1. Put appropriate activity materials according to different activity areas

Material is the material carrier of educational intention, and its own characteristics and the activity mode stipulated by these characteristics often determine what kind of learning experience children may get and what aspects of development they may get. According to the development needs of children's cognition, emotion, movement, language and sociality, from the perspective of children and from the perspective of children's psychology, we can create different forms of regional activities for children, such as role area, science area, art area, language area, woodworking area and sports area, and provide children with places to do activities and opportunities to display their talents according to their own interests and abilities.

generally speaking, each activity area has some basic and relatively stable materials. For example, building block area: large and medium-sized building blocks. If necessary, there can also be some auxiliary materials, such as cans and various small animal shapes.

Role-playing area: all kinds of clothes, props, furniture, etc. whose uses can be changed according to needs.

science area: magnifying glass, scales, rulers, magnets and other tools and various materials suitable for children to explore.

operation area: various jigsaw puzzles such as desktop building blocks and plastic chips, beads, jigsaw puzzles, various puzzles, and the operation of various mathematical learning tools.

language area: books, recorders, story tapes, puppets, headdresses, etc.

art area: paper, pens, plasticine, glue, scissors, all kinds of empty cartons and other production materials.

book area: all kinds of interesting books.

However, the stability of the materials in the activity area is not constant, and some materials belonging to the activity content often need to be changed according to the ability of children.

Second, pay attention to the safety of putting in activity materials

The Guiding Outline of Kindergarten Education clearly points out that "kindergartens must give priority to protecting children's lives and promoting their health." This is enough to show the importance of safety work in kindergarten life. Similarly, in the production and delivery of regional materials, safety should be the first. Although children have certain self-protection ability, experience in participating in regional activities and strong sense of rules, they don't need to be in the sight of teachers all the time, but they are children after all. Reducing and eliminating unsafe factors in the environment is the most basic requirement for the regional environment.

When providing children with sports materials, we should choose non-toxic, tasteless and harmless raw materials, and thoroughly clean and disinfect them before making them. Some bottles, boxes and cans are collected by children from home. We must not ignore the residues inside. Over time, they will become moldy and have a lot of bacteria. Therefore, teachers must do a good job of hygiene with children and wash the collected bottles, boxes, cans and other materials before using them to avoid accidents. Hard and primitive cans and packing boxes can be decorated and modified with auxiliary materials such as colored paper and ribbon. You can also choose soft wrapping paper, art paper and so on for artistic processing, so that it can fully display its artistry while having educational functions. In order to attract children to be interested in the activity materials and actively participate in the activities, which is conducive to the smooth development of regional activities.

besides paying attention to the safety of the active materials, we should also pay attention to the safety of the active environment. For example, the furniture should be stable, and the hooks for hanging clothes should be slightly higher than the children's heads.

3. Putting in materials with educational value

The educational value of regional activities is mainly attached to the operational materials in the region. Different materials will lead to different methods of operation and activities, and children's learning experience in the process of activities will be different. This makes different activity areas have their own unique educational functions.

For example, by fully excavating the connotation of putting building blocks in the operation area (mathematics area), we can show a variety of educational values, mainly depending on the structural characteristics of the building blocks themselves and the various activities they can trigger.

Building blocks are composed of standard basic geometric shapes, and there is a strict proportional relationship between each shape in a set of building blocks. For example, the side length of a cube is either equal to the length of one side of a cuboid, or half or a quarter of it; A triangle must have a side equal to that of a cube or a cuboid, and the thickness of a thin cube must be half or a quarter of that of a thick cube; The diameter and length of the cylinder must also find its corresponding "partner" ... This structural feature of the building block makes it an excellent material for children to learn mathematics and develop their cognitive ability. The educational value of building block area also depends on the "openness" characteristics of building blocks. First of all, building blocks are highly "plastic" and infinitely "combinable". Unit building blocks are all very simple but very basic shapes, which can be said to be the high generalization and abstraction of the shapes of various actual objects, so people can "restore" it with the help of some kind of imagination, that is, give it various practical meanings, which is the meaning of so-called "plasticity". For example, an upright cuboid can be imagined as a person and a building; Think of a triangle as a hill, a slide, a canopy and a roof. It is precisely because building blocks are the most basic geometric shapes, and their functions don't have to be fixed on some specific objects or structures, which makes them infinitely combinable, one by one, repeatedly spliced and reorganized. When children put a building block in different positions and give it different meanings, children's creative thinking ability and creative potential are fully exerted, which is the "openness" of building blocks in cognition.

