Jin 'an District kindergarten etiquette class
Jin 'an District Experimental kindergarten had held etiquette related activities, such as the "Beautiful Scarf Show, Outstanding Civilized People" etiquette lecture. The etiquette experts invited by Chayuan Street trained the female teaching staff. After the lecture, the teachers applied the scarf etiquette they had learned into the children's game activities. However, there was no more detailed and comprehensive information about the etiquette classes in the kindergarten in Jin 'an District. Read more exciting novels for free
Gulou District kindergarten etiquette class
The reference mentioned that the kindergarten in Sanfangli, Gulou District, had successfully held the "Great Country Youth, There's Me in the Future" pre-school education theme activity, but it did not explicitly mention the details of the etiquette class in the kindergarten. At the same time, it was mentioned that Gulou kindergarten in Jiange County held the autumn opening ceremony of 2023 with the theme of "national style, elegant charm, etiquette and childlike innocence". Many traditional etiquette elements were integrated into the ceremony, such as bowing ceremony, hand washing ceremony, etc. Through these ceremonies, children could feel the charm of traditional culture, but they did not elaborate on their daily etiquette classes. So, I'm sorry. Based on the information I've retrieved, I don't know how to answer. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Xianyou County kindergarten etiquette class
There were many etiquette classes in Xianyou County. For example, Linan Golden Baby kindergarten introduced the etiquette course of "Beijing Qijia 6 + 1", which was based on the "New Quality kindergarten activity course" as the main line, and added special courses such as skating, Go, and English for children. Guozhi kindergarten opened a Chinese culture museum, which offered Chinese culture and etiquette classes to all the children in the kindergarten. The content was selected from the essence of Chinese culture classics that kept pace with the times. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection of etiquette class in kindergarten
The following are the lesson plans and reflections of two etiquette classes in the kindergarten: ** I. Teaching plan and reflection of the dining etiquette class in the big class ** **(I) Teaching plan ** 1. ** Activity Target ** - He had a basic understanding of dining etiquette and knew that he had to eat in a civilized manner. - Able to express one's thoughts in a coherent language. - Cultivate the good qualities of daring to think, daring to do, diligent in learning, and willing to learn. - Teach children to develop a good habit of doing things seriously and not being sloppy. 2. ** Event preparation ** - A number of cups, fruit platter, plates, etc. 3. ** Activity suggestions ** - ** Create a dining situation **: Two tables are placed in front of the classroom. On the tables are several drinks that have been poured, as well as small plates, fruit platters, and toothpicks that are equal to the number of people. Ask the children to sit at the table and let them eat. Ask the children to observe their eating situation. Then, ask the children to discuss in groups: What do they do when they eat, and who does it right and well? - [Recollection of meals: The teacher asks the child to recall how the child ate in the classroom in the past.] Now that they were in the restaurant, what was the dining situation like? He guided the child to think about what he should do. Children concluded that they should not lose rice grains when eating, and they should not speak loudly when eating because it was not sanitary. Children should eat quietly, know how to respect others, be polite to others, wait for children quietly after eating, and not get off their seats and walk around. - ** Teacher's summary **: Affirming the summary of the children, emphasizing the need to develop good eating habits and know how to eat in a civilized manner. As long as the children can control their small mouths and eat quietly, the children in other classes can also be quiet. - ** Game: Civilized Eating **: Divide the children into groups and simulate the dining situation. The other children will be the audience and see if the children can eat in a civilized manner. The teacher and the child evaluated the game together. - [End: The child flew out of the classroom like a bird.] 4. ** Activity Reflection ** - Through the activities, the children learned some basic etiquette during the meal process, such as not talking during the meal, not multitasking, not picky with food, and not leaving the table after eating their own food. Correct use of cutlery, care for hygiene, keep yourself, the table, and the floor clean when eating, clean up your cutlery after eating, and rinse your mouth and wipe your mouth in time. However, the preparation of the materials was not sufficient, so they could not give the children more hints. A successful activity could not be separated from the teacher's careful design and consideration of each link. Teachers should be good at observing, thinking, and understanding children. ** II. The lesson plan and reflection of the etiquette announcer in the big class ** **(I) Teaching plan ** 1. ** Activity Target ** - Combining the pictures in the etiquette flyer, he tried to use a complete and coherent language to describe the etiquette propaganda knowledge. - Be aware of environmental protection and experience the joy of being an etiquette publicist. 