Language case in kindergarten class, everyone tells stories together
Alright, let's start telling stories together! Once upon a time, there was a little boy who lived in a small village. He liked to play with his friends and especially liked to tell stories. One day, all his friends went home and he was left alone. He wanted to continue playing with them, but he didn't want to tell the story alone, so he began to think of a story. He thought of a short story called " Little Bunny Looking for Mommy." The little rabbit was a very smart and brave child. He wanted to find his mother. He started to look around, but he couldn't find his mother. He cried sadly, but he didn't want to be so sad, so he decided to continue searching. In his search, he met a kind fox who told him that his mother was in the nearby forest. The little rabbit was very grateful for the fox's help and began to walk towards the forest. In the forest, he met his mother, who was very happy to see him because he had found her. The little rabbit and his mother played many interesting things together and had a wonderful night. From then on, the little rabbit never left his hometown because he knew that his mother was there. This story tells us not to be afraid when we encounter difficulties, but to face them bravely. At the same time, we should also be willing to help others, especially those who need our help.
The language activities of the kindergarten class came to reflection
The following is a reflection on the language activity in the kindergarten class: - ** Achievement of goals and educational significance **: - From the perspective of language ability cultivation, using stories to teach and letting children learn to talk through stories would help develop children's language ability. For example, in the process of telling a story, the teacher used exaggerated body language and rich expressions to show the story vividly. This provided a vivid scene for the child to learn the language. The child could listen attentively and perform well in the story retelling and acting. This reflected the achievement of the teaching goal of language ability cultivation. - In the sense of moral education, this story teaches children to think about or go to the field to see anything they hear or encounter. Don't panic, ask and understand before taking action. - ** Teaching Method **: - Using the "gudong" sound to stimulate the child's exploration and curiosity was a more ingenious way of introduction. Then, using the little rabbit personification and powerpoint to tell the story, it was in line with the child's cognitive characteristics and could attract the child's attention. - In the story telling, the teacher used expressions and movements to enrich the teaching content, which played a supporting role in the language expression of the small class children. For example, in the section narration, he would perform expressions and actions on the basis of learning the dialogue to enrich the content. - However, there were still some shortcomings in mobilizing the enthusiasm of the children. There were not many children who actively participated in the language activities in the future. They needed to fully mobilize the enthusiasm of the children and provide them with a language environment and space that they wanted to say, dare to say, and like to say. - ** Course design **: - The design of the curriculum needs to be improved. According to the relevant requirements (such as the requirements of the kindergarten leader training and the "outline"), each link should be designed with special teaching methods. Don't be too anxious. Only in this way can a good language class be presented and bring fun and knowledge to the children. The reflection after the teaching activities should also encourage teachers to carefully and repeatedly review their own curriculum when designing the curriculum in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of language earthquake in kindergarten open class
The following is a lesson plan for a kindergarten public class on language earthquakes: ** 1. Teaching objectives ** 1. Let the children understand the natural phenomenon of earthquakes and its possible dangers, such as the collapse of houses, casualties, etc. 2. Guide children to master the basic self-rescue methods in earthquakes and improve their self-protection awareness. 3. Through language expression and communication, develop children's oral expression ability. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the children understand the concept of earthquakes and its dangers. - Teach children the correct way to save themselves in an earthquake. 2. ** Difficulty ** - How to let children calmly use the self-rescue methods they learned when they encounter the danger of an earthquake. ** 3. Teaching preparation ** 1. Pictures and videos of earthquakes, such as houses shaking and collapsing when the earthquake occurred, and people escaping in panic. 2. Simple props to simulate earthquake scenes, such as small house models, dolls, etc. ** 4. Teaching process ** #(I) Introduction (3 - 5 minutes) 1. Showing pictures of the ruins after the earthquake to attract the attention of young children. The teacher said,"Children, I'm going to show you some special pictures today. What's wrong with these houses? This is the scene after the earthquake. Do you know what an earthquake is?" #(2) Knowledge explanation (10 - 15 minutes) 1. Simple explanation of earthquakes The teacher said,"An earthquake is when the earth under our feet suddenly shakes, just like the small table we are playing with is suddenly pushed by someone." It's a natural phenomenon. It's because the power inside our Earth has changed the crust. Just like how children build blocks, when the blocks are not stable, the ground will sometimes shake." 