Kindergarten life activities are an important part of children's daily activities, which run through the whole life. Correct, orderly, scientific and reasonable life activities play an important role in children's physical and mental development, cultivate children's self-care ability, self-reliance and lifelong development ability, and lay a solid foundation for becoming high-quality talents needed by the future society. It is pointed out in the Guiding Outline of Kindergarten Education that kindergartens should provide healthy and rich living and activity environments for young children, meet their needs for development in many aspects, and enable them to have a happy and meaningful childhood. In this sense, the environment and content of life activities created and provided by preschool teachers should not only adapt to children, but also promote their development, and at the same time, let them gain useful life experience in happy life activities to complete the basic mission of protecting and promoting the growth and development of children's physical and mental health. In practice, we deeply realize that teachers are the most important and basic force in children's life education and the most important and direct creator of high-quality children's life. Teachers should be good at using effective guiding strategies to cultivate children's self-care and self-reliance ability in life activities, so as to take good care of and protect children, while respecting their growing independent needs, helping them learn self-care skills and exercise their self-protection ability, so that children can feel the fun. Guiding strategy 1: teaching students according to their needs to meet the different needs of children in life. Children will show individual differences due to factors such as heredity and family environment, and these differences will also be reflected in life activities. Children who are emotionally unstable about entering the park; Weak and sick children; Teachers should pay special attention to and guide children who have difficulties in a certain link, such as eating slowly. By paying attention to listening, watching patiently and asking questions in time, we can observe and find out the needs of children in life activities in time, and teach them according to their needs, so that they can feel safe, warm, relaxed and happy in kindergarten life activities. After the new small class entered the park, the teachers found that they were more reluctant to urinate in the kindergarten. Children are on pins and needles when they have a bowel movement, and they are in great pain. The teacher was so anxious that he immediately contacted his parents. Parents told the teacher: the more timid they are, the less they dare to urinate outside their home. The reason why they didn't tell the teacher about the special situation of their children is that they hope to help them get rid of bad habits through the new environment. After listening to the parents' words, the teacher thought that it was not good for the child's development to forcibly pull over the child's habits. I took advantage of a very valuable message captured in the conversation: the later the night, I should use the urinal to relieve urine as a breakthrough to solve the problem. She was provided with a small urinal in the garden. At first, the teacher made an exception and asked her mother to come to the kindergarten to take care of the urine. Later, the teacher consciously stood by her mother's side, let her see her familiar relatives and teachers together, and relieved her fear. Slowly, with the comfort and company of the mother and the teacher, the urine was finally solved with a small urinal. Effectively help children get rid of tension and anxiety and return to normal. Make her get through the urine pass smoothly. So as to grow up happily and healthily in kindergarten. The acquisition of life skills and the formation of habits are not synchronous for every child, and there are great differences. It is also necessary to teach students according to their needs and give different guidance and help. For example, the case "I want a spoon" scene: At lunch, the teacher provided chopsticks and spoons for the children. Record: Before eating, the teacher arranged two kinds of tableware for the children to choose freely before eating. Lele, the biggest child in the class, hesitated at the table for a while. After the teacher saw it, he just smiled knowingly and nodded. Lele finally chose a small spoon and went to the table for dinner with peace of mind. When teachers provide two kinds of tableware, they consider that there are individual differences in learning life skills. Through activities such as perception, discussion, practice and operation, most of them have gained a preliminary understanding, and they have also produced behavioral responses that meet the educational requirements. However, the acquisition of skills and the formation of habits are not synchronous for every child, and there are great differences. The free choice of chopsticks and spoons meets the needs of children at all stages of development and enables them to improve their own development level. Guiding strategy 2: optimize the environment, trigger and support children's life activities. In the process of children's growth, the environment has the power of silence. Environment is not only the background of education, but also the means of education and education itself. In the optimized and beautified living environment, children's minds can be subtly influenced, thus achieving the goal of promoting children's development. Therefore, we should pay attention to the creation of living environment, better penetrate education into the environment, and make children be edified, infected, enlightened and moist in the "silent" environment, and sprout their inner life tension. 1. Use icon marks. In the bathroom, a flow chart of hand washing was prepared for small class children, which played the role of environmental suggestion education and let children know the correct method of hand washing. Post cartoons to save water, so that children can develop the good habit of screwing on the tap after washing their hands ... and gradually develop good living hygiene habits. Unique marks are designed by children themselves on the wardrobe where children put their clothes, which increases their chances of self-care in life and enhances their autonomy and self-confidence. In every corner of the kindergarten, children have designed various small signs to remind children to abide by the rules and develop good behavior habits. For example, tie your shoelaces when they are open, wash your hands when they are dirty, put things back, and do not waste water or food. 2. Create a living area. The creation of living area corner is combined with life content. Children gradually master life activity skills and stimulate their interest in self-service by operating materials in the activity area. For example, the "fruit" of small class: the fruit tree made of flannel is covered with buttons, while the fruit made of flannel is buttoned, which attracts children to buckle the fruit on the buttons of the fruit tree. While the children let the fruit trees "bear fruit", they not only realized the happiness of success, but also learned the simple skill of buttoning. At the end of the middle class, children will gradually use chopsticks to eat. Before children use it, we first added "feeding small animals" activity materials in the activity area, and put chopsticks and vegetables and bones made of waste materials. Guide children to learn to use chopsticks unconsciously in the activities of holding objects