2. ** Event preparation ** - [Experience preparation: You already know some etiquette related knowledge.] - Teaching equipment preparation: a piece of propaganda staff ribbon; a number of etiquette flyers; a number of glue sticks. 3. ** Event process ** - ** Directly import, understand the role of a "etiquette communicator"**: The teacher shows that he or she is different from usual (wearing a communicator's ribbon) to arouse the interest of the child. The teacher asks the child if he or she knows what a "etiquette communicator" is. The teacher's summary pointed out that etiquette communicators were to publicize some etiquette knowledge to the people around them, calling on everyone to be civilized and understand etiquette, and to pay attention to polite language when publicizing. 4. ** Reflection on the event **(Not mentioned in the reference materials, the following is a reasonable speculation) - In terms of achieving the goal of the activity, by letting the children talk about etiquette knowledge in combination with the flyer, it could train the children's language expression ability and understanding and communication ability of etiquette knowledge. In terms of preparation, the preparation of materials such as etiquette flyers would help children to obtain information intuitively. However, the possible shortcoming was that for some children with a shallow understanding of etiquette knowledge, it might be difficult to explain etiquette propaganda knowledge. Teachers might need to guide these children more during the activity, or give more in-depth explanations and foundations on etiquette knowledge in advance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
kindergarten safety etiquette record form, middle class
The following is a list of possible safety etiquette records for the kindergarten middle class: ** 1. Date and Basic Information Bar ** 1. ** Date **:[Record Date] 2. ** Class **: Middle Class ** 2. Safety etiquette content column ** #(I) Safety etiquette at the entrance 1. ** Entering the park, emotions and autonomy ** - Did you cry when you entered the kindergarten (Yes/No)? If not, could you walk into the kindergarten by yourself (Yes/No)? - Do you wish to greet teachers and children?(Yes/No). 2. ** Checking of belongings ** - Whether or not to bring dangerous items (such as knives, small beads, etc., yes/no). #(II) Safety etiquette for activities in the park 1. ** In-room activities ** - Whether or not to follow the classroom order during classroom activities, such as sitting upright (Yes/No), raising hands to speak (Yes/No). - Do you know how to take good care of your stationery or teaching materials when you use them (Yes/No)? Do you fight over your stationery or teaching materials (Yes/No)? - When interacting with children, whether or not they are polite, whether or not they shove, hit, or scold others (Yes/No). 2. ** Game Activity ** - Can you follow the queuing rules before the game (Yes/No) and not cut the queue? - Whether you abide by the rules of the game (Yes/No), whether you know how to be modest (Yes/No). - After the game ends, can I return the toy to its original place?(Yes/No). 3. ** Break ** - When walking in the corridor, do you line up to the right (Yes/No), do you push others or lean on the guardrail (Yes/No). - Do you hold the handrails when going up and down the stairs (Yes/No)? Do you take one step at a time? Do not run or jump (Yes/No). #(3) Safe dining etiquette 1. ** Before dinner ** - Whether to actively wash hands (Yes/No), whether to wash hands correctly (Yes/No). - Can you wait for your meal in the restaurant?(Yes/No) 2. ** Eating ** - Picky Eater (Yes/No), Snatch Food (Yes/No). - Whether you are quiet, don't talk loudly, don't look around, don't play (Yes/No). - Can you use tableware correctly (Yes/No), do not drop rice, do not leave leftovers (Yes/No). 3. ** After-meal ** - Do you want to put the cutlery back to the designated position?(Yes/No). - Wiping mouth and washing hands (Yes/No). #(4) Safety etiquette for afternoon naps 1. ** Before the afternoon nap ** - Can you enter the dormitory quietly?(Yes/No) - Whether or not the clothes that were taken off were neatly folded (Yes/No), and the shoes were neatly placed (Yes/No). 2. ** Napping ** - Whether you have the correct sleeping position (lying on your right side or back, no covering your head, no lying on your stomach, yes/no). - Whether or not he slept peacefully, whether or not he disturbed others (Yes/No). 3. ** After a nap ** - Can you get dressed after getting up (Yes/No)? Can you make your bed with the help of the teacher (Yes/No)? #(5) Safety etiquette in the Leaving Garden 1. ** Before leaving the garden ** - Can you take the initiative to tidy up your belongings (such as school bags, stationery, etc., yes/no). - Can you wait for your departure in an orderly manner under the teacher's organization (Yes/No)? 2. ** When I left the garden ** - Do you wish to bid farewell to the teacher or the child?(Yes/No). - Whether to follow your parents closely and not run around on your own (Yes/No). ** 3. Teacher Evaluation and Remarks ** 1. ** Teacher Rating ** - Give a brief evaluation of the child's overall safety etiquette performance that day (such as good, needs to be improved, etc.). 2. ** Remarks ** - Record any special events related to safety etiquette that happened that day (such as a child's outstanding performance or problems in a certain segment, etc.). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Registration for the kindergarten class in Shashui District
