1. Structure area: large and medium-sized building blocks. Desktop blocks, plastic sheets and other puzzle toys, beads, jigsaw puzzles and other puzzles.

2. Performance area: Various costumes, props, furniture, etc. that can be used for other purposes according to needs.

3. Science area: magnifying glass, scale, ruler and other tools and various materials suitable for children to explore.

4. Language area: books, tape recorders, story tapes, etc./If possible, you can also prepare some small puppets, a small slide projector, and a small theater.

5. Art area: paper, pens, easel, plasticine, glue, scissors, various empty paper boxes and other production materials.

6. Carpentry area: hammers, nails, saws, various wooden strips, wooden blocks, etc.

However, the stability of the activity area materials is not constant and needs to be changed appropriately according to the children's abilities.

Basic characteristics of district corner activities

1. Selectivity

When creating and distributing materials, we must pay attention to the quantity and content of the materials, and respect Children's choice and learning methods should be encouraged to actively and independently participate in activities and try out the process. Whether children's autonomous behavior is respected is a basic element in measuring district activities.

2. Generativity

Pay attention to the progress of children's activities, analyze and judge children's current needs and interests, and adjust the environment and materials in a timely manner. Teachers change from leaders to supporters and direct guidance. It is an implicit guidance that fully embodies the generative characteristics of activities and the process significance of kindergarten curriculum.

3. Practicality

Practicality and operability are important features of district activities. The content should select themes that allow children to fully engage in hands-on activities, and the environment created should allow children to fully activate their senses, allowing children to use their hands, brains, mouths, and emotions during the activities, and encourage children to experience the practice of discovery, exploration, trial and error, and search. process, so that children's learning methods are fundamentally changed to reflect the special functions of individualized activities.