Large outdoor toys for kindergarten
The following are some of the key points related to the production of large-scale outdoor toys in kindergarten: ** 1. Slides ** 1. ** Part of the structure ** - A slide was composed of three parts: the starting end, the main part, and the end. Each part had different slopes and had to have one. The tail end should be designed to be round or arc-shaped, the width of the starting end should be the same as the width of the main part, and the joint should be smooth and continuous. - If it is an open slide and the main part is more than 1.5 meters, the width of the slide should be less than 70 centimeters or more than 95 centimeters; the minimum height and width of the closed slide should be 75 centimeters. There should be protection on the side to prevent the child from falling and provide support with both hands. The side protection at the turn should be continuous and round. It is recommended to use a whole piece of material for the sliding part, and the metal slide should be avoided in long-term exposure to the sun. 2. ** Materials and processing ** - The materials used to build the slide should be durable, sanitary and easy to maintain. Metal materials had to be painted and treated to prevent rust. Wood had to be treated to prevent cracking and irregular fractures. All materials had to be polished. ** 2. Swings (rocking and swinging toys)** 1. ** Part of the structure ** - A maximum of two swings were allowed to be hung on a bearing pole. The distance between the two swings should be paid attention to to prevent entanglement. 2. ** Materials and processing ** - The material must be durable, sanitary and easy to maintain. The metal material must be painted to prevent rust. The wood must be treated to prevent cracking and irregular fracture, and the surface must be polished. ** 3. Large-scale sports equipment combined with sand and water (Take sand and water sports as an example)** 1. ** Overall layout ** - The paddling pool and sand play pool were distributed on both sides of the venue. They were connected by large-scale sports equipment to integrate sand, water, and sports together, forming an outdoor environment with a three-dimensional structure, reasonable layout, natural smoothness, and unique functions. 2. ** Materials and processing ** - The materials followed the principles of durability, hygiene, and easy maintenance. The metal materials were painted to prevent rust, and the wood was cracked and broken before being polished. In addition, when making large-scale outdoor toys for kindergarten, pay attention to the following general requirements: 1. ** Safety Mark ** - Safety information signs and notices should be installed at the entrance of the facility within the public's sight to inform the user of the precautions and relevant risk information. 2. ** Edge and parts processing ** - Sharp edges, sharp shapes, and dangerous corners should be avoided for external edges and parts. The welding should be smooth and stable, and the protruding part should not exceed 8 mm. 3. ** Boundary setting (for taller toys)** - A boundary shall be set up with only one entrance and exit opening. The boundary shall be at least 70cm above the platform, ladder or slope surface. 4. ** Handrails, railings (when reaching a certain height)** - The clear height of handrails and railings should not be less than 1.3m, the clear distance between railings should not be greater than 0.09m, and the cross-section size should be at least 16mm and not more than 45mm. 5. ** The smallest space ** - The safe distance for toys such as the slide was within 1.5m of the outside; the swing needed to be set at an unobstructed height (the distance between the handle and the ground), and the possible actions of the user should be considered before designing. 6. ** Buffering settings ** - A buffer zone was set up under the amusement facilities. The materials could be tree bark, sawdust, or the facilities could be placed directly on the grass or directly combined with the sand and water toys. 7. ** To prevent getting stuck ** - Pay attention to the size of the hard opening and the surrounding closed opening to reduce the risk of the child's clothes or body getting stuck when running and climbing. Read more exciting novels for free
The significance of large-scale outdoor toys in kindergarten
Large outdoor toys in kindergarten had many meanings. From the perspective of children's ability cultivation, it could train children's hands-on ability. In the process of assembling, children needed to operate the building blocks, which helped to improve the flexibility of their hands. It could stimulate children's creativity and imagination. Children could assemble various shapes such as small houses, bridges, castles, animals, etc. according to their own ideas, without being limited by fixed patterns. It can cultivate children's spatial imagination and logical thinking ability. When constructing various architectural structures, they need to consider the rationality of spatial layout and structure. It can also improve children's observation ability. They must carefully observe the shape, color, and size of the building blocks in order to carry out reasonable combination and construction. In terms of social and emotional aspects, this type of toy could promote the interaction between children and other children. If some team tasks and challenges were set up, such as building the tallest tower, the longest bridge, etc., it could also cultivate children's cooperative skills and social skills. In an educational sense, this was not just a form of entertainment. Through playing, children could focus their attention and cultivate their concentration. At the same time, the large-scale combination toys were used outdoors, allowing children to play in the outdoor environment, allowing them to be more intimate with nature and feel the beauty of nature. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Standard specifications for the manufacture and installation of large-scale outdoor toys in kindergarten