The registration situation of the small classes in the sandy area of different kindergarten was different. Taking Yijun County West Village Central kindergarten as an example, the registration requirements for the small class in the autumn of 2024 were: Children of age three years old (born before August 31,2021), pre-registration from June 24th to June 28th at 8:30 - 11:30 a.m. and 2:30 - 4:30 p.m., located in the office of Shibao Street West Village kindergarten in Yijun County. When registering, you need to bring your child, as well as the household register (a copy of the head of household and the child), the household register within the enrollment range (following the principle of entering the nearest park, until the quota is full), the medical examination certificate, and the two-dimensional code of the epidemic prevention certificate. However, there were no separate registration requirements for the sandy area. Usually, if the kindergarten had a special area like the sandy area, the children in the small class could participate in the relevant activities after entering the kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
kindergarten etiquette
There were many aspects to kindergarten etiquette: * * 1. Basic etiquette ** 1. * * Appearance ** - To love cleanliness, pay attention to hygiene, frequently bathe, frequently cut hair, frequently cut nails, keep appearance clean. Cultivate the habit of washing hands before and after meals, rinsing mouth after meals, brushing teeth in the morning and evening, not putting dirt into the mouth, and washing your face and feet frequently. - For example, when washing your hands and going to the toilet, you should follow the corresponding etiquette. When washing your hands, you should line up, roll up your sleeves, apply soap, and turn off the water after washing. Knock on the door before going to the toilet. If someone is there, you have to wait. After going to the toilet, you have to flush and tidy your clothes before washing your hands. 2. * * Daily Habits ** - Cherish food, not picky, not leftover food; Cherish clothes, not picky, will take good care of their own items. - He loves to learn, likes to ask questions, is diligent in doing things, is willing to use his brain, and can actively participate in various activities. - Love labor, do your own things, take the initiative to help others do what you can, do things from beginning to end. * * 2. Courtesy ** 1. * * Respect for others ** - Love the motherland, respect the national flag, and when raising the flag, they would be dressed in uniform and stand at attention. - Respect the teachers, greet them when they enter the garden, and say goodbye when they leave the garden. - Respect elders, love parents, love teachers, care about others, listen to advice, and don't lose your temper at will. - Love the group, love your companions, abide by the rules of the group, get along well with your companions, and be willing to help the weak and difficult companions. - Honest and brave, not wanting things that are not his own, but handing things over when he finds them; not dependent, not afraid of difficulties, and will find a way to solve small problems. 2. * * The use of polite language ** - He was polite, knew how to use polite language, and could listen to others. For example, they would use polite words such as "please,""thank you,""sorry," and "goodbye" in their interactions. - When getting along with family members, do things according to family rules; when playing with friends, use polite language correctly in different situations; when others speak, do not interrupt others at will; under the reminder of adults, be able to abide by the rules of the game venue and public places; without permission, do not take other people's things casually, borrow other people's things must be returned, etc. - Able to greet others boldly, look at others when talking to them, and use appropriate polite language in daily life instead of swearing. * * 3. Etiquette in special situations ** 1. * * Meal etiquette ** - When they were eating, they expressed their gratitude to the person who served the rice. 2. * * Courtesy when asking for help and being helped ** - After defecating, he would use "Please help" to call for help, and then say thank you. Before and after sleeping, he would also thank others for helping him put on and take off his clothes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on etiquette for boys in kindergarten middle class
