What are the jumping games that are suitable for the middle class in kindergarten?
The following are some jumping games suitable for the middle kindergarten class:
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The teaching goal of jumping and crawling in kindergarten middle class
The teaching goals of the kindergarten middle class were as follows: 1. ** In terms of movement skills ** - Jump: - Able to push off the ground forcefully and jump continuously to touch objects (if the object is about 25 centimeters away from the child's fingertips). Before jumping, push off the ground forcefully and swing the arm in advance to increase the height of the jump. - Children can freely jump on two feet, one foot, circle jump and other forms of jumping, developing the ability to jump, improving physical coordination and balance. - Crawling: The basic movements of children are more flexible. They can carry out crawling movements and try different forms of crawling to improve the coordination and balance of the body. 2. ** In terms of cognition and understanding ** - Learn the words "jump" and "crawl" through exercise. Understand the meaning of these words and be able to use them to a certain extent. 3. ** Emotional attitude ** - Stimulate children's interest in jumping and crawling activities, and let children actively participate in games that include jumping and crawling movements. - Children should be encouraged to explore different jumping and crawling movements by using various parts of their bodies to experience the joy brought by sports. - Nurtures children to be united, cooperative, abide by the rules, compete bravely, and not be afraid of setbacks in sports activities that include jumping and crawling movements. They also cultivate self-confidence, treat winning and losing correctly, and have good psychological quality. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten middle class paper Mini games
Paper could play a variety of Mini games suitable for kindergarten classes. For example, in Happy Little Farmer, a newspaper of a suitable size was prepared. According to the different rhythms of the music, the children could feel the difference between long and short notes by stretching, flicking, and tearing the paper with their hands. There was also " Narcissus ", which divided the music into three parts, allowing the children to familiarize themselves with the music one by one, practicing the corresponding movements and rhythms of each part. After the children were familiar with the music, they would play games with the music, guiding the children's movements, strength, and weight in the game, allowing the children to experience the fun of the music game. In addition, the " Paper Conversation " parent-child game could also be used in the middle class. It allowed the children to familiarize themselves with the music in advance. When the melody changed, they could pay attention to the changes in their movements and the corresponding movements. At the beginning, they could practice in slow motion. They could not follow the music first. After they were familiar with it, they could add music. Then, they could gradually speed up and change groups many times. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A parent-child game party suitable for kindergarten middle class
The following are some activities suitable for the parent-child game party in the middle class of kindergarten: ##1. Opening 1. ** Host Opening **: The host will give an opening speech to welcome parents and children. He will briefly introduce the process and purpose of the event. 2. ** Children enter to send blessings **: Children can be arranged into groups like "little stars" in groups of six. They can be seated after giving New Year's greetings. 3. ** Teacher's role-playing speech **: For example, two teachers in the class will play the role of small animals and enter the hall to give a speech. ##2. Performance 1. ** Children's Dance Performance **: Dance programs like "I'm the Best" let the children show their vitality and innocence. 2. ** Song performance **: Children can interact with their parents while singing songs such as "Hug Me If You Love Me" and "Happy Clapping Song". 3. ** Family Talent Show **: Parents and children are encouraged to participate together, such as the family performance "The moon represents my heart." 4. Percussion performance: Percussion programs such as the Radsky March will train the child's sense of rhythm and enhance the cooperation between parents and children. ##3. The part of the game 1. When the drum stops, whoever has the flower will go on stage to perform or answer an interesting question. 2. ** Parent-child game: You act, I guess **: 5 groups of parents and children can be arranged to participate. Parents perform actions or expressions, and children guess what it is. 3. ** Parents 'Game: Snatching Chairs **: Prepare a chair that is one parent less than the number of participating parents. When the music starts, the parents will circle around the chair. When the music stops, the parents who don't manage to grab a chair will perform. 4. [Parent-child interaction game: Blind-eyed Touching Child]: Parents will blindfold their eyes and guess their child by touching their child's hand or face. 5. ** Parent-child interaction game: Cookie **: It can be an activity where parents and children work together to make cookies to increase the fun. 6. ** Parent-child interaction game: Hug of love **: The host will say a number, and the parents and children will hug each other according to the number. Those who do not form the corresponding number combination will be eliminated. 