Question 1 on the significance of regional activities in kindergarten: What is the significance of carrying out corner activities in kindergarten? Regional activities are an important form of independent activity for children.
It is an independent learning activity with the purpose of happiness and satisfaction and through operation and fiddling.
It is a unique way for young children to proactively seek to solve problems. Its activity motivation is dominated by internal motivation rather than commands from the outside. It is expressed as "I want to play" rather than "I want to play." Autonomy is the key to children's game activities.
intrinsic characteristics.
Regional activities fully reflect the characteristics of children's physical and mental development, can meet the needs of children's activities and games, better promote children's natural, free, happy and healthy growth, and realize "learning by playing" and "learning by doing".
In regional activities, children are highly motivated to participate and can actively use their brains and create boldly.
This is because young children have just emerged from infancy. They are closest to human nature and have no pressure to survive or learn. They are full of curiosity about everything around them, and the desire to explore sprouts and develops in their hearts, prompting them to play and pursue pursuits.
, to explore.
On the other hand, they use games, an atmosphere similar to society, to resolve conflicts between needs and reality, so as to experience and understand real life, eliminate tension and satisfy curiosity.
Through observation, I found that the development of corner activities can effectively promote the development of children's good personality. Children can improve their ability to deal with and solve problems through interacting with each other, cooperating with each other, and discussing with each other. It also effectively promotes the development of children's good personality.
Development of good personality.
1. The development of corner activities provides a good psychological environment for children to interact. The setting of corner activities is free and open. Children can choose the corresponding corner activities according to their own preferences. The rich environment provides children with exploration
, opportunities for knowledge, communication, and cooperation to satisfy children’s desires.
In the doll house, children can choose roles through discussion and their own wishes, experience happiness and satisfaction in the process of playing roles, and express their emotions.
Children can interact freely without any constraints or burdens, and can also self-regulate their needs. They will be mothers to coax the dolls to sleep, take the dolls to play with toys, and when they are happy, they can go to see performances with the dolls.
As you enjoy your activities in a free and warm environment, you will become more and more enthusiastic about the game and become more involved.
Yangyang in our class has always been relatively withdrawn. He doesn’t like to socialize with others and rarely talks. After the community activities were carried out, he really liked being a waiter at the market. He would choose to be a waiter at the market every time when customers came to buy food.
, he always introduces it actively, which not only improves his oral expression skills, but also changes his personality a lot. Parents report that he is now willing to communicate with friends around him at home and has become cheerful.
2. Regional activities provide children with opportunities for negotiation and cooperation. Most of today's families have only children. At home, they are all "self-centered". Therefore, it is very important to educate children through negotiation and cooperation. In the collective education of kindergartens,
In education, although teachers pay more attention to the cultivation of children in this aspect, they are not very targeted. The particularity of regional activities just makes up for the lack of collective education.
For example, in the barber shop game, there are three children who all want to be barbers, but there can only be two barbers. What should we do?
The children had no choice but to negotiate on their own, or change roles, or use a turn-taking approach to resolve conflicts. In this process, the children learned to wait, cooperate, and coordinate with each other.
Question 2: Why should kindergartens carry out regional activities? As the value and function of regional activities in kindergartens become increasingly prominent, many kindergartens break the traditional spatial layout and set up various activity areas for children, providing opportunities and possibilities for children's active development.
The creation of activity areas is particularly important.
The important purpose of creating activity areas is to create an environment that encourages children to make free choices, facilitate children's operations and bold exploration, so as to promote the comprehensive and harmonious development of children's body and mind.
So, how should we create areas to make the regional environment more innovative and more conducive to children's personality development?
After practice and trial, I have the following insights.
1. The significance and value of carrying out regional activities in kindergartens (1) What are regional activities? Regional activities are the happiest activities for children. They mean that teachers purposefully create an activity environment and put out activity materials based on the educational goals and the level of children's development.
Children carry out individualized independent learning activities based on their own wishes and abilities in a specific environment, mainly through manipulation and fiddling, and develop comprehensively through interactive activities with materials, peers, and teachers.
(2) Forms of regional activities There are mainly the following forms of regional activities: collective activities, group activities, optional activities, free activities, theme activities, and joint activities.
Group activities refer to activity area activities as one of the ways to provide collective education to children. For example, when all children need to learn a certain knowledge or skill, appropriate operational materials are placed in one or more relevant areas according to the activity goals.
, allowing children to perceive content and gain experience through free exploration activities.
Group activities refer to the activity area as a place for group teaching of young children.
It is mainly applicable to: First, in terms of developing intelligence, when helping some children acquire certain knowledge and skills, it can provide necessary guidance to those children with special needs in relevant activity areas.