I hope to help you from three aspects: pre-meal organization, meal details and post-meal organization. For example, if you need a small class game plan, you can go to _ Paile.com _ to find a plan:

1. Pre-meal organization:

1. Organize children to wash their hands by means of music rhythm and finger games to reduce the waiting phenomenon

Washing hands before each meal is an essential procedure, and it used to be always a teacher. There is a time difference between the first child washing his hands and the last child washing his hands, and there is a time difference between washing his hands and eating in a bowl, which is a link in which children wait passively. For example, if the teacher is not properly organized, the hands washed by the previous children will be polluted again. How to reduce the unnecessary waiting of most children, our garden has conducted many times of teaching and research and mutual learning, and teachers have actively used their brains. Each class has formed its own unique organization mode. For example, some classes divide children into groups in the name of different animals. After many times of observation, we sum up the appropriate number of children and the time required for each time to enter the bathroom, and then adjust the length of music, record and play tapes, and orderly mobilize children with corresponding animal music, with the rhythm that needs to be reviewed and consolidated purposefully interspersed in the middle. Children who come back from washing can follow up at any time, which not only takes care of the difference in washing time between children, but also takes care of all children. Without unnecessary waiting time, children's washed hands will not be polluted again. Music rhythms interspersed in the middle will be changed regularly, and some classes are interspersed with finger games to arouse children's enthusiasm. Children are happy to learn, and teachers are easy to organize. Link transition is no longer a difficult problem.

2. Create a relaxed dining environment and carry out pre-meal diet broadcast activities to promote children's appetite.

A good dining environment is beneficial for children to promote the secretion of digestive glands, stimulate their appetite for meals, have a good impact on the healthy development of children's bodies, and experience the happiness of collective life, which is beneficial for children to actively adapt to society. Helping children to adjust their emotions and let them eat in a good and pleasant mood is the main purpose of quiet activities before meals, so we strive to create a warm and relaxed environment for children before eating. The main method is to carry out pre-meal broadcast activities, so that large-class children have a certain degree of independence. In order to exercise children's expressive ability, the students on duty collect nutrition knowledge about the recipes of the day with their parents at home one day in advance every day, and act as a small information broadcaster before each meal to broadcast the recipes and their nutritional values to all their companions. Children in middle and small classes are not autonomous enough to understand the nutritional value of diet. Teachers know the recipes of the day in advance, use the Internet to search for pictures and texts of the nutritional value of dishes, and show them to children before meals. Colorful pictures and vivid descriptions by teachers not only let children know the benefits of each dish to their own physical growth, but also create a psychological atmosphere in which children want to eat, enjoy eating and love eating. When nurses bring meals to class, they use the fragrance of meals to arouse children's appetite again.

Second, the detailed organization of meals

1. Grasp the meal time of children and master the correct meal method

Experts point out that too little or too much meal time will affect the reasonable intake of nutrients for children, and the prevalence of iron deficiency anemia will increase due to insufficient iron intake. Child care experts advocate that it is appropriate for children to cultivate good eating hygiene habits from an early age and spend 31 to 41 minutes at each meal. Therefore, class teachers and nurses should remind children who eat too fast to chew slowly, and look around while eating, and refuse to swallow the food in their mouths, which takes too long to eat. Teachers should find out the specific reasons and make concrete analysis. Teachers should try to reward children who have made progress with progressive stars, extra fruits and snacks in lunch, or after-dinner activities such as toy sharing and independent games to attract them to eat as fast as possible. Let children gradually and consciously adjust the meal time. In our garden, children eat with spoons in the small class and chopsticks in the middle class. In the small class, we mainly teach children the methods and requirements of all aspects of eating, such as sitting upright in the chair first, holding the spoon in one hand and the spoon in the other, and catching the falling rice grains with the bowl when feeding the rice to the mouth. In the middle and large classes, you learn how to eat correctly with chopsticks.

