understand the mystery of "buy less, so that the child can get more". Some parents also helped their children make their own toys, such as Wang Huixiao's sister who made lanterns with her using scrap paper, and Shen Yifan's mother who made cars with her children using toothpaste containers, etc., which attracted the children's attention in the classroom. These toys are fun and useful for children to play with, and they inspire children's minds.

Four, home and family cooperation to grow together

The Outline pointed out: "The family is an important partner of the kindergarten. It should be based on the principles of respect, equality and cooperation, and strive for parents' understanding, support and active participation, and actively support and help parents to improve their educational capabilities." Kindergarten use of waste materials must obtain parental support, mobilize parental participation, improve the effectiveness of education, so that parents understand the kindergarten on the collection of waste materials, the use of the necessity and feasibility of the request for parents to cooperate with us to pay attention to the little by little, with their own words and teachings to influence the children, educate the children, and help the children to develop a good habit of environmental protection, the ability to create should be brought to bear on the role of parental education. Over the past three years, many parents' concepts have changed a lot, and when they have unused boxes and bottles at home, they no longer throw them away, but wash them and bring them to the kindergarten, and a few grandmothers ask: "Teacher, do you want oil bottles?" "Teacher, do you want a disk?" ...... Some mothers and children made "baby dolls" out of bottles; some children made "clocks" out of scrap wire and cardboard boxes with the help of their parents, "car"; and some with their mothers to do with the rice bag and so on.

Once the environment needs a lot of scarecrows to decorate, the next day the children in the help of parents actually brought a lot of many. In the parents half-day open day, we ask parents and children together with waste objects to do games, do handicrafts, such as: in the handmade activities, let the parents for the children to prepare the production of materials, in the handmade at the same time, the parents continue to remind, ask the child: "What do you want to do works ah?" Then, give the child some simple tips on how to make the work, and even help the child **** with the production to complete. Then, the children's and parents' works are hung up as environmental decorations in the activity room. As soon as the children and parents enter the class, they see their own works, and this feeling of not being able to help themselves tugs at the heartstrings of the parents at all times. There is always an indescribable feeling of pleasure when you see your own and your child's work many times. It seems that the practice of parent-child education activities will enable parents to obtain a happy experience, to obtain the exchange of feelings and to reflect the value of self and the opportunity to make them pay more attention to the growth of their own children, so that the parent-child relationship is more intimate.

Young children are the future of the motherland and the hope of mankind, and it is of practical and far-reaching significance to focus on the education of waste materials on young children. After these three years of practice and analysis, we can be found that the use of waste materials in the class and even in our park has been attached importance to its value and role has also been affirmed, but in the actual operation there are still some problems, in the future teaching and education, I will also make use of a number of ways and means to continue to play a radiant role in our children and their surrounding population, so that more people, families into the environmental education camp, so that more people, families, the environmental education The camp, so that more children in the waste materials to benefit from a child to drive a family to a family to influence the whole society.

References:

1, "Kindergarten Education Guidance Outline" Interpretation

2, "Pre-school education" of the "waste materials have its broad use"

3, "early childhood pre-school education network" of the "environmental education of the kindergarten"

3, "the kindergarten









4.