The specifications for the manufacture and installation of large-scale outdoor toys in the kindergarten include the following aspects: 1. ** Basic requirements **: The design, manufacture, installation, transformation, repair, testing, and inspection shall be in accordance with the relevant standards. The raw materials, components, etc. shall have product quality certification documents; safety information indicators and notices shall be installed at the entrance of the facility within the public's sight to inform the user of the precautions and relevant risk information. 2. ** Safety of facilities ** - ** Materials **: The materials used to build the kindergarten's outdoor toys should be durable, sanitary, and easy to maintain. The metal materials must be painted and treated to prevent rust. The wood must be treated to prevent cracking and irregular fracture. All materials should be polished. - ** Seams, screws, edges **: Sharp edges, sharp shapes, and dangerous sharp corners should be avoided on the external edges and parts of large kindergarten toys. The welding should be smooth and stable, and the protruding parts should not exceed 8 mm. - ** Boundary **: If the height of large outdoor toys is high, a boundary should be set, leaving only one entrance and exit opening. The boundary should be at least 70cm above the platform, ladder or slope surface. - ** Handrails and railings **: When the toy reaches a certain height, protective railings are required. The clear height of the handrails and railings should not be less than 1.3m, and the clear distance between the railings should not be greater than 0.09m. With reference to European standards, the cross-section size of handrails and railings of large outdoor toys should be at least 16mm and not more than 45mm. - ** The minimum space **: For toys like the slide, the area within 1.5m of the outside is a safe distance. For a toy like a swing, it was necessary to set an unobstructed height. The unobstructed height standard was the distance from the handle to the ground. The design should take into account the possible actions of the user. - ** Buffering **: A buffer zone needs to be set up under the amusement facilities in the kindergarten. The buffer zone is generally made of bark, sawdust, or directly placed on the grass or directly combined with the sand and water toys. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection summary of creating large-scale outdoor toys in kindergarten
The following is a lesson plan for creating a large-scale outdoor toy scene in kindergarten: ** 1. Teaching objectives ** 1. Guide children to actively participate in outdoor large-scale toy activities and increase their interest in outdoor activities. 2. Cultivate children's social skills in outdoor large-scale toy scenarios, such as cooperation, sharing, and helping each other. 3. To develop children's physical coordination, balance, and motor skills. ** 2. Teaching preparation ** 1. Choose a suitable outdoor large toy venue to ensure the safety of the toys and check them in advance. 2. According to the type and function of the large toy, prepare the corresponding auxiliary props (such as balls, small flags, etc.). ** 3. Teaching process ** #(I) Introduction 1. The teacher led the children to the outdoor large-scale toy field, guided the children to observe the field and large-scale toys, and asked the children's first impression of these toys to stimulate the children's curiosity and desire to explore. 2. The content of today's event was to play games in a large-scale toy scenario, emphasizing the rules of the game and safety precautions. #(II) Scene Creation and Game 1. Adventure Journey Scenes - Set the large toy as a mysterious adventure castle. At the entrance of the castle, the teacher told a story."Children, we are now going to explore a mysterious castle. There are many challenges waiting for us in the castle." - Children needed to climb large toy climbing frames (simulating the walls of a castle). During the climbing process, the teacher encouraged the children to cheer for each other and reminded the children to pay attention to the coordination of their hands and feet to improve their physical coordination. - After climbing to the top, they walked across the balance beam (a wooden bridge in a castle). The teacher observed and gave guidance on balance, such as leaning forward slightly and looking forward. - After crossing the balance beam, there was a slide (the castle's escape route). The children slid down the slide and completed an "adventure." 