The following was a lesson plan for boys in kindergarten: ** 1. Teaching objectives ** 1. Let the boys in the middle class learn everyday civilized language (please, thank you, sorry, it's okay) and use it in appropriate situations. 2. Initially, it was to cultivate the boy's civilized behavior and awareness. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Cultivate boys 'civilized behavior and awareness. 2. ** Difficulty ** - To guide the boys to use the proper everyday language in appropriate situations. ** 3. Teaching preparation ** 1. Teaching wall chart. 2. Small props related to etiquette scenes, such as small hats (used to play different roles). ** 4. Teaching process ** #(I) Introduction 1. Use the story to start a topic - The teacher said,"Today, the teacher will tell the children an interesting story." There were two animals, a little monkey and a little squirrel. They were good friends. One day, the little monkey wants the nuts in the little squirrel's hand. What should it say?" He guided the boys to think and answer. 2. The teacher briefly summarized the etiquette points in the story and led to today's theme-etiquette learning. #(II) Main Part 1. Learn the use of the word "please" - [Create a scenario: In the corner of the classroom, there is a very interesting car book on the upper shelf. The boys can't reach it.] The teacher guided the boy to think about how to ask for help, and then demonstrated,"Teacher, can you help me get that car book?" Let the boys imitate and practice. - Practice in groups. Each group set up a similar scene, such as not being able to get a toy, and practice using the word "please" to ask for help. 2. Learn to use "thank you" - In the previous scene, when the teacher or a friend helped to get a book or toy, the teacher guided the boy to say "thank you". - They played a Mini games. The teacher distributed small sticker to the boys. After the boys received it, they had to say "thank you" to the teacher. 3. Learn the use of "sorry" and "it's okay" - [Create a scenario: Two boys are playing with building blocks. One of the boys accidentally knocked over the small house built by the other boy.] He guided the boy who knocked down the house to say "sorry" and the boy who was knocked down to say "it's okay". - He asked the boys to form groups of two and simulate similar scenarios for practice. #(III) Consolidating Part 1. role play - The teacher set up different scenes, such as in the restaurant, in the park, etc., for the boys to role-play in groups. For example, in a restaurant scene, the boys played the role of customers and waiters to practice the use of polite language. - The boys in the other groups watched and evaluated the performance after it ended, pointing out where they used polite language and where they could improve. #(IV) End 1. Teacher's summary - The teacher and the boys reviewed the civilized expressions they learned today (please, thank you, sorry, it's okay) and the situations in which they used them. 2. Boys were encouraged to use these polite phrases in their daily lives. ** Teaching Reflection: ** 1. ** Success ** - In the teaching process, through stories, games, role-playing and many other methods, the participation of boys was higher. Especially during the role-playing segment, they were able to actively participate and use the civilized language they had learned in the process. This kind of intuitive teaching method was more suitable for the age characteristics of the boys in the middle class, allowing them to learn etiquette knowledge in a relaxed and happy atmosphere. 2. ** Inadequacies ** - When some boys used civilized language, they were shy and did not dare to speak loudly. In the future teaching, these boys needed to be given more encouragement and practice opportunities to enhance their self-confidence. - In terms of teaching content, although the basic language of civilization was covered, the depth and breadth of etiquette behavior could be further expanded. For example, etiquette knowledge teaching in more public places (such as cinemas, libraries, etc.) could be added. 3. ** Modification measures ** - For shy boys, one-on-one guidance and practice could be used. They could also be allowed to practice in a small area (such as in a small group) and gradually transition to expressing themselves in front of the whole class. - In the subsequent teaching, more teaching content about etiquette in different public places could be added. It could be displayed in various forms such as pictures and videos, so that boys could more intuitively understand the etiquette requirements in different scenarios. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the thoughts and reflections of the kindergarten etiquette training class
