First, the mixed-age interaction in game activities cultivates children's communication awareness

Society is a big stage, in which everyone plays different roles and undertakes certain social responsibilities according to social requirements and self-choice. Due to the restriction of physical and mental development level, children can't really play social roles and participate in social life, but they can simulate real life through role-playing in social games and perceive social role relations and role rules, thus enriching children's social cognition, strengthening their social emotions and cultivating children's good social behavior habits.

In kindergarten, children like to play role games. They all like to play their favorite roles, "I'll be a mother", "I'll be a father", "I'm a doctor" and "I want to be a sick child". Among the children in the mixed-age class, children will assign their roles according to their own wishes. Older children are willing to guide younger children, while younger children are willing to follow the behavior of older children. For example, when children play favorite role games such as doll house, store, hospital and bus, let them develop the plot content of the game according to their own wishes and interests. In the game, let all the children move and everyone have a role, and let the children take turns to play the leading and supporting roles in the game. In the game, strength and weakness interact with each other, which can not only make up for the lack of low frequency of children's free communication activities, but also promote the improvement of children's oral, motor and thinking abilities. From independence to cooperation, group consciousness is enhanced and social learning is completed at the same time. Makarenko pointed out: "Children should work hard as well as think hard in games, just like in labor." Role-playing is done by children of mixed age. Therefore, role-playing can well develop friendly communication among children, and can also reflect the good quality of caring and helping each other among children. At the same time, older children can drive those timid children to participate in activities, overcoming the weakness of cowardice and inactivity. It can be said that role play has played a catalytic role in the formation of children's communication consciousness, and it can also be said that it is the most effective method to cultivate children's communication ability.

Through the research, it is found that in the interaction and * * * activities of mixed-age children, with the continuous expansion of children's communication scope, the communication content is increasingly rich, and the feelings among children are deeper. Whether in the corridor of kindergarten or on the playground, as long as they meet each other, they will be excited, warmly hold hands and hug, and naturally sit together and chat. Children's understanding and communication scope have been expanded, the objects and contents of communication have been enriched, and the correct attitude and skills of communication with people and good social behavior ability have been comprehensively developed.

second, the mixed-age interaction in outdoor activities stimulates the initiative of children's communication

in the mixed-age activities, we use the mixed-age interaction of children to cultivate the initiative of children's communication. In mixed-age activities, children have more opportunities to play their favorite games and carry out their favorite activities. This kind of spontaneous and internal activities and games will eliminate the initial strangeness between children and devote themselves to the process of interacting with their peers. For example, in outdoor mixed-age activities, we provide large-scale equipment, ocean balls, twisting cars, rock climbing, small bridges, rubber balls and other fun equipment. Children in small classes expand their game experience and enrich their language vocabulary through observation and imitation in activities with children in middle and large classes, and freely communicate with children in middle and large classes in a natural state, reflecting an ecological and harmonious communication beauty. Some children, led by middle-class and large-class children, play the game of police and mother sending their babies to kindergarten on large equipment, which not only develops the role consciousness of small classes, but also promotes the communication between children, and also develops the communication ability of children.

Third, the mixed-age interaction in sports activities, establish children's self-confidence and sense of responsibility

Sports activities are the activities that children like and participate in the most, and children can get a strong emotional experience in the activities. We carry out mixed-age sports activities with "bringing up the small and promoting the big", so that children can learn from each other, help each other, overcome difficulties and learn skills, so that they can have a happy mood and feel that they are capable and enhance their self-confidence in learning. For example, children are interested in sports activities such as "transporting watermelons". The rules require children to work in pairs. They can only use their stomachs to clamp watermelons (balls) and move sideways. The one who reaches the finish line first wins. In the game, the children in the middle class and the children in the big class form a pair with each other. At first, the ball always falls. Later, after observation, communication and study, it finally succeeds. In the game, the children can not only hold the ball tightly, but also walk faster. In these activities, the children in the middle class * * * participate in the same activities. The children in the big class take care of their brothers and sisters and protect them, so that they can play first and then play by themselves. The children in the middle class like and are willing to listen to the guidance of their brothers and sisters, which makes the children in the big class feel proud and confident and more willing to associate with their brothers and sisters.

In this series of activities, older children have become educational resources in a sense. Younger children can get help and enlightenment from older children when they are in trouble. Older children can feel their own strength in the eyes of envy and worship of younger children, and they can also experience the pleasure of caring for and helping others. In a subtle way, young children will also learn from older children the excellent qualities of caring for others and helping each other, and will gradually establish their own self-confidence and sense of responsibility. In the activity, cooperation becomes the real need of children. Children realize the significance of cooperative games in various explorations, experience the happiness of cooperation, enhance their self-confidence in cooperation, and promote the improvement of children's communication ability.

Fourth, the mixed-age interaction in regional activities enhances children's self-control ability

Regional activities are an activity that children like very much, and it is undoubtedly a good form as a carrier of mixed-age education. Mixed-age regional activities provide opportunities for children to communicate with partners of the same age and different ages, and create a natural educational ecological environment for children.

according to the characteristics of the park, each class sets up multiple activity areas around one content, such as "people around us", "people who help us" and "my whole family", and "food city" and "I'll be a tour guide" around life activities. Teachers provide all kinds of colorful, new and interesting materials for children of different ages, which provides conditions for each child to explore in a variety of senses and ways. Different materials, different operating methods of children, children's knowledge and experience gained in the process of activities are also different. Children actively operate, repeatedly experiment, freely communicate, and if they don't understand, they will take the initiative to consult their peers. No matter whether they are brothers and sisters, they will be willing to help each other and learn from each other. Children adapt to each other in a happy atmosphere, appreciate each other, solve contradictions in mutual friction, and reach a kind of construction. It is precisely because of this learning and friction that children learn to adapt. Children become smart, capable, confident and bold. Teachers are observers, guides and supporters of children's activities, and close friends who are willing to communicate and talk. In such a relaxed and harmonious mixed-age environment, children not only actively acquire a variety of knowledge, experience and skills, but also naturally promote the social development of children's awareness of rules and responsibilities, so that children's personality can develop healthily and harmoniously. Children learn prosocial behaviors such as cooperation, sharing, humility, sympathy, helping others and tolerance by interacting with peer groups, and at the same time enhance their self-confidence and self-control ability.