2. Rescue Operation Scenarios - The teacher divided some of the children into small groups, and each group was assigned a large toy area. One of the large toys in one area was set to be a "home for trapped small animals"(such as marking a specific area with a small flag), and the other areas were set to be "rescue bases." - Put some small balls (simulating small animals) in the "Trapped Small Animal Home" to inform the children that the small animals were trapped and needed to be safely transferred to the "rescue base." - Children needed to use the various facilities of the large toy, such as climbing up from the climbing frame, then bringing the ball down through the slide, or moving the ball through the passage in the large toy to transfer the ball to the designated "rescue base." In this process, the children's ability to cooperate and sense of responsibility were cultivated. #(3) Free Exploration and Interactions 1. Children were given a certain amount of free exploration time so that they could play with large toys according to their own ideas. Children were encouraged to try different ways of playing and discover new functions of large toys. 2. In the process of children's free exploration, teachers guide children to communicate with each other and promote interaction and sharing between children. For example, a child might discover a new way to climb up from the bottom of the slide. The teacher could encourage him to show it to other children and remind them to be careful. #(IV) End 1. The teacher gathered the children and guided them to review today's activities in the outdoor large-scale toy scene. He asked the children about their favorite parts and feelings. 2. Praise the children's performance in the activity, affirming their active participation, cooperation, courage and other qualities in the game. 3. Lead the children to pack up the auxiliary props used in the activities and cultivate the children's good habits. ** 4. Reflection and conclusion ** #(I) Achievement of teaching objectives 1. The children showed high enthusiasm and participation in the whole activity process, and their interest in outdoor large-scale toys increased significantly, indicating that the teaching goal of stimulating children's interest was achieved. 2. In terms of social skills, most children could actively cooperate with their peers and help each other in the "adventure" and "rescue operation" scenario games. For example, in the "rescue operation", the children would pass the ball to each other and share the experience of carrying the ball. However, there were still some children who were more passive in the process of cooperation and needed more attention and guidance in future activities. 3. Judging from the children's performance on the large toys, their physical coordination, balance, and motor skills had been trained to a certain extent. For example, in the process of climbing and walking on the balance beam, the child's hand and foot coordination and body balance control had improved significantly. #(II) The advantages of teaching 1. The scenario creation was relatively successful. By combining large toys with interesting stories, such as "adventure" and "rescue operation," it made it easier for children to get involved in the activity, increasing the fun and attractiveness of the activity. 2. In the game segment, teachers focused on guiding the interaction and cooperation between children, providing more opportunities for children to communicate and learn from each other, which was conducive to the development of children's social skills. 3. Giving children free time to explore respected their personality and creativity, allowing them to discover more ways to play with large toys and enrich their game experience. #(3) Inadequacies in the Teaching 1. In terms of activity safety, although safety precautions had been emphasized before the activity, there were still some small dangerous movements during the rapid climbing and playing of some children, such as going against the flow on the slide. In future activities, it was necessary to pay more attention to the safety of children's activities and stop dangerous behaviors in time. 2. In group activities, there was relatively little interaction between the groups. Each group was more concerned about the completion of their own tasks. In the next activity, he could design some segments that required cooperation or competition between groups to increase interaction and communication between groups. 3. For children with weaker abilities, the guidance in the activities was not enough. In the future, it was necessary to provide more targeted guidance and support for children according to their individual differences. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Report on the application of large-scale toys for public kindergarten