The thoughts and reflections of the kindergarten etiquette training class could be written from the following aspects: * * I. Thoughts ** 1. * * A new understanding of the importance of kindergarten etiquette ** - The kindergarten stage was a sensitive period for children's behavior norms. Generally, children were good at imitating at the age of 2.5 to 6. Therefore, it was very important to carry out etiquette education. It was an important foundation for children's health, happiness, and harmony. It was also a compulsory course at the beginning of life. Etiquette education helps children develop in all aspects of the kindergarten, including attending classes, living hygiene habits, dealing with people, standing, standing, walking, and so on. 2. * * A new understanding of my character ** - As a kindergarten teacher, she was a role model for the children. A teacher's appearance, mannerism, language, and other aspects of etiquette would affect the child. For example, teachers 'attire should convey the message of dignity, beauty, elegance, and generosity, rather than being rigid, flirtatious, rich, or strange. Teachers should put an end to heavy makeup, thick nails, thick armor, and the use of pungent chemicals. In terms of language communication, pay attention to the use of polite language, respond appropriately when asked passively, and use more words of thanks. 3. * * Inspiration for Teaching Work ** - In daily teaching, etiquette education could be carried out in many ways. For example, using pictures and props to let children learn etiquette easily and happily, parents could also accompany their children at home to practice etiquette knowledge, because parents 'words and deeds were also very important. At the same time, teachers should pay attention to the most appropriate way to express respect for parents and children in the teaching process. For example, when an accident occurs in the kindergarten, the teacher should use appropriate language when reporting to the parents, such as "warm, helping parents is what we should do, children play very freely", and avoid using taboo words. 4. * * Impact on interpersonal relationships ** - Etiquette played an important role in interpersonal communication. Just like "a kind word will keep you warm in winter, while a bad word will hurt you in June." Praise was a sharp weapon in interpersonal communication. For kindergarten children, praise and encouragement were the best means to promote their progress. Smiling was also an important factor in interpersonal communication. A teacher's sincere smile to the child could not only maintain a good image of the teacher, but also ensure the authority of education. * * 2. Harvest ** 1. * * Knowledge and Skills ** - He learned the specific etiquette norms of kindergarten teachers in terms of appearance, mental appearance, language communication, making phone calls, dealing with accidents in the kindergarten, interacting with parents, and so on. For example, when making a phone call, greet first, then introduce yourself, and then explain the matter. When putting down the phone, wait for the other party to put down the phone before hanging up. - He learned that there were many ways to educate children's etiquette, such as conducting targeted education during the sensitive period to achieve twice the result with half the effort, and showing the results of etiquette education to parents through theater performances. 2. * * Personal growth ** - Realizing the shortcomings in etiquette and the direction that needed to be improved would help improve one's professionalism and personal charm. At the same time, learning etiquette could regulate one's own behavior, improve interpersonal relationships and competitive strength, and enrich one's heart. * * 3. Reflection ** 1. * * Reflection on one's own etiquette ** - Reflect on your daily work and life etiquette behavior, such as whether your dressing and makeup meet the teacher's etiquette requirements, whether you always maintain politeness, smile, and language when communicating with children and parents. As for the details of etiquette that he had not noticed before, he thought about how to improve them in his work and life in the future. 2. * * Reflection on etiquette education in teaching ** - He thought about whether he had paid enough attention to etiquette education in the past teaching process and whether there were better ways to carry out etiquette education. For example, whether they could make more use of games and other methods to let their children learn etiquette knowledge better, whether they could fully play the role of parents in etiquette education, and so on. 3. * * Future improvement measures ** - According to the results of the reflection, he would formulate a plan for the improvement of etiquette in the future. Such as increasing the proportion of etiquette education in future teaching, regularly self-examining their own etiquette behavior, etc., in order to continuously improve their etiquette quality and better educate their children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The video of kindergarten etiquette display, the lesson plan of small class and reflection