2. Explain the dangers of earthquakes Play a video of an earthquake (the video includes images of collapsed houses, damaged roads, people panicking, etc.). After the video is played, ask the children what they saw. Then the teacher concluded,"When the earthquake comes, the houses may collapse and crush people under them. The roads will break down and people's cars will not be able to drive. There may also be a fire or flood, which will cause many people to be injured and have no place to live. It is very dangerous." #(3) Self-rescue explanation (10 - 15 minutes) 1. indoor self-rescue - He used a model of a house to demonstrate the situation inside the house when the earthquake occurred. The teacher said,"If we are in the house when the earthquake happens, we can't run around." If we can quickly run to an open space outside, like a playground or a park, then run out quickly. But if we can't get out in time, we can hide under the table or in the corner. Look, like this (putting the mannequins under the table and in the corner), the table and the corner can protect us like small shields from falling things. Also, don't hide next to the window or under the chandelier, because the window glass might shatter and the chandelier might fall and hit us." - Let the child repeat the indoor self-rescue method that the teacher said to deepen the memory. 2. outdoor self-rescue The teacher said,"What if we were already outside when the earthquake happened? At this time, we have to stay away from tall things like houses, trees, and utility poles. We have to run to an open place, then hold our heads with our hands and squat down like this (the teacher will demonstrate the correct posture). This way, we can protect ourselves from being hit by things." #(4) Scene simulation (10 - 15 minutes) 1. group simulation Divide the children into small groups and use the simulation props to simulate the earthquake scene. One group of children acted out the situation indoors, while the other group acted out the situation outdoors. The teacher issued an "earthquake" instruction, asking the child to act according to the self-rescue method he had learned. 2. Post-performance evaluation After each group performed, the teacher evaluated the children's performance, pointed out the correct places and areas that needed improvement, and emphasized the key points of earthquake self-rescue again. #(5) Summing up (2 - 3 minutes) The teacher said,"Today, we learned about the terrible natural phenomenon of earthquakes. We also learned what we should do to protect ourselves when an earthquake comes. Children, remember, if you really encounter an earthquake, don't be afraid. Protect yourself according to the method we learned today. When you get home, you can tell your parents about this." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The sweet agreement in kindergarten language, reflection after class
The following is a possible after-class reflection on the kindergarten's Sweet Promise course: ** 1. Reflection on the achievement of the goal ** 1. ** Awareness goal ** - In terms of letting the child understand the relevant content through the story, if the child could better understand the plot and the relationship between the characters in the story, for example, it was clear that Xiao Kui could not go to her grandmother's house because she was preparing to go to primary school, it meant that the cognitive goal was achieved. However, if the child had more confusion or misunderstanding when answering questions about the story content, it might be because there was a lack of guidance or the question setting was not clear enough. 2. ** Ability Target ** - [Listening ability: You can judge from the child's concentration on the story in class and the response to the teacher's questions.] If the child can actively answer questions and the answer shows that they have heard the story accurately, then it is effective in the development of listening skills. On the other hand, if the child often does not answer the question or shows distraction, he needs to think about how to improve the teaching method to improve the child's listening ability, such as whether to use a more vivid way of telling or to increase the interaction. - ** Expressiveness **: This will be assessed through the completeness and accuracy of the child's answers to the questions. If the child could use his own language to tell the main plot of the story and express his views on the characters in the story, his ability to express himself would be trained. If the child's expression was unclear or lacked vocabulary, it might be necessary to increase vocabulary accumulation and expression practice activities in future teaching. 3. ** Emotional goal ** - Observe the child's attitude towards the gifts in the story and the subsequent activities (such as the attitude towards their own items when writing a summer vacation plan). If the child shows that he cherishes the gifts and knows how to cherish his own things, the emotional goal is basically achieved. If the child did not show a sense of cherishing the item, it might be that the emotional guidance was not deep enough. For example, he could emphasize the intention of his grandmother to give gifts in the story. ** 2. Reflection on the teaching process ** 1. ** Introduction Stage ** - If the questions related to the summer vacation could arouse the interest of the children and make them actively participate in the discussion about the story, then the introduction was successful. However, if the child's response to the summer vacation was cold, it might be necessary to change the import material to something more attractive. For example, it could start with the kindergarten life scene that the child was familiar with or interesting small objects. 