The following is an example of a public kindergarten applying for large toys: **<<Report on the application for large-scale toys in public kindergarten>>** Dear [Department/Leader], I. Basic information of the kindergarten [Name], located at [Location], has [X] classes and [X] children. The number of teaching staff is [X], and they have always been committed to providing high-quality pre-school education services for young children. Second, the reason for applying for large toys 1. Infant development needs - Large toys play an important role in the physical development of young children. Children were in the stage of rapid physical development. Large toys such as slide, climbing frame, etc. could train children's large muscle groups and improve their balance, coordination, and physical flexibility. For example, the slide could train the leg muscles of the child, and the climbing frame could help to enhance the upper body strength and physical coordination of the child. - From the perspective of children's psychological development, large toys were an important medium for their social interaction. When children share large toys, they can learn to share, cooperate, and wait, improving their social skills and teamwork. At the same time, the variety of large toys could also stimulate the imagination and creativity of children. 2. education and teaching needs - In the kindergarten curriculum, outdoor activities were an indispensable part. Large toys could become an important resource for outdoor courses. Teachers could design a variety of teaching activities based on large toys, such as safety education courses based on climbing frames, so that children could learn how to ensure their own safety during climbing; digital cognition courses with a slide as a scene, children could learn the order of numbers while queuing up to slide. - It was in line with the concept of education. Modern pre-school education emphasized the importance of children as the center and provided a rich and varied learning experience. Large toys could create a fun and challenging learning environment, which was in line with the educational philosophy of the kindergarten and was conducive to the all-round development of children. III. Current state of toy facilities At present, the outdoor toy facilities in the kindergarten were relatively scarce. Although the existing small toys could meet the needs of some children's activities, they lacked large-scale toys that could attract children's collective participation and were challenging and comprehensive. The existing toy facilities could no longer fully meet the growing needs of children for outdoor activities and all-round development. Fourth, the planning of large toys 1. Type Requirement Plan to apply for [specific types, such as a combination slide, a large climbing frame, a swing, etc.] large toys. The combination slide could provide children with a variety of sliding experiences to meet the needs of children of different ages; the large climbing frame could set climbing paths of different difficulty to train children's climbing ability and courage; the swing could let children experience the fun of swinging in the air, and it also helped their vestibular sense development. 2. quantity demand According to the area of the kindergarten and the number of children, it is estimated that [X] sets of each type of large toys will be applied to ensure that every child has enough opportunities to use large toys during outdoor activities. 3. Safety Planning - When selecting large toys, they would be screened in strict accordance with national safety standards to ensure that the materials of the toys were safe, non-toxic, and stable. For example, the metal parts of large toys would be anti-rust treated, the wooden parts would be made of green, non-thorn wood, and the plastic parts would meet food grade safety standards. - The installation location would be chosen in a flat, open area outside the kindergarten, away from dangerous areas (such as pools, corners of walls, etc.). At the same time, set up sufficient safety protection areas around large toys, such as soft sand or rubber mats, to reduce the damage suffered by children when they fall. - Large toys will be regularly inspected and maintained, and a detailed safety inspection system will be developed, including daily simple inspections and weekly comprehensive inspections. Repair or replace parts in time for safety risks discovered to ensure that large toys are always in a safe and usable state. V. Budgets According to market research, the market price of [specific types] of large toys was roughly as follows: the combined slide was about [X] yuan, the large climbing frame was about [X] yuan, and the swing was about [X] yuan. Taking into account the transportation, installation, and possible taxes, the total budget for this large toy application is estimated to be [X] yuan. To sum up, large toys are of great significance to the physical and mental development and education of children in this public kindergarten. In order to improve the quality of education in the kindergarten and meet the growth needs of children, we hereby apply for large toys from [relevant departments/leaders]. Please approve. [Name of the kindergarten] [specific date] <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Large parasol, outdoor, 3 meters
A large parasol was a common size for outdoor parasols. There were many brands and models of large umbrellas for outdoor 3-meter products to choose from. These large umbrellas usually had anti-violet, waterproof, anti-tear and other functions, suitable for outdoor activities and shade needs. The specific price and purchase channels could be found on e-commerce platforms such as Taobao and Jingdong.