The following is a video lesson plan and reflection example for a small kindergarten class etiquette display: ** 1. Teaching plan ** #<<Small Class Etiquette Video Teaching Plan>> ##(1) Teaching objectives 1. Through watching the video, the children could identify common etiquette behaviors, such as greeting and saying thank you. 2. To stimulate the children to imitate the etiquette behavior in the video and cultivate basic etiquette awareness. 3. In the process of watching and imitating, let the children feel the positive atmosphere brought by etiquette behavior and experience the fun of learning etiquette. ##(2) Teaching preparation 1. Carefully select etiquette videos suitable for small children to watch. The video content includes a variety of simple etiquette behaviors, such as greeting when entering the park, saying thank you when receiving help, and interacting with friends. 2. Prepare some small sticker to reward the children who are active in the process of watching and can actively imitate. ##(3) Teaching process ### 1. lead-in portion (1) The teacher greets the child enthusiastically to attract the child's attention. (2) Ask and guide: "Children, we meet and play with many people every day in kindergarten. Do you know what to do to be a polite baby?" ### 2. watch video (1) Play the etiquette display video. During the broadcast, the teacher can give a simple explanation at the right time, such as: "Look, when this child came to the kindergarten in the morning, he bowed politely and said,'Good morning, teacher.' Isn't this great?" (2) Guide the child to carefully observe the etiquette behavior in the video, such as the expression, movement, tone of speech, etc. ### 3. interactive session (1) After the video is played, the teacher will ask questions about the content of the video. For example,"Children, how do you greet the children when you see them in the video?" Children were encouraged to answer the questions actively. Children who answered correctly would be rewarded with a small sticker. (2) Ask the children to imitate the etiquette in the video. For example, ask several children to go on stage to perform the etiquette of greeting each other. They can bow to each other and say "hello". The teacher gave guidance and correction to ensure that the child's movements were standard and his expression was natural. ### 4. Extension exercises (1) Create some simple scenes, such as distributing small toys, guiding children to say "thank you" when receiving toys, and saying "sorry" when accidentally bumping into other children. (2) Let the children practice in groups, supervise and remind each other, and cultivate the children's ability to use etiquette in real life. ### 5. summary section (1) The teacher summarized the activity and emphasized the importance of etiquette. For example,"Children, we watched the etiquette video today and learned a lot of polite practices. In our kindergarten, everyone has to be polite. This way, we will have more good friends and everyone will like you more." (2) To encourage children to continue to maintain good etiquette in their daily lives. ##(4) Extension of Teaching 1. In the class, there was a selection area for "etiquette stars". Every day, children's etiquette behavior was observed. Children who performed well could be labeled as small stars to encourage children to constantly improve their etiquette. 2. Please show the etiquette behavior learned in kindergarten to your family members when you go home. Play etiquette interaction games with your family members to strengthen your family's co-education. ** 2. Reflection ** #"Reflection on the lesson plan of the small class etiquette display video" ##(I) Strengths 1. ** Teaching goal achieved ** - Through watching videos, interacting with questions, and imitating exercises, most of the children could identify and imitate the common etiquette behaviors in the videos. They had initially established basic etiquette awareness and achieved the teaching goal. - In the extended practice session, the children were able to use the etiquette language they had learned in the simple scenes they created, indicating that they began to understand the application of etiquette in real life. 2. ** Teaching methods are effective ** - The video teaching method was more intuitive and suitable for the cognitive characteristics of small class children. The vivid images and simple etiquette in the video could attract the attention of young children, making it easier for them to understand and accept. - The use of the reward mechanism (small sticker) stimulated the enthusiasm of the children, increased their enthusiasm for participating in the activities, and made the classroom atmosphere lively. - The interaction sessions and group exercises provided more practical opportunities for children to better master etiquette behavior in their interactions with teachers and friends. ##(2) Deficiency 1. ** Depth of video content ** - For some children with strong comprehension ability, the video content might be slightly simple. He could consider preparing videos of different difficulty levels in future teaching to meet the learning needs of different children. 2. ** Not enough attention to individuals ** - Due to the limited time, it was impossible to give detailed guidance to every child during the imitation and practice sessions. Some children may not be corrected in time because their actions are not standardized, which may affect their accurate grasp of etiquette. In the future, he should try to increase the chances of one-on-one guidance, or arrange for a small assistant to help the teacher pay attention to more children. 3. ** The family extension effect is hard to control ** - Although an extended teaching session had been designed to allow children to go home and play etiquette games with their families, it was difficult to know exactly how children performed at home. In the future, he could consider communicating with parents through feedback mechanisms, such as parents signing for confirmation, parents shooting videos of children's etiquette behavior at home, etc., to strengthen the effect of home-home co-education. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten etiquette, parent-child garden activities, teaching plan and reflection class