7. ** Boiling tea around the stove, making dumplings, lighting concerts, writing the word "blessing", making red packets with skillful hands, diy drawing paper dragons, masked parties,"young" reunion games, etc. **: These creative games can make parents and children fully immersed and enjoy themselves. ##4. Ending The children gave each other New Year cards, and the host gave a concluding speech. In terms of activity preparation, parents should be informed to participate in the party on time, prepare the materials needed for the game (such as percussion instruments, handkerchief flowers, background music, etc.), interact with the prizes, decorate the background wall and environment, etc. Such a parent-child game party could enhance the relationship between parents and children, let them experience the joy brought by the festival or activity together, and encourage parents to actively participate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of gourmet games in kindergarten middle class
The following is a reflection lesson plan for the food game in the middle class of kindergarten: ** I. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the goal of the lesson plan was to let the child know all kinds of delicacies, it was possible to find out whether the child could accurately name the names and characteristics of the delicacies during the game. For example, in a role-playing game with a gourmet theme, could children distinguish between different types of food props, such as placing fruits and pastries separately? If some children were confused, it might mean that there was a need to explain more specific differences in the teaching of food knowledge, or to add more intuitive comparisons. - If it involved cooking skills (such as simply making food with colored clay), it was necessary to reflect on whether the child had mastered the basic cooking methods, such as rubbing and pressing. If many children could not pinch the colored clay into the shape of the food they wanted, it might be because the demonstration was not detailed enough or the children's hand movements were not trained enough. 2. ** Emotions, attitudes, goals ** - In terms of cultivating children's interest in food culture, it was necessary to observe children's enthusiasm for participation in games. For example, in the food sharing game, did the child actively introduce the food he brought or express his love for a certain food? If the child did not show enthusiasm, it might be that the game format was not attractive enough to the child, or the way to guide the child to express his emotions needed to be improved. - In guiding children to develop a healthy eating attitude, through the plot of the game (such as choosing healthy food and unhealthy food), see if the child can make the right choice. If children choose high-calories but unhealthy "junk food" more often, they may need to strengthen the penetration of healthy eating concepts in the game, such as increasing the negative consequences of unhealthy eating. ** 2. Teaching content ** 1. ** Selection of content ** - Whether the choice of food was in line with the cognitive level and life experience of the middle-class children. For example, if you choose some exotic food that is too complicated or rarely touched by young children, young children may be confused. On the contrary, if they chose food that the child was very familiar with, it might lack freshness. He needed to find a balance between familiarity and novelty. For example, he could choose some local specialties and a small amount of exotic simple food. - The depth of the content was appropriate. If the game involved deeper knowledge such as the nutritional value of food, it might be necessary to simplify the explanation and use more vivid metaphor or stories to convey it, because it might be difficult for middle-class children to understand overly professional nutritional concepts. 2. ** Organization of content ** - Was there a logical sequence in the design of the game? For example, whether the process of understanding, making, and sharing food was smooth. If there was an unnatural transition in the game, the child might feel confused, affecting the game experience and learning effect. - Whether there was a good connection between different delicacies. For example, in the food classification game, the classification of sweet food and salty food could clearly guide children to understand the classification criteria and avoid ambiguous situations. ** 3. Use of teaching methods ** 1. ** Game Method Validity ** - Whether the game methods used (such as food guessing games, food jigsaw puzzles, etc.) can attract the attention of children. If the child's attention is distracted during the game, it may be necessary to adjust the fun of the game, such as increasing the interaction of the game, so that the child can participate more in the creation of the game, rather than simply playing according to the established rules. - Whether the game could meet the learning styles of different children. Some children may be better at learning through visual learning (such as looking at pictures of food), while others are more inclined to do it with their hands (such as making food models). In game design, it was necessary to cover as many elements as possible to adapt to different learning styles of children. 