Self-made outdoor large-scale building materials in kindergarten teaching plan and reflection
The following is an example of a kindergarten's self-made outdoor large-scale construction materials lesson plan: ** 1. Teaching plan ** #<<Self-made large-scale outdoor construction materials in kindergarten>> ##(1) Activity Target 1. Stimulate children's creativity and imagination, allowing children to design and build unique structures independently. 2. To train the children's hands-on ability, to develop fine hand movements and coordination in the process of self-made materials and construction. 3. Cultivate children's sense of cooperation, complete building tasks through group cooperation, and learn to communicate and negotiate with peers. ##(2) Event preparation 1. ** Material Collection ** - Teachers collected all kinds of waste items in advance, such as cardboard boxes (of various sizes), cans, PVP pipes, wood scraps, etc. - Prepare tools such as scissors, tape, glue, rope, etc. 2. ** Prepare the venue ** - Choose a spacious, flat, and safe outdoor space, such as a corner of the kindergarten's playground. - Set up some simple signs around the venue, such as "Safety first" and "Endless creativity" to create an atmosphere for the event. ##(3) Activity 1. ** Introduction (10 minutes)** - The teacher led the children to the outdoor venue and displayed the collected waste items to arouse the children's interest. - Ask the child: "These things seem useless, but if we move our hands, we can turn them into something very interesting. Do you want to try?" 2. ** Material Creation and Exploration (20 minutes)** - The children were divided into small groups, and each group was provided with some old items and tools. - Guide the children to observe the materials and encourage them to discuss what these materials can be made into, such as making cardboard boxes into the walls of the house, cans into pillars, etc. - The children began to make their own construction materials. The teachers guided them on a tour, encouraging them to be innovative and reminding them to use tools safely. 3. ** Construction activity (30 minutes)** - The children in each group discussed the theme of the building according to the materials they made, such as castles, bridges, tall buildings, etc. - The children began to build. The teacher encouraged the children to use construction skills such as flat, surrounding, overhead, and high, guiding the groups to communicate and learn from each other. - During the construction process, if the child encountered difficulties, such as insufficient materials or unstable structures, the teacher would guide the child to think of solutions, such as finding alternative materials or adjusting the construction method. 4. ** Show and share (20 minutes)** - After the construction was completed, each group sent a representative to introduce their work, including the theme of the construction, the materials used, the difficulties encountered, and how to solve them. - The children in other groups could ask questions or express their opinions. The teachers would give positive comments on the works of each group, affirming the creativity and efforts of the children. ##(4) Activity Extension 1. After the activity ended, the children's works would be kept in the outdoor field for a period of time, allowing the children to continue observing and thinking in their daily activities. They could also carry out secondary construction or transformation. 2. Children were encouraged to collect waste materials with their parents at home, make more construction materials, and bring them to the kindergarten to share with other children. ** 2. Reflection on the event ** #"Reflection on the large-scale outdoor construction materials activity in the kindergarten" ##(I) Achievement of the goal 1. ** creativity and imagination ** - During the activity, most children could use their creativity to make various unique building materials from waste materials and build creative works. For example, some teams made cardboard boxes into castles with windows and doors of various shapes, while others built long bridges with cans and PVP pipes. However, there were also a few children who did not show enough creativity. They might be limited by the materials or other children's ideas. They needed to be inspired and guided in future activities. 2. ** Hands-on ability ** - Through the process of making and building, the children's hands-on ability was better trained. When using scissors, tape, and other tools, the child gradually mastered the skills, and the fine movements and coordination of the hands were improved. However, some children were not skilled enough in using tools. For example, when cutting tape, they would cut it askew. This required more similar practice in their daily activities. 