2. Standardize the route of children's serving meals to ensure the safety during meals

There is always a headache for teachers during meals, that is, unsafe factors. Although children are also very orderly and orderly, it is inevitable that children will spill or collide because of serving meals. Teachers also emphasize safety every day, but it is still unsatisfactory. How to solve this problem? After a period of observation and exploration, we finally found the trick. If all children can move around a fixed line (such as counterclockwise from back to front), then there will be no cross phenomenon and artificial collision can be avoided. So we standardize the lines for children to serve meals in groups, and each group is led by the group leader in a fixed order. No matter who is the group leader, how to adjust the position will not affect the line, so that every child can quickly understand how to sit. This is not a restriction on children, but an excellent link to cultivate the awareness of rules.

3. Pay attention to children's mental health at meals

Modern "health" is not only considered to be physically strong, well-developed and defect-free, but also includes mental health, which involves cognition, emotion, emotion, personality and many other aspects. To ensure the healthy development of children in kindergartens, teachers should not only take care of their physical development, but also protect their psychology. Therefore, the problem of eating can no longer be considered only from physical health, but must be re-recognized from the perspective of mental health. When eating in kindergarten, I often hear such kind reminders: "Eat well, don't talk" and "Don't spill rice on the table" ... The originally pleasant eating suddenly became serious. Because in people's traditional ideas, it is generally believed that eating without talking is a virtue and beneficial to health. Therefore, children must abide by this traditional virtue and always remind themselves to eat as required. From the physiological characteristics, when people are depressed, the digestive glands are inhibited and there is no appetite. Teachers' urging of children who eat slowly, as well as reminding them of the rules from time to time, make children's nerves in a state of tension, affect their appetite, cause children's emotional antipathy and nervousness, and cause anorexia and fear of eating. The research of psychologists Zikson and Mohai of the University of Chicago confirms this point, and thinks that people are in a happy mood, active in thinking and full of creative associations when talking in diet. In observation, we found that children in small classes don't talk much, while children in middle and large classes often talk quietly during meals. Giving children a moderate right to speak freely reflects the respect for children and the openness of education. So, do teachers relax about children's eating? Giving children a relaxed dining environment does not mean letting themselves go. Teachers must understand when and what needs to be disciplined. In dining activities, children are willing to communicate with each other or talk to themselves. Without affecting other children or destroying eating activities, individual behavior should not be bound by discipline. In daily life, it is observed that some children like to interfere with other children's meals. At this time, teachers need to maintain discipline, let children know the importance of discipline, and then they can consciously abide by it, and gradually learn to control themselves, so that children can develop harmoniously physically and mentally.

4. Cultivating good dining habits

Cultivating good habits is an important goal of kindergarten life education. In the case that modern life is generally superior, many children have formed bad eating habits such as picky eating and playing while eating. If there are no corresponding good eating hygiene habits and rules, it is useless to have rich and delicious food. Early childhood is a critical period for children's growth and development, and intake of rich nutrition is a guarantee for healthy development. How to make delicious food into children's stomachs has become an important content of teaching and research in our garden, so we have also explored some practices and implemented different educational methods:

(1) story guidance and example demonstration. Take advantage of children's love of stories and praise, and use the collective atmosphere to infect them and set an example for them. Please show us how to eat clean and tidy children with strong hands-on ability, so that children can understand that it is very easy to eat by themselves, so that dependent children can start to eat by themselves.

(2) Seat adjustment and group competition. In the past, for the convenience of teachers' management, all classes concentrated the children who ate very slowly on one or two tables to supervise them, but the effect was not very satisfactory. Later, after practice, the method was changed, and they were mixed with children who could eat. In this way, they saw that their friends around them ate so well, were infected and encouraged, and gradually ate fast and enjoyed themselves. In addition, using the indomitable personality of children, we can see which group performs better when eating at ordinary times and get more rewards, and rely on the collective strength to help them develop good eating habits. Through the competition, children understand the importance of cooperation and increase their self-discipline.