2. ** Storytelling segment ** - ** Segmented narration **: This method helps children gradually understand the story. However, if the paragraph division is unreasonable during the narration, it will cause the cohesiveness of the story to be destroyed and affect the child's understanding. It needs to be adjusted. At the same time, if the questions were too simple or too complicated, it would not be conducive to the child's understanding of the story. If the question was too simple, it would not stimulate the child's thinking. If it was too complicated, it would cause the child to feel frustrated. - ** Complete Perception Stage **: It is a good way to deepen the child's understanding by letting the child listen to the story again through the recording. However, if the child's attention began to be distracted during this segment, it might be because the previous narration had already made them lose their sense of novelty, or the recording method was not vivid enough. You can consider using the teacher to explain vividly again or with simple animation to increase the interest of the children. 3. ** Sequel story segment ** - If the child showed a rich imagination, actively participated in and made up a reasonable plot during the continuation of the story, it meant that the design of this segment was successful. However, if the children were generally at a loss or the plot they made up lacked logic, it might be that the previous story did not give the children enough inspiration, or the children lacked relevant life experience. Some similar creative inspirational activities could be added to future teaching. ** 3. Reflection on teaching methods and materials ** 1. ** Teaching Method ** - In the entire teaching process, if a variety of methods such as conversation and questioning were used, it was necessary to consider whether each method achieved the desired effect. For example, whether the conversation method allowed the child to fully express his thoughts, and whether the questioning method could guide the child to think deeply. If a certain method didn't work well, he needed to think about how to improve or replace it. 2. ** Teaching Materials ** - Books and pictures for children were suitable if they could help children understand the story. However, if they found that the pictures were not vivid enough or the content of the children's books was not easy to understand, they would need to re-select or create teaching materials that were more suitable for children. For example, you could add colorful and vivid pictures, or simplify the content of the children's book into a more understandable form. ** IV. Reflection on Individual Changes in Young Children ** - Pay attention to the performance of different children in class. Some children may be active in all aspects, while others may be shy or have poor comprehension. For active children, more expansion tasks could be given to further enhance their abilities. For children who were shy or slow to understand, more attention and individual guidance should be given in future teaching, such as one-on-one interaction or reducing the difficulty of the questions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the language mushroom picking activity in the middle class of kindergarten
Success of the teaching: The introduction of the game of Mother Bunny taking the baby to pick mushrooms can quickly attract the child's attention and interest, stimulate the child's enthusiasm for participation, close the distance between the teacher and the student, create a relaxed and harmonious atmosphere, and make the child quickly enter the role to achieve the warm-up effect. In the mushroom recognition segment, most of the children were able to immerse themselves in the role, focus their attention, and be highly motivated. Through the operation of the teaching materials, the children could use all their senses to participate in the activity. Most of the children were able to name their favorite mushrooms. Mushroom picking was the practical application of children's knowledge. Children were highly motivated and interested. Modifications: 1. In the mushroom recognition segment, the children who had strong language skills and knew some common mushrooms could talk about them first, and then the teacher would talk about them. 2. During the discussion session, the children with strong and poor communication skills should be matched. 3. In the mushroom picking segment, due to the enthusiasm and interest of the children, the order of the group game needed to be further standardized. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language expression in kindergarten, small class, ticking, ticking, teaching plan
Teaching plan content: Language expression in kindergarten, small class, ticking, ticking, teaching plan Target: Through games, children can learn language and social skills to improve their language skills. Materials: 1. Coursewares and pictures. Picture descriptions. There are text descriptions on the pictures. toys and games provide many ways for children to practice language and social skills. Steps: 1. Prepare a class and pictures to describe the situation and role. 2. Prepare toys and games to provide many ways for children to practice language and social skills in the game. 3. The teacher leads the children to play games to guide the children to communicate through language expression and social skills. 4. Teachers should adjust and guide the children according to their progress to help them master the game skills better. Main point: 1. Let the children practice their language skills through practical communication and games. 2. Guide children to learn how to listen and express, and cultivate children's social skills. 3. Let the children learn to develop their imagination and creativity in a pleasant atmosphere. Difficulties: 1. Let the children learn to listen and express their social skills. 2. Let the children practice their language skills in the game to improve their self-confidence. Effect: Help children learn language expression and social skills to improve their language expression ability. 2. Help children cultivate a pleasant learning atmosphere and increase their interest in learning. 3. Help children develop their imagination and creativity.