3. ** Awareness of cooperation ** - The group cooperation segment helps to cultivate the children's sense of cooperation. In most groups, children could discuss with each other, divide their work, and complete tasks together. However, in some small groups, there were cases where some children took the lead and other children did not participate much. This suggested that teachers should pay more attention to the children's personality and ability in the future, and strengthen the guidance of group cooperation in the process of activities. ##(2) Activity content and organization 1. ** Material preparation ** - The collection of waste items was rich and varied, providing a large space for creativity for children. However, in terms of the safety of the materials, although they were inspected before the event, they still found that the edges of some cans were relatively sharp during the event, and there were certain safety risks. Before the next activity, he needed to check the materials more carefully to ensure the safety of the children. 2. ** Event Flow ** - The design of the activity flow was more reasonable, and the transition between each link was natural. However, in terms of time allocation, the process of making materials took a little longer than expected, resulting in a little tight time for the construction process. Some children did not fully complete their own construction ideas. In the next activity, he could adjust the time allocation appropriately, or let the children have a clearer idea of the materials they wanted to make in advance. ##(3) Children's performance and guidance 1. ** Individual differences between children ** - The individual differences between the children were clearly observed in the activities. Some children were quick-witted and had strong hands-on skills, able to quickly make materials and build complex structures, while others needed more time and guidance. Although the teachers tried their best to pay attention to each child during the activities, due to the large number of children, sometimes they could not give enough support to each child in time. In future activities, some small assistants could be arranged, such as children with stronger abilities helping weaker children, or the number of teachers could be increased. 2. ** Problem solving guidance ** - When children encountered problems during the construction process, it was more effective for teachers to guide children to think of solutions. However, for some problems, such as structural instability, teachers could prepare some simple mechanical principles in advance and explain them in a way that children could understand to help them better understand and solve the problem. Through this self-made outdoor large-scale construction material activity, the children had been trained and developed in many aspects, but some problems were also exposed. These problems would provide reference for the improvement of similar activities in the future to better promote the comprehensive development of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten forest outdoor Huanchuang
The kindergarten forest outdoor environment was a way to integrate forest elements into the kindergarten's outdoor environment. In terms of spatial layout, multiple sections could be set up. For example, the entrance landscape section such as " Yinchun Lai " could include elements such as a dream windmill house, a European-style arched door, a red pottery natural garden, etc. The spring theme ran through it all the way, and it served as the starting point of the entire journey. The " Forest Treehouse " section of the sports area had a theme treehouse that was matched with an interaction exercise and multiple amusement facilities, such as climbing nets, climbing ladders, swing frames, outdoor easels, rock climbing walls, etc. The " Spring Breeze Valley " section of the physical fitness area was mainly designed with green soil slopes, allowing children to get close to nature and carry out adventure games. There was also the Flower Market section, which was similar to an outdoor classroom. There were quaint flower boxes, luxuriant green plants, triangular communication cabins, and curved wooden platforms. It could hold activities such as acting games, lawn concerts, tent reading sessions, and so on. The " Grass Garden " section had an art area, a rest area, a storage area, and a sink. The art area could be used for children to play with colors and doodles, the grass awning could be used for rest, the outdoor shelves were convenient for storage, and the sink was easy to clean. He could also use natural materials such as flowers, stones, branches, and so on. At the same time, they could also use waste materials to create special areas. For example, they could use waste glass bottles, pots, pans, etc. left over by children to create outdoor natural music areas. From the perspective of the concept of environmental innovation under different education systems, the Regio system emphasized that the environment was the child's " third teacher ", focusing on the child's independent exploration and cooperation ability. In the forest outdoor environmental innovation, there could be space with unlimited exploration potential, placing natural objects and waste materials for children to play independently. The Montessori system emphasized the child's fine movement and hand-brain coordination in the environment. Combined with sensory training, some elements could be set up to train the child's coordination ability in the forest outdoor environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The outdoor autumn outing kindergarten