2. ** Teacher Guidance Method ** - Whether the teacher's guidance in the game was timely and appropriate. For example, in the gourmet cooking game, when the child encountered difficulties (such as the color mud being too soft to form), the teacher would be able to give the correct guidance in time. If the teacher intervened too early, it might deprive the child of the opportunity to explore independently. If the teacher intervened too late, the child might lose interest because of the long-term frustration. - Whether the teacher's guidance language is in line with the comprehension ability of the middle class children. The language used should be simple, vivid, and childlike. If the teacher used overly complicated instructions or explanations in the game, the child might not be able to understand it, resulting in the game not being able to proceed smoothly. ** 4. Use of Teaching Resources ** 1. ** Game Item Usage ** - Whether the props in the gourmet game (such as gourmet cards, plastic food models, etc.) could be fully utilized. If the props were too simple or crude, it might not be able to arouse the interest of the child. For example, if the plastic food model was not bright in color and the shape was not realistic, the child might not actively participate in the game related to these props. - Whether the number of props was sufficient. If there were too few food items in the food sharing game, it might cause children to fight for them or not be able to fully experience the fun of sharing. 2. ** Creation and utilization of the environment ** - Whether the environment of the gourmet game (such as decorating the classroom into a food street) could create a good game atmosphere. If the environment is not creative enough or not warm and interesting enough, it may affect the child's mood. For example, the layout of the food street did not have obvious areas or signs. Children might not be clear about their roles and tasks in the game. ** 5. Children's participation and interaction ** 1. ** Individual participation ** - Observe the participation of each child in the game and see if there are any children who are less involved. Perhaps it was because he was introverted or not interested in the game content. For children with low participation, teachers needed to give more attention and encouragement. For example, they could be invited to play some special roles (such as food judges) to increase their enthusiasm. 2. ** Infant interaction ** - Whether the interaction between the children was positive in the gourmet game. For example, in the food trading game, whether the children could smoothly trade and communicate with each other. If there is less interaction between children, it may be necessary to add more elements that require cooperation or communication in the game rules to promote interaction between children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
May 1, kindergarten middle class
The following are some examples of content related to the May Day beauty article: * * I. Themed Event Description ** On the eve of May Day, many kindergarten classes would carry out activities with the theme of May Day. These activities were aimed at letting the children in the middle class understand the meaning of May Day, cultivate their good qualities of loving labor, respecting labor, and cherishing the fruits of labor, and inherit the traditional virtues of "labor is the most glorious". * * II. Activity Details ** 1. * * Labor Knowledge Explanation ** - The teachers would introduce the origins of May Day to the children in various ways. For example, with the help of pictures, videos, powerpoint, etc., the children would know that May Day was a festival of respect and memory for workers. - He introduced workers from different walks of life, such as construction workers, farmers, doctors, teachers, etc., so that children could understand that a good life was created by these workers, and thus respect for workers. 2. * * Practice Activity ** - The children would participate in all kinds of labor practices within their abilities. For example, she would turn into a hardworking bee in the class, wiping the table, sweeping the floor, watering, organizing books, and other activities. - Some children in the middle class of the kindergarten would clean the fish pond, change the water for the fish pond, and water the plants in the plant corner; some children would take on the task of being a small student on duty, helping their friends distribute food plates and spoons before and after every meal, and cleaning the table and floor after the meal; the children in the big class would tidy up the area cabinets, etc. - At home, children could learn to do some housework from their parents, such as washing dishes, wiping tables, sweeping the floor, setting bowls and chopsticks, folding clothes, storing toys, books, etc., to experience the confidence brought by labor and reap the joy of contributing to their families. * * 3. Activity Effect ** These May Day themed activities contained a rich educational content. Not only did they cultivate the labor ability and labor habits of the children in the middle class, but they also made them feel the joy of labor, understand the hardships and glory of labor, and let the seeds of loving labor and cherishing the fruits of labor take root in their hearts. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten middle class is in April.
