Child-friendly table for children
Children should be the masters of the environment. However, in many kindergartens, there is a phenomenon that the materials are not seen by young children, or there are many teachers' works, few children's works, many decorations, less education, more independence, less connection, and many results. Less, more materials, less layers, more static, less dynamic and other issues. Many teachers often create new challenges for the environment, worry about how to decorate the environment, worry about young children not paying attention or dislike, and feel bad about changing and setting up a good environment...
Small class highlights true context
Three-dimensional wall environment - we try to organically blend wall decorations with the ground, tables and chairs to make the game more vivid. For example, in the Happy Caterpillar theme game, the teacher combines the wall interactive games with screws, clasps, etc., and ground sports games, uses the desk to drill and climb, uses the chairs to balance the wood, uses tires to practice jumps, and then picks fruit. Returning to the cozy hut, a comprehensive three-dimensional sports game zone is formed, which integrates large muscles, small muscle movements, and cognitive abilities. The children have fun and the many educational goals naturally penetrate.
Middle class highlights operational experience
The life experiences of middle-school children are gradually enriched, they like to ask questions, and they like to perceive things through operation experience, so as to gain intuitive experience. For the concrete image of middle class kids' thinking mode, cognition depends on the interaction and perception with real materials, and educational activities can highlight experience.
Around the problem line of inquiry, with the support of teachers, children can interact actively with a large amount of activity materials.
Big class highlights cooperation and inquiry
Children in large classes like to cooperate and are willing to explore. Teachers can support the children's group planning, regional recruitment, continuous observation and recording around the problem network, and achieve active, continuous, and common inquiry behaviors to satisfy the children's curiosity and inquiry desire. Teachers can highlight cooperative inquiry education. For example, in the theme of leaves, we created an exploration environment for “how to preserve fresh leaves”. The wall is the exploration record of young children. Under the corner is the experimental field. The young child records the experimental process and experimental results and sorts out the conclusions.
Teachers should pay attention to guidance and cooperation in the game environment, and try to combine classroom themes and children's interests to develop a class-based cooperative game room. For example, Kiki's studio makes Kiki the protagonist of the game room; the small woodworking house is the main position of the boys' game; the branch's creative room attracts many creative and creative children to linger; the tube theme hall, children We use exploratory creative games using tubes of different lengths, thicknesses, and hard and soft tubes to feel the qualities and uses of different tubes.