An outdoor autumn outing was a very meaningful activity for kindergarten children. ** 1. Activity Target ** 1. ** Knowledge and Vision Expansion ** - Let the children walk into the big classroom of nature and experience the characteristics of the seasons. For example, they can see the changes in the leaves and the falling of the leaves in autumn. They can understand the laws of nature and enrich the knowledge of the children. - They could come into contact with things that could not be touched in the indoor environment of the kindergarten, such as observing various plants, insects, etc., to broaden the horizons of the children. 2. ** Cultivation of emotions and awareness ** - To enhance children's love for nature and cultivate their perception of beauty, such as feeling the autumn scenery, breathing fresh air, etc., can let children experience the beauty of nature. - To enhance children's environmental awareness, in outdoor activities, children can be taught not to pick flowers and plants at will, not to throw garbage, etc., to protect the natural environment. 3. ** In terms of social and relationship development ** - If it was a parent-child autumn outing, it could enhance the interaction between parents and children and strengthen the emotional communication between parents and children. - In the group autumn outing, it could promote the interaction between children, enhance the ability of children to take the initiative to communicate, and also enhance the relationship between teachers and children, parents and parents, and promote the harmonious relationship between homes. 4. ** Physical and mental development ** - For example, walking could train the physical strength of children and improve their adaptability and disease resistance. - Psychologically, the children could experience happiness in different environments and enhance their self-confidence, such as overcoming difficulties in the process of participating in activities or successfully completing a certain activity task. ** II. Activity Details ** 1. [Nature Observation] - Enjoy the natural beauty, such as admiring the scenery along the way, including different trees, flowers, and so on. - Observing natural phenomena, such as the magical phenomenon of leaves falling, and understanding the effects of seasonal changes on plants. 2. ** Craftsmanship ** - He would paste the leaves and use the leaves he picked up to make interesting works. - Make a headdress, a leaf wreath, or a wrist ring. Let the child be creative and hand-made with natural materials. 3. ** Art Creation Category ** - After admiring the beautiful scenery, he painted and used the brush to draw the natural scenery in his eyes. 4. ** Game interaction category ** - Parent-child games or group games between children could be carried out, such as some simple chasing games, cooperative games, etc., to enhance the tacit understanding between parents and children or between children. ** 3. Activity Requirements ** 1. ** Requirements for young children ** - Follow your parents or teachers closely during the activity and don't run around to ensure your own safety. - Don't make a racket in public places and abide by public order. - Don't randomly pick flowers and plants in the park and cherish the natural environment. - Line up in crowded areas and obey the rules. - Put waste paper, packaging bags, and other sundries into their own garbage bags and dispose of them in one place to develop environmental habits. 2. ** Requirements for Parents ** - Pay attention to the child's clothes and choose light shoes for easy walking. - Be environmental friendly and lead by example, giving children a subtle influence, such as bringing their own garbage bags to dispose of garbage. - Bring the right amount of snacks to meet the child's energy needs during activities. - Teach children not to urinate and defecate anywhere and guide them to develop good hygiene habits. ** 4. Event Extension ** 1. Please help your child recall his or her findings and deepen his or her impression of the activity and understanding of the knowledge. 2. By bringing the autumn outing photos and videos to the kindergarten for communication, they could hold a sharing session to let the children share their experiences and feelings during the autumn outing. They could also choose the most beautiful families and organize activities such as the best class according to the photos to further enhance the meaning and fun of the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the outdoor activities in the kindergarten?