The following are some of the plans for the kindergarten in April: ** I. Guiding ideology ** Home education emphasized the two-way interaction between the kindergarten and the family. The kindergarten should help parents change their educational concepts, follow the rules of family education, and improve the level of scientific child-rearing. At the same time, it should publicize the goals and requirements of kindergarten education to parents, so that parents can participate in kindergarten education and management, so as to achieve mutual cooperation between the home and the kindergarten, and to promote the quality of children. ** 2. Activity Target ** 1. Let parents understand the life and learning situation of middle-class children in the kindergarten in April, encourage parents to actively participate in early childhood education and game activities, promote the development of kindergarten education and conservation work, and build a communication bridge between the home and the kindergarten. 2. To encourage parents and children to actively participate in parent-child activities, experience the fun of activities, and cultivate children's lively, cheerful, and positive spiritual quality. ** 3. Activity measures ** #(I) Homeland Information Exchange 1. The teacher filled in the contact manual in a timely and truthful manner, recording the growth and changes of the child in April in detail, and communicated with the parents regularly, so that the parents could grasp the situation of the child in the kindergarten in time and strengthen two-way communication and feedback. 2. Hold a parent-teacher meeting for the middle class to report to the parents about the children's situation in the kindergarten in April. To guide parents to participate in the discussion, analysis, and exchange of opinions on common problems in family education, and to sincerely and in detail explain matters that require the cooperation of parents, creating an equal, relaxed, and suitable education environment. #(II) Parents 'participation in kindergarten activities 1. Parents were encouraged to participate in teaching activities according to the theme of April. First, they would find out the advantages of parents 'resources, then carry out training and guidance to improve the quality of parents' teaching assistants and enrich the content of kindergarten education. 2. Parent-child play activities should be carried out according to the seasonal characteristics of April and related festivals. For example, there may be Qingming Festival in April. Parent-child handmade activities related to traditional culture can be carried out to let parents experience the fun of parent-child activities, enhance the enthusiasm of children to participate in group activities, and cultivate good character of children. #(III) Children's Health and Living Habits 1. The teacher used the way of leaving the kindergarten to talk and contact the parents by phone to timely feedback the child's physical condition and emotional reaction in April. At the same time, they understood the child's situation at home, so that the parents could feel the teacher's care and cooperate with the education work. For example, if a child in April is prone to certain seasonal diseases in the kindergarten, inform the parents of the prevention methods in time. 2. Parents were given a survey on the cultivation of children's living habits in April (such as spring hygiene habits, etc.). Through the feedback of the survey, they could adjust their education and management strategies in a timely manner. 3. Teachers reminded parents to help their children develop habits suitable for the April season, such as adjusting clothes according to the weather (the weather in April is changeable, and the temperature difference between morning and evening is large). At the same time, the children should be trained to have a regular rest time to ensure adequate sleep to adapt to kindergarten life. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The middle class of kindergarten, my dream
The theme of " My Dream " in the middle class of the kindergarten had many meanings and teaching directions. From the perspective of the children's own development, the children in the middle class began to have more understanding of the world around them. They could speak of many different dreams. These dreams often stemmed from what they saw and heard in their daily lives, such as doctors, teachers, firefighters, and other common occupations. They could also be fantasy characters like Mermaid, Spiderman, and Ultraman, reflecting their rich imagination and curiosity about the world. In terms of teaching, pictures of various occupations, stethoscopes, steering wheels, and other related props could be displayed to help children better understand the characteristics of different occupations. Teachers encouraged young children to talk about the occupations of their loved ones to stimulate their yearning for a better life in the future. He also guided the children to describe their familiar occupations in a more complete language and express their dreams in different forms, so that the children could feel the joy of having a dream. For example, through drawing the scenes of one's dreams or role-playing, one could deepen their understanding and expression of their dreams.