Reflection on kindergarten teaching, how to write the common language of the small class
The following are some of the key points to reflect on the common language in the kindergarten: ** I. Achievement of teaching objectives ** 1. ** Knowledge and Skills ** - To analyze whether the children in the small class have reached the expected level of knowledge mastery. For example, in language teaching, whether the children have learned specific children's songs, vocabulary, or can carry out simple conversations. If the goal is to let the child recognize colors, reflect on whether the child can accurately identify and name common colors. - Consider the child's skill development, such as whether the child has mastered the basic manual operation skills in the manual activities, such as using scissors to cut out simple shapes and sticking correctly. 2. ** Emotional attitude ** - Think about the emotional state of the child during the activity and whether he or she showed positive interest in the teaching activities. For example, in the game teaching, whether the children actively participated in the game, whether they experienced happiness, satisfaction, and other emotions. - Observe the attitude of the child in group activities, such as whether he is willing to cooperate with his peers, share, and so on. ** 2. Teaching Method and Strategy ** 1. ** The effectiveness of teaching methods ** - To assess whether the teaching methods used are suitable for the age characteristics of the children in the small class. For example, for small children, visual teaching methods (such as using objects, pictures, etc.) are usually more effective. When teaching animal cognition, would the use of animal cards or small toy animals allow children to better understand the characteristics of animals? - Consider whether story-based teaching, play-based teaching, and other methods are successful in attracting children's attention and promoting their learning. If the story-based teaching method was used, the students would reflect on whether the content of the story was simple, easy to understand, and interesting, and whether the children could understand the truth or plot in the story. 2. ** Child participation ** - To analyze the degree of participation of children in teaching activities, whether they actively participated or passively participated. If it was a musical activity, observe whether the child was actively singing, doing movements, or just watching from the side. - Think about how to increase the participation of children, such as whether to adjust the order of teaching sessions or increase the interaction. ** 3. Teaching content ** 1. ** Difficulty Level of the content ** - Judge if the teaching content is too simple or too complicated for small classes. If it was a mathematics enlightenment activity, when teaching the understanding of numbers, one had to consider whether the range of numbers chosen was suitable for the cognitive level of the children in the small class. - According to the actual situation of the child, consider whether there is a need to adjust the teaching content, such as simplify the content or add some expansive content. 2. ** Interesting content ** - Consider whether the teaching content is interesting enough to attract small class children. For example, in an art activity, the subject of the painting might be of interest to the child, such as drawing small animals, flowers, etc., which might be more interesting to the child than abstract graphics. ** 4. Teaching environment and resources ** 1. ** Teaching environment creation ** - Reflect on whether the teaching environment is conducive to children's learning, such as whether the classroom layout is warm and childlike, and whether it is compatible with the teaching theme. If it was a teaching activity about the seasons, whether the classroom had corresponding seasonal decorations, such as leaves, fruits, and other decorative elements during autumn teaching. - Think about whether the environment can stimulate children's curiosity and desire to explore. 2. ** Teaching Resource Usage ** - To evaluate the effectiveness of teaching resources (such as teaching aids, teaching materials, etc.). For example, in science experiments, whether the experimental equipment used was safe and easy for children to operate, and whether it could clearly display the experimental phenomenon. - Consider whether the existing teaching resources have been fully utilized and whether other resources need to be supplemented. ** 5. Individual differences in children ** 1. ** Children with special needs ** - Pay attention to whether there are children with special needs in the class, such as children who are particularly introverted or hyperactive, and consider whether the teaching activities meet their needs. If there were introverted children, were they given enough encouragement and guidance to participate in the activities? 2. ** Children of different development levels ** - They recognized the differences in the development level of children in small classes and reflected on whether teaching activities took into account children with different levels of development. For example, in sports activities, whether there are corresponding guidance and support measures for children with strong and weak athletic ability. When writing a teaching reflection, you can summarize the strengths and weaknesses of the teaching activities according to these points, and propose improvement measures and prospects for future teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Happy Little Bookworm in the kindergarten class,"What Song" language lesson plan
In kindergarten, I love my family, language activities, reflection, middle class