Secondly, building building blocks (especially large building blocks) often requires interaction and cooperation among children, which can be said to be "openness" in the sociological sense. Such as actively seeking each other's help and support in materials, hoping to build cooperation, * * * agreeing on the theme, coordinating the division of labor and cooperation, etc., and learning how to control one's behavior, how to deal with interpersonal relationships, how to solve contradictions, etc., are all necessary contents in the social development of young children.

Fourth, the activity materials should be hierarchical and operable

Every child's cognitive level, experience and ability are different, and the biggest feature of the activity area is that it can provide an activity environment suitable for children with different abilities and interests. Therefore, we should put different levels of activity materials in the activity area according to the physical and mental characteristics of children of different ages, so as to be targeted. When placing materials, we should pay attention to providing materials with different difficulties, and make the materials "detailed" according to the requirements of from shallow to deep and from easy to difficult, so as to give full play to the advantages of active materials. According to the different abilities of children, we provide activity materials with different degrees of difficulty in operation, which is convenient for teachers to give targeted guidance and help to children with different abilities, to better teach children in accordance with their aptitude, and to promote the improvement of children at the original level to varying degrees. For example, in the activity of "learning the number within 3", I put in two materials, namely "sorting box" and "finding friends for baby dot", among which "finding friends for baby dot" has deepened some difficulties and is suitable for children who have mastered it; Children who are not fully mastered in teaching activities can continue to consolidate through the "classification box" so that each child can develop at the original level.

active materials should also be operable. Through the operation of materials, children can be stimulated to practice and use their brains, support the positive interaction between children and the activity environment, and guide children to practice and use their brains to think about objective things according to their hobbies, so that children will not feel bored in half an hour of regional activities. The "fight car" in the "operation area" is a good example. Children will continue to encounter setbacks in the process of spelling, and then after observation, thinking and repeated collage, until they succeed. In this process, children's judgment intelligence has been fully developed, and all kinds of cars have fully stimulated children's interest in learning. Some children can assemble many cars at a time, and the joy after success is self-evident.

5. Avoid high-grade and finished products for the materials put into the activity area

In the selection and putting of materials in the activity area, we should avoid comparing with each other, pursue high-grade, realistic and finished products, and "adults look comfortable", which not only wastes financial resources, material resources and manpower, but also greatly reduces the educational value of the activity.

For example, many kindergartens not only buy dressing tables, washing machines, stoves and other equipment and clothing for their dolls at high prices, but also teachers work overtime to make all kinds of food that can be faked, such as steamed buns, steamed buns and fruit bowls, so that the dolls' homes look very decent. However, after careful observation of the children's activities, it is found that the original use of mother's old scarf as apron, looking for items to decorate the room, and the division of labor and cooperation to "buy food" and "cook" are gone, and what is left in the doll's house is probably pretending to eat, chat and say hello. Moreover, the material function that is too vivid must be single and fixed. As a result, the "role-playing area" that can be completely changed with children's interests and needs is now limited to the "doll house". This not only limits the function of the region, but also limits the activities of children, and even limits their imagination and freedom. This may be the result that investors don't want, but it really happened.

In fact, relatively primitive and basic materials and semi-finished products are more likely to be multifunctional and have greater educational value, which is more conducive to children's activities, learning and development.

Therefore, no matter how rich the funds are and how abundant the manpower is, we should consider the problem from the actual effect. High investment does not necessarily bring high returns.