Every time you hold an event, it is best to formulate an event plan so that you have a clear goal and help the event run more smoothly.

So how should children’s game rules be formulated?

This time I have compiled the rules for children’s games for everyone’s reading and reference.

Hope it helps you! 1. What the rules include 1. Number of people stipulated Kindergarten activity space is small, materials provided in each area are relatively limited, and children have different interests, so it is necessary to specify the number of people in each activity area.

It prompts children to pay attention to the progress of the game and can also cultivate children's negotiation skills.

When designing the number of people playing in the area, my class designed entrance signs for the corresponding number of people. As long as the children take the entry cards and insert the entry signs, the children behind them will choose other areas to play.

For example, the "Panda Food City" in my class provides many barbecue and snack materials for young children, including gas stoves, barbecue grills, microwave ovens, chef hats, aprons, etc. This character area has always been the children's favorite.

I am usually active and introverted. Every time I go to an area, I rush to insert cards. It is always crowded. But when I see that the area cards are full, I know to go to other areas to play.

2. How to play the game. We can tell the children how to play the game in each area in the rules. In the small class, we mostly use pictures to tell the children; in the middle class, we use pictures and texts, but there are still more words, and the children have not yet

It is too easy to understand, so we also use photos to take photos of children while they are playing and display them in the rules area, so that it is easier for children to understand.

For example, in the first semester of middle school, we provided shoe tying in the educational area. Today’s children don’t know how to tie their shoes. According to the rules in this area, one of our teachers was demonstrating, and the other teacher took pictures of the steps.

Displayed in the regional rules area.

That day, a child in her class, Jiang Lechen, went to play in the puzzle area. She picked up the shoe uppers and tied the shoelaces, but she couldn't do it right. At this time, child Fei Yifan came over. After looking at it for a while, she found that in the rules area

He took Jiang Lechen's hand and said, "Let's go look at the photos over there." After saying that, the two of them looked at the photos and "studyed" them together. Finally, when the time for the regional game was about to come, the two of them happily

He came over and told me: "Teacher, we can tie our shoes. The two of us did it looking at the photos." Through this case, I found that it is still very useful to provide children with intuitive gameplay.

3. Things that should be paid attention to in the game. I think the rules should remind children of things that should be paid attention to. This is also very important. Each area will have different attention content. For example, in the reading area, we will ask children to read quietly and not damage.

Turn the book page by page; in the art area, we will ask the children to pay attention not to cut their hands when using scissors, to put paper scraps into the trash can, not to throw them on the ground, etc.

Once, we played a regional activity, and the children had a great time. When the music started, every child was busy collecting their own materials in the area. After collecting the materials, the children all returned to their places, waiting for the teacher's evaluation.

When I asked what problem I found today, one child said: "I was playing in the hair salon. The children in the art area next to us played with plasticine, and small debris fell on the ground. The ground was very dirty." Listen.

When he said this, the children in the art area immediately went to deal with it, and they also stipulated that no matter what they play in the future, they must keep it clean. This activity also made us feel that the evaluation is effective, and more attention should be paid to reminding children to pay attention in the rules.

matters.

2. Formulation of regional activity rules The formulation of regional rules in kindergartens should also reflect the subjectivity of children, and the rules set by children themselves will enable children to abide by them more consciously during the game.

Therefore, regional game rules should be formulated jointly by teachers and children.

1. Teachers and children discuss and formulate together. Discussion can solve many problems. When formulating rules, we can discuss and formulate rules with children.

Children are more likely to follow the rules they set themselves.

I still remember that open area activity, which happened to coincide with our third theme vegetable collection, so we decided to add a role game in the vegetable market. When formulating the rules, we discussed it with the children, and each child could express his or her own ideas.

Okay, we passed it all together, and made improvements if we had any objections. Finally, we decided on the rules that suit our class. In the activities the next day, the children were able to abide by the rules. There was no chaos that our teacher was worried about, and the children also all obeyed the rules.

have a good time.

2. Rules are generated from the conflicts of playing games. Sometimes, when children find problems in the game and cannot solve them in time, the teacher does not have to rush to give answers. They can let the children solve them themselves during the evaluation and summary.

It was still the vegetable market game. I summarized it for the children that day, and one of the children said: "Our vegetable market is doing so well, we sold out of vegetables in a short while. Customers like them keep buying here, and the vegetables are all sold out."

Still want to buy here.