The following is a possible reflection on the "I love my family" language activity in the middle class: ** 1. Event content ** 1. ** Target Achievement Status ** - There may be different levels of understanding in guiding children to express their understanding of the family and the relationship between family members. For example, young children might be able to name their family members, but they might not have a deep understanding of their family's roles and specific roles in the family. If the activity was designed to let the children describe how their family took care of them, some children might only be able to describe it briefly and could not describe in detail specific examples such as how their family cooked for them or played with them. - If the activity had a goal for the child to express his love for home in a specific sentence pattern, such as "I love my home because there is...", the child might not be proficient in using the sentence pattern or express a single content. This could be due to the lack of practice or the lack of lively and interesting guidance, which did not fully stimulate the creativity and imagination of the children. 2. ** Interesting content ** - For middle class children, if the story content or teaching materials were not vivid enough, it would be difficult to attract their attention. For example, when telling a family story, if it was just a straightforward narrative without adding interesting plots or interactions, the child might be distracted. For example, if they only briefly introduced their parents and themselves, and did not enrich the content through role-playing or storytelling, the enthusiasm of the children to participate would be greatly reduced. - The difficulty level of the activity content also needed to be grasped well. If the content was too simple, the child would feel that it was not challenging and lose interest; if it was too difficult, it would make the child feel frustrated. For example, when children were asked to describe the family atmosphere, it would be difficult for children to understand and participate in it if they used too abstract terms. ** 2. Teaching methods ** 1. ** Interactivity ** - In the process of the activity, if the teacher led too much, the child's initiative could not be fully displayed. For example, teachers always gave answers quickly after asking questions, not giving children enough time to think and discuss, which was not conducive to the development of children's language and thinking ability. Children should be encouraged to communicate with each other and share their family stories or feelings about home. This could improve children's social skills and language skills. - The form of interaction might be relatively simple, such as a question-and-answer interaction. More forms of interaction could be added, such as group discussions and family scene simulations. Group discussions could inspire children, and scene simulations could allow children to more intuitively experience the relationship between roles in family life. 2. ** Teaching Method ** - If they only relied on oral narration and lacked auxiliary teaching methods such as multi-media, young children might find it boring. For example, when introducing different types of families (such as large families, small families, etc.), you can play short animated videos or show pictures to enhance the children's intuitive feelings, so that they can better understand the characteristics of different family structures. - In the teaching process, there may be a lack of consideration for the different learning styles of children. Some children may be visual, while others may be auditory or kineschoeric. If the activities did not take into account different types of students, some children would not be able to absorb the knowledge well. For example, in the activities, they could add a segment for children to make a family tree, so that kinaesthetic students could better participate. ** 3. Child's performance ** 1. ** Individual differences ** - Every child's family background and life experience were different, which would cause their performance in the activity to be very different. For example, children from large families might have more diverse descriptions of family members, while children from small families might have fewer expressions in this regard. Teachers needed to pay attention to this individual difference and give different guidance and support in the activities so that every child could improve on their own foundation. - The level of language development of young children was also uneven. Some children may be able to express their thoughts clearly and fluently, while others may still have problems with inaccurate pronunciation or incoherent expression. Teachers should provide individual guidance for children with different language development levels, encourage children with slower language development to actively participate, and provide more challenging tasks for children with better language development. 2. ** Child participation ** - Some children might not participate in the activities. This could be because the content of the event did not attract them, or they were shy and introverted. Teachers needed to pay attention to these children and encourage, guide, or adjust their activities to increase their participation. For example, for shy children, they could be allowed to share in the group first to gradually increase their self-confidence, and then encourage them to express themselves in front of the whole class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the case of anxiety in kindergarten
The following is a reflection based on multiple cases of anxiety: ** 1. From a parent's perspective ** 1. ** Understanding the anxiety of entering the park ** - Many parents showed helplessness when their children were anxious about entering the kindergarten. For example, Meimei's mother chose to let her child go home first and let her grandparents take care of her when her child was extremely resistant to entering the kindergarten. This reflected that parents might not fully realize that anxiety was a normal phenomenon in their children's growth. The anxiety of entering the kindergarten was actually a normal psychological reaction of children facing a new environment and being separated from their attachment. It was a kind of separation anxiety, especially for children before the age of six. - For example, in Xiao Bao's case, although the parents adopted empathy and reasoning methods, they would also become impatient when time was tight. This meant that although the parents knew that they had to deal with their children's anxiety, they might lack enough patience and effective strategies in actual response. 2. ** The use of countermeasures ** - In some cases, parents tried to make their children look forward to entering the kindergarten by telling them the benefits of kindergarten, such as Meimei's mother, but this method may not be effective when they actually entered the kindergarten. This showed that parents could not just rely on verbal descriptions in preparation for admission. They needed more practical methods. - If the parents could not fulfill their promises, it might increase the child's anxiety. For example, if you promised your child that you would be the first to pick him up after school, but you couldn't do it, it would destroy the child's trust. On the contrary, if some parents could keep their promises and pick up their children on time, they would give their children an important sense of security and ease their anxiety. - In some cases, parents didn't pay much attention to giving their children exclusive small items, but in fact, it could make children feel the love from their parents and help relieve anxiety. 