The following is a kindergarten etiquette parent-child garden activity lesson plan and reflection: ##1. Activity Target 1. Let the children understand and abide by the basic etiquette rules in the parent-child garden activities, and improve the children's civilized etiquette. 2. It would enhance the emotional communication between parents and children and provide parents with an opportunity to observe their children's growth in etiquette. 3. Through the interaction in the activity, strengthen the cooperation between the home and the children, and jointly promote the formation of etiquette habits for children. ##2. Event preparation 1. ** Material preparation ** - Create cue cards for different etiquette scenarios, such as "Greetings when you meet,""Wait in line,""Use polite language," and so on. - There were a few small prizes, such as small sticker, small bookmark, etc. - Arrange corresponding activity areas according to the etiquette scene, such as "polite greeting area","civilized dining area","orderly game area", etc. - The audio equipment was used to play relaxing and pleasant background music. 2. [Knowledge preparation] - Send an event notice to the parents in advance, informing them of the content and purpose of the event, and letting the parents understand some basic etiquette knowledge for children. ##3. Activity ###(1) Event Begins 1. The host spoke. - Parents and children are welcome to come to the etiquette parent-child garden activity site. - He briefly introduced the purpose and general process of the event. 2. Children perform etiquette programs - For example, the children would perform etiquette short plays such as greetings and civilized dining in groups to let the parents feel the atmosphere of the activity. ###(2) Parent-child Garden 1. Courtesy greeting area - Different role-playing situations were set up in this area, such as meeting between children, meeting between children and elders, etc. - Children and parents drew situation cards and performed polite greetings according to the situation on the cards. - Families who performed correctly would receive small prizes. - The teacher guided and explained the correct greeting etiquette, such as eye contact, using appropriate titles, smiling, and so on. 2. Civilized dining area - He placed some small cutlery and simulated food. - Children and parents simulate dining scenes and demonstrate dining etiquette, such as using tableware correctly, not being picky with food, not wasting food, and not making a lot of noise during meals. - Teachers observed and gave timely feedback and correction. Families with outstanding performance could receive small prizes. 3. Orderly Game Area - Set up some simple games, such as parent-child relay games. - It emphasized the etiquette of waiting in line, obeying the rules of the game, and encouraging each other. - Reward families who show good manners during the game. ###(3) Activity summary 1. Gathering all the families, the host invited parents and children to share their feelings and gains from the activity. 2. The teacher summarized the activities, emphasized the importance of etiquette in daily life, and encouraged the children to continue to maintain good etiquette habits in their future lives. ##IV. Reflection on the Event ###(1) Strengths 1. The activity form is novel - By using the parent-child garden, etiquette education was integrated into interesting games and interaction sessions. Children and parents were more likely to accept it and participate more. 2. Homeland cooperation works well - Through the activities, parents had a deeper understanding of etiquette education for children. They could also actively cooperate with teachers to guide children in the activities, which laid a good foundation for future cooperation between the parents and children. 3. The target has been achieved. - During the activity, most of the children were able to actively participate in all aspects, and there was obvious progress in etiquette, such as learning the correct way to greet and abide by the rules of the game. ###(2) Deficiency 1. Control the time of the event - In some parts, due to the over-investment of parents and children, the time exceeded expectations, affecting the overall progress of the activity. In future activities, he needed to plan the time of each segment more precisely. 2. The depth of etiquette - For some older children who had a good foundation in etiquette, the etiquette content of the activity might be slightly simple. In the future, he could consider adding some challenging etiquette scenes or more in-depth etiquette knowledge. 3. The attention of individual children - In the activity, there were some shy or introverted children who did not participate much. Teachers should pay more attention to this group of children in future activities and guide and encourage them in advance to ensure that every child can gain something from the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>