The happy family in the middle class of kindergarten
The following is a reflection on the "Happy Family" lesson plan of the kindergarten middle class: ** I. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the teaching goal was to let children learn to draw the main characteristics of people of different ages and combine them into family portraits, it might be mentioned in the reflection whether some children could accurately draw the characteristics of people of different ages, such as whether the children could show the wrinkles of grandparents, the ratio of children to adults, etc. If there were many children's paintings that were inaccurate, it might be because the teacher was not detailed enough in the demonstration or explanation process. It was necessary to improve the demonstration method or add some comparison explanation in the subsequent teaching, such as comparing the facial features and body shape of the children and grandparents. - As for the goal of boldly introducing their family members, they had to consider whether all the children would actively participate in the introduction. If some children did not participate, it might be because the classroom atmosphere was not relaxed enough, the guiding questions were not interesting enough, or the children had special emotions about their family situation. Teachers could create a warmer and more relaxed atmosphere in their later teaching and ask more attractive questions, such as "Does your family have any particularly interesting little habits?" To stimulate the child's desire to express himself. 2. ** Emotions, attitudes, goals ** - In the emotional goal of experiencing family happiness, it was necessary to consider whether the child really felt the warmth of the family through the activity. For example, during the drawing or introduction process, whether the child showed love for his family. If the child's emotional input was not enough, it might be that the design of the activity was not infectious enough. For example, when displaying family photos or paintings, the child was not sufficiently guided to observe the intimate interactions between family members, happy expressions, and other details. Teachers could add some emotional guidance in the follow-up teaching, such as letting the children share the happiest moments in the family. ** 2. Teaching content ** 1. ** Reasonability of content selection ** - It was appropriate to choose a happy family as the teaching content because the family was a familiar and emotional theme for children. However, the depth of the content might need to be adjusted. For example, for middle-class children, when painting a family portrait, whether different family structures (such as single-parent families, large families, etc.) were taken into account to prevent some children from feeling uncomfortable or unable to participate in the painting content because of the special family structure. If the content involved more complicated concepts such as family relationships, it might need to be simplified or explained in a more vivid way. 2. ** The content is organized coherently ** - In the teaching process, from introducing family members to drawing family portraits to introducing one's own paintings, the transition between the links needed to be natural and smooth. If there was a disjointed phenomenon, for example, from the drawing stage to the introduction stage, the child was still immersed in the drawing process and it was difficult to switch to the introduction stage, it might be that the teacher did not prepare the foundation in advance or guide the transition. The teacher could remind the child that he or she was about to introduce his or her work when the drawing was nearing its end, giving the child some time to prepare mentally. ** 3. Usage of teaching methods ** 1. ** The effectiveness of teaching methods ** - If the demonstration method is used, the teacher should reflect on whether the child can clearly see the drawing steps and techniques when demonstrating the family portrait. If a child generally does not know how to draw a certain part of the character (such as hair, facial features, etc.), it may be that the demonstration is not clear enough or the demonstration is not based on the child's observation habits. For example, for middle class children, they might need to slow down and enlarge the demonstration actions, and explain it simply while drawing, like "first draw a round head, like a small ball." - In terms of question-and-answer guidance, whether the questions raised by the teacher could stimulate the children's thinking and participation. If the child reacted coldly to the question, it might be because the question was too abstract or beyond the child's understanding. For example, asking "what is the meaning of a family" was too abstract, and changing it to "what fun things do your family do when they are together" would be more suitable for middle school children. 2. ** Diverse teaching methods ** - In the entire teaching process, if only a few teaching methods were used, the classroom atmosphere might not be active enough, and the children would easily feel tired. In addition to the above-mentioned demonstration method and question-and-answer guidance method, it is also possible to add a game method, such as letting the children play "family role-playing" to better understand the roles and relationships of family members in the game; or using the group cooperation method, letting the children discuss their family stories in groups, and then each group chooses a representative to share, which can improve the children's cooperation ability and expression ability. ** IV. Organization and management of teaching activities ** 1. ** Class Order Management ** - In the process of children's painting, there may be some order problems, such as children fighting for painting tools, mutual interference, etc. Teachers should reflect on whether they had explained the rules clearly before the activity and whether they had stopped and guided bad behavior in time during the activity. For example, before the activity begins, you can set rules with the child, such as "everyone takes turns to use double-sided tape", and when you find a violation, you can use a gentle way to remind the child to follow the rules. 