(3) the method of gradually increasing the amount and cooperating at home. Some children don't eat certain foods since childhood, so it's impossible and unrealistic for them to change it all at once. We adopt the method of "gradually increasing the amount" for this kind of children. Start from a little bit and gradually adapt to it, so that children don't feel very uncomfortable. Parents are advised to arrange some of these foods at home, and they can eat less when they don't like them.

(4) The method of giving priority to prizes and combining rewards and punishments. Give encouragement to children who are partial to food, leftovers and scattered rice, even if they make a little progress, and send them a progress star, small stickers, etc., to arouse their enthusiasm and urge them to correct their bad habits of partial to food, leftovers and scattered rice. Teachers usually keep their words and do what they say, so that rewards and punishments are clear. For children who eat and play while eating, don't pay attention to hygiene, and don't change their teachings repeatedly, for example, if they don't give Apple and other symbols representing Excellence that day, they can also deprive him of his favorite activity time once, so that he can restrain himself. Praise him immediately when he makes a little progress every day, and give him an extra progress star, which will make him more confident to deal with eating.

5. Treat every child fairly

Parents often pay special attention to diet. Our garden requires teachers and nurses to make overall plans and treat them fairly when sharing meals. The fairness here is not to say that all children eat as much as they do, but to add appropriate meals according to each child's appetite, so as to ensure that every child can eat well. When nurses divide meals for the first time, they should take the medium and large amount as the standard, and they should not divide a lot in order to reduce trouble. On the one hand, it is not conducive to children's eating, on the other hand, it is easy to make children feel afraid, especially rice, noodles, etc. If they eat more and more, they need to finish all the meals such as rice and vegetables before they can drink soup. On the contrary, it makes him realize the joy of success from the activities of feeding meals independently and develop good eating habits. Seeing all directions and listening to all directions are the basic skills required by every kindergarten teacher. When children eat, teachers should pay attention to each child's eating situation, including speed and food intake. Children should not be urged, but they should be reminded of the time. Children should not develop the habit of partial eclipse. If they don't like to eat, they can eat less, but they can't help eating. Talking with individual children can't affect other children, so that all children are in their own eyes.

Third, after-dinner organization

1. Guidance and cultivation of after-dinner habits Give full play to the role of students on duty

Children's after-dinner habits also need to be cultivated and cultivated, which is also an important dining etiquette. The main contents are: guide children to eat their bowls clean, wipe their mouths with towels, and gently put their bowls, spoons or chopsticks and towels into fixed containers; Then gargle with drinking water from your own cup. There are certain requirements for the use of towels and gargle. Because children eat at different speeds, teachers should not only take care of the children who eat, but also take care of the children after meals. At this time, the students on duty become teachers' right-hand men, and the different division of labor makes the students on duty do their own duties to remind children to develop various habits after meals.

2. Organization of after-dinner activities

Children need some quiet activities after meals, and this time period has also become the time for children to choose games freely.

Children choose various small activities such as reading books, plasticine, building blocks, drawing diaries, group games, etc. according to their wishes. Teachers actively create a place for children to communicate harmoniously with their peers and actively interact with teachers and children, so that children can develop their language ability, knowledge and experience, interpersonal communication, etc.

The cultivation of habits requires the persistent efforts of teachers and children. When children enter the first day of life, life is inseparable from them, and life contains inexhaustible educational resources. Learning can be said to happen anytime and anywhere. Teachers should be good at grasping the opportunity of education and infiltrate children's learning into all aspects of their daily life. In a word, under the guidance of the spirit of "Guidelines for Kindergarten Education" (for Trial Implementation), we study deeply, gradually change our concepts, attach importance to all aspects of life activities in kindergartens, not just the dining links, further discuss the detailed organization of each link, and gradually form corresponding routines to promote the development of children's good living habits. We hope that every routine is not the bondage of children, but the conscious behavior formed by children in the collective environment, and finally lay a good foundation for their lifelong growth.