with chopsticks. Guiding strategy 3: Make use of colorful games to make children happy to master various life skills. Gamification of life activities means mastering or consolidating the skills and abilities needed for life activities in games. For children, the game is not only a kind of play, but also a kind of study, work and life. The game is a happy process of children's choice based on intrinsic motivation, and there is no fixed mode to actively participate in activities. Integrating games into children's life activities can not only make children develop, but also make them have the happiest time and have a pleasant emotional experience. For example, children learn how to fold quilts while playing with handkerchiefs. Then encourage children to try to fold quilts, so that children will not be helpless, but their interest will increase greatly and they will soon learn to fold quilts. In the "supermarket" game, children learn to tie bows and practice tying shoelaces through the box. In the game of "dining room", children help themselves to pour water and serve tea, and consolidate their ability to use tableware correctly. The game of "washing the cat's face" and the game of "buttoning the doll", children learn basic skills such as eating, dressing and arranging toys. Competition games: This kind of games mainly consolidate life skills and cultivate self-reliance and competition spirit through competition activities. Such as: dressing competition, wearing shoes, making bed by folding quilts, using chopsticks and so on. Guiding Strategy 4: Encourage children in an interesting way, so that they can feel the happiness of success and progress. Interest is the driving force of action. Kindergarten life activities can't be separated from noon, washing, sleeping, working and going to the toilet every day ... If they are repeated, children will lose interest and enthusiasm for participation. Therefore, we should add some things that children are interested in in every link of life activities, so that children's daily life is full of interest and positive significance. During the nap, the teacher put a beautiful sticker on the little shoes of the children who slept well. The children were overjoyed when they woke up and found out. In life education, mastering life skills is not the only goal, and teachers should pay more attention to children's emotional response and emotional experience in the process of acquisition. Small class children often wear reverse shoes. We put cartoon pictures on children's shoes to help them distinguish right from left. For example, the left shoe is attached to one half of the kitten's face and the right shoe is attached to the other half of the kitten's face. When children wear the right shoes, they will see a complete kitten face. In these interesting activities, children not only master the necessary life skills and good living habits, but more importantly, make them feel the happiness of success and progress. Guiding strategy five: expand the living space and make children experience the fun of independent activities. Teachers' support is one of the important conditions for children's development. Teachers should adhere to "children-oriented" and help children become masters of development and learning, instead of shaping and changing children with adult experience and understanding. Providing an open space for practical activities, making it the master of activities and the main body of life activities, is a happy rather than forced education, which is a perfect and creative education, and only in this way can children have a sense of happiness. 1, expand the content of life activities. Excavate the broader educational development significance implied in the original life education content of children, expand the inherent connotation, incorporate kindergarten life activities into the educational category that will help children to make continuous progress, and integrate them into children's daily activities, so that they can really play their role and promote children's continuous development and growth! For example: buffet noon. Change the inherent content, time and way of children's noon, and start with self-help and self-help. The content of noon is changed from monotonous one kind of fruit to two or four kinds of fruits, so children and children can choose according to their own tastes and food intake; At the time of eating, we should combine lunch with regional optional activities to change the previous practice of having lunch with the whole class, so that the lunch activities can last for a relatively ample period of time, and children can freely choose when to eat fruit and give them full freedom in time. Take the form of a group, set up a noon area in a fixed place, provide a small clip and a small plate for each person, and let the children taste delicious fruit with soothing music and talk softly with their peers easily. Make afternoon activities give full play to children's initiative. "I like eating at noon best!" "I'm so happy to have lunch!" This is what children often say at noon. The form of self-help and self-selection of noon has effectively improved the quality of children's life activities, allowing children to choose according to their own needs, so that children can develop and improve in active activities. 2. Try to manage yourself in life. In life activities, children are the main body of activities. Their physical and psychological development is the result of their own activities under certain external conditions. Therefore, we should study what children think and do in the process of life activities for children. Children can think for themselves, let them think for themselves; Let children do what they can. In the process of exerting the main role, we should cultivate their main consciousness and develop their main ability. Life activities come from children's life itself. For children, "willing and willing to do what you can to serve yourself" is the most important thing, which can help children gradually develop good living habits in their daily lives. According to the wishes of children, we tried self-management in children's life. For example, the "small supervisor" was launched in the middle and large classes. In the kindergarten, I am responsible for checking how teachers and children are doing. For example, do you pay attention to saving water when washing your hands? Do you wash your hands before meals? Wait a minute. While urging others, children also remind themselves. Many rules of life in kindergartens are formulated by children themselves through discussion. Although the rules put forward by children are not comprehensive at the beginning, with the development of activities and the rich life experience of children, they will adjust the unreasonable and incomplete rules. Let children become the masters of their own lives, become the main body of educational activities, actively develop themselves, see their own strength, realize their own value, and experience the fun brought by independent activities. Rousseau, a French educator, once said: "Children's life itself is education". The greatest value and starting point of education is to let children enjoy a free, happy and equal life in the natural state and have a happy childhood from an early age. Life is beautiful and happy. We apply the extracted effective life guidance strategy to the guidance of children's life activities, so that children can develop happily and independently in life activities; Let children love life, enjoy life, love everything that education has provided for them and love everything that life has created for them in the process of adapting to life.