In the kindergarten's outdoor activities: - ** Material classification and marking **: You can classify and place activity materials, and make easy to understand marks, so that children can see at a glance when taking and placing materials, helping children to take and place materials regularly. - [Material distribution: Take out the materials that are not used in the activity area for the time being. The teacher will distribute them according to the stages. This will reduce the pressure on the activity area.] - ** Supervision and motivation **: First, we can train some children with strong abilities to supervise and inspect, and then drive all the children to carry out regular release and release, in order to cultivate good cleaning habits. For example, in the collection of games in the doodle area, teachers gradually guided children to develop the habit of collecting by placing storage baskets, telling them where to place materials, sharing quick sorting methods, and praising children who actively cleaned up. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The standards of outdoor activities in kindergarten
The kindergarten's outdoor activities were as follows: 1. ** In terms of venue ** - Each class should have a dedicated outdoor activity area, and the per person area should not be less than 2m <anno data-annotation-id ="999c3336 - 4416 - 4416-a999 - 99999999999"> 2 </anno>. The activity areas of each class should be separated; - A common activity area for the whole park should be set up, and the per capital area should not be less than 2m squared. The per capital area of the outdoor activity area of the nursery should not be less than 3m squared. If it is really difficult to set up an outdoor activity area for the nursery in the urban densely populated areas, the per capital area of the outdoor activity area should not be less than 2m squared. - The outdoor activity space of the township (street) kindergarten students should not be less than 4m <anno data-annotation-id ="00000000 - 4000 - 4000 - 4000 - 9000 - 9000 - 90000000000"> 2 </anno>, and there should be a hardened field, grass field, soft field, game field, activity equipment field, 30-meter straight track, sand pool, paddling pool, plantation land, breeding area, etc. There should be more than three large and medium-sized sports equipment outdoors. 2. ** Time **: At least 2 hours a day. 3. ** Event content ** - Sports activities suitable for young children should be carried out. - For example, in terms of games, there were games that trained children's reaction ability, physical coordination ability, and cultivation of competitive awareness. 4. ** Clothing for children ** - Should be loose, comfortable, breathable, sweat-absorbing, easy to exercise cotton sportswear; - The style is simple and fitting, without unnecessary ornaments; - The shoes should be light and fit, and it would be best if they were flat sneakers without shoelaces. - According to the weather conditions and the amount of outdoor activities of children, timely increase or decrease clothes, wear hats and gloves in winter, and pay attention to whether children's clothes are neatly dressed during activities. 5. ** In terms of toys ** - According to the safety and hygiene principles, different types of toys (such as steel and wood, electric toys, water toys, catapults, music toys, etc.) should be inspected according to the corresponding safety inspection standards to ensure that the toys have no safety risks and are suitable for children. - Following the principle of standards, the shape of the toy should be standard. For example, the shape and size of the building blocks should help the child establish the concept of geometric figures. - Follow the principle of durability and choose toys of good quality to avoid damage, distortion, fading, rusting, loosening, etc. due to quality problems. - Following the principle of unity, purchase from professional kindergarten toy manufacturers to meet the needs of children in all classes in the kindergarten. - According to the principle of emphasizing age characteristics, the shape, structure, usage, and design functions of the toys should be reasonably planned according to the development goals and educational goals of children of different ages from 2 to 6 years old. At the same time, it should meet the needs of individual special children in regional games as much as possible. 6. ** Organizing large-scale toy activities ** - Before the activity, teachers should carefully check the activity venue and large toys for potential safety risks, whether there are protective devices, count the number of children, check the children's clothing, and check whether the children carry dangerous items. They should explain the rules and safety requirements of the activity and remind the children to use the correct method to play the game in an orderly manner. - During the activity, teachers should divide the work well and take responsibility for each other. They should take good care of the children, pay attention to the weak and weak children, and take good care of and protect them individually. It is strictly forbidden for a teacher to organize activities alone. - After the activity, he led the children to do relaxation exercises to soothe their emotions. He counted the number of children again, checked their clothes, and organized the children to return to the activity room in an orderly manner. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>