2. ** Time Management ** - He had to consider whether the time allocation for each teaching segment was reasonable. If they spent too much time on the drawing session, resulting in insufficient time for the child to fully introduce his or her work, they would need to adjust their schedule. Teachers could estimate the time needed for each segment based on their previous teaching experience and make flexible adjustments during the teaching process. For example, if they found that the child's drawing speed was faster, they could enter the introduction segment ahead of time. ** 5. Teacher's Quality ** 1. ** Teacher's appeal ** - The teacher's emotional state and interpretation of family happiness will affect the emotional experience of children. If the teacher was not passionate and lively enough in the teaching process, it might be difficult for the child to be brought into a happy family atmosphere. Teachers could improve their emotional expression skills in the follow-up teaching, telling family stories with more emotional voices, expressions, and actions, and guiding children to participate in activities. 2. ** Teacher's adaptability ** - During the teaching process, there may be some unexpected situations, such as children crying because they miss their families (like when talking about family) or children asking unexpected questions (such as "Why don't I have a grandfather"). Teachers had to reflect on whether their response at that time was appropriate. If the response was not good enough, the teacher could accumulate more experience in dealing with unexpected situations and learn some psychological knowledge of young children so that they could better deal with similar situations in the classroom. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Middle class math in kindergarten, 7 chicks
The following are some of the teaching content and activities related to "Seven Chicks" in the middle class of kindergarten mathematics: ** 1. Teaching objectives ** 1. ** Correspondence between number and quantity ** - Children can understand the number 7 by counting the number of chicks. For example, the teacher showed a picture of seven chicks and guided the child to count them one by one, saying that the total number was seven, thus establishing a connection between the number and the actual number of objects. 2. ** Ranking and Comparing Sizes ** - Seven chicks were used to carry out the activity of sorting the sizes. If there were seven pictures of chicks of different sizes, the child could arrange them according to the size of the chicks, from small to big or from big to small. When two chicks were about the same size, they could be taught how to stack them together to compare their sizes. This would help to develop their ability to observe and compare. 3. ** Simple reasoning and number order ** - It can be used to develop mystery games up to 7. For example, hiding some of the seven chicks and letting the child infer the number of hidden chicks based on the number of chicks he saw. Using methods such as observation, comparison, counting, and number order to infer, this could improve the child's mathematical thinking ability. ** 2. Teaching preparation ** 1. Chicken nest, mother chicken picture. 2. Seven pictures of chicks of different sizes. 3. 1 set of numbered 1 - 7 cards. ** 3. Teaching Activity Course ** 1. ** Mother Chick Hatches Chicks (Counts Chicks)** - The teacher showed a picture of a mother hen hatching chicks and asked the child,"How many chicks did the mother hen hatch?" Children are encouraged to count the number of chicks stacked together by counting and visual inspection. Then, by lining up the chicks, they confirmed that the number of chicks was seven. This was to let the children understand that lining up would help them count the number more accurately. 2. **7 chicks to line up (sorted by size)** - "These chicks are so naughty. They're making a lot of noise. Who can help them line up? They have to be neat since they're young." During the sorting process, the children were asked how to judge the size of two chickens when they were about the same size, and the children were guided to master the method of overlapping comparison. At the same time, the name of each chick could be introduced, such as Small One, Small Two, etc., to deepen the child's understanding of the individual and overall number of chicks. 3. ** The Math Game of Seven Chicks (Inference and Numerancy)** - For example, guessing the number of chicks. The seven chicks were placed in two chicken nests. The child saw that there were three chicks in one chicken nest, and then asked the child how many chicks there were in the other chicken nest. Or arrange the chicks according to a certain number order, such as first placing one chick, then placing two chicks, asking the child how many chicks there are now, guiding the child to say three, then placing three chicks, letting the child calculate the total number, etc. Through this game, the children could practice mathematical reasoning and number sequence within 7 in a relaxed and happy atmosphere. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten work plan is for the middle class in 2022.
The following is an example of the work plan for the kindergarten in 2022: ** 1. Safety ** 1. Every day, they would insist on morning checks to prevent children from bringing dangerous items into the garden. If there were any, they would take them back. 2. Make sure that the classroom is clean and well-maintained, the materials in the corner are safe and sanitary, and the toys are disinfected regularly. 3. To prevent burns, trauma, drug poisoning, etc., to prevent foreign objects from entering the ears, nose, and trachea, and to prevent children from getting lost. 4. Strictly write down the shift record, timely and accurately count the number of people and items, and hand them over to the successor teacher. 5. Children should check for dangerous items during their afternoon nap, inspect their sleeping habits, and correct bad habits such as sleeping with their heads covered. 6. Carefully check the safety of the venue during outdoor activities, eliminate dangerous factors, and do not forget the children's belongings after the activity. 7. Work closely with parents to cultivate children's self-protection ability and enhance their awareness of prevention. 8. Strictly implement the pick-up system and hand the child over to the parents. In special circumstances, a pick-up note or valid certificate is required. 9. When the afternoon teachers left the school, they thoroughly checked all parts of the class, such as water, electricity, doors, windows, and valuables. 10