3. ** Pay attention to children's psychology ** - Parents might have overlooked the fact that children were psychologically dependent. When a child enters a strange environment like kindergarten, they have a strong reliance on familiar caretakers. For example, when a child enters a kindergarten from a family environment that receives much attention, the psychological gap is very large. If the parents do not guide them in advance, the child's anxiety will be more serious. - Parents may not have fully considered the child's self-centered psychological characteristics. For example, children would decide their behavior based on their own feelings. When faced with unfamiliar environments and people, their uneasiness and fear would lead them to resist entering the kindergarten. Parents might not understand their children's behavior from this perspective. ** 2. From a kindergarten perspective ** 1. ** Preparing Before Entering the Garden ** - In the case, there was no mention of the kindergarten providing sufficient adaptation guidance to the child before entering the kindergarten, such as familiarizing the child with the kindergarten environment and teachers in advance. If the kindergarten could organize home visits, interact with the children, or organize some introverted and slow-moving children to play in the kindergarten in advance, it might reduce the children's anxiety. 2. ** The response when entering the park ** - When a child had anxiety about entering the kindergarten, like Meimei's case, the teacher and the director took turns to fail to let Meimei enter the kindergarten. This may reflect the lack of a customized approach to dealing with anxiety. Different children's anxiety performance and reasons were different, so the kindergarten needed to take targeted measures. For example, the kindergarten might need more patient and meticulous guidance for the strong anxiety reaction of the children in the small class. 3. ** Understanding the psychology of young children ** - The kindergarten might not have taken into account the differences in anxiety among children of different ages. For example, the anxiety of middle-class children after entering school after a long holiday was different from that of the children in the lower class. If the kindergarten adopted a unified response, the effect might not be good. Different strategies were needed to deal with the outspoken emotions of the children in the lower class, the relatively introverted emotions of the children in the middle class, and the subtle anxiety of the children in the upper class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
April kindergarten class summary
The following is an example of a kindergarten April class summary: ** 1. Cooperation with the guardians ** In his work, he focused on the tasks in the park and class education. He lived in harmony with the teachers, learned from the strengths and experiences of others, and improved his own education and conservation level. The teachers in the class cared for the children with love, loved their work, and let the children treat the class as a big family. The teachers treated the children like mothers, and the children were happy to communicate with the teachers. Nurseries will actively communicate with the class teachers about the children's life and growth in the park. When necessary, they will give feedback to the parents about the children's living conditions and inform them of the areas that need their cooperation. They are committed to letting every child develop good living habits. ** 2. Conservation Focus ** 1. health care - The temperature in spring was changeable and rainy. It was easy for bacteria to breed and children to catch a cold. Therefore, he did a good job of disinfection and morning check-up every day. According to the temperature, he added or removed clothes for the child in time, and guided the child to develop the habit of washing his hands before and after meals. - Take good care of the child who has a cold, feed him medicine in time and give him more care. Remind parents not to take their child to crowded places, and let the child's bag have clothes that can be added at any time. 2. comprehensive quality training - As the child grew older, the responsibility of the nursery teacher increased. In addition to taking care of the child's daily life, they also paid attention to the cultivation of the child's psychological knowledge, such as teaching the child to take care of himself, live happily, treat others politely, care for others, and protect themselves. These were clearly reflected in the child's daily performance. For example, the child in the lower class could take care of himself and other basic daily life. The child in the middle class would do more things, and the child in the upper class would become the teacher's assistant. Moreover, many parents reported that the child was polite at home. Good behavior such as doing housework was also a recognition of conservation work. ** 3. Safety ** Children's safety was the focus of their work. In addition to the safety education of the classroom teachers, the nursery workers would also pay more attention to the safety issues of children eating, playing, sleeping, and learning in their daily work. When the child is in danger, remind him in time. There will be no safety accidents in this class this month. In order to further improve the child care work, we will continue to carry out the work with the aim of making the children happy and the parents feel at ease. ** 4. Education and Teaching ** 1. Thoughts on Education Concepts - To a certain extent, April's education work reflected on traditional and modern educational concepts, from the social popular culture at that time, such as the nostalgic phenomenon of clothing style, to the field of education. 2. Challenge and Experience of Event Design - It was challenging to carry out math and music activities in the context of a large class group, because the activities had to be derived from the theme and reflect the domain goals. Through practice, it was found that the music activities and math activities under the theme activities should effectively combine children's basic experience and life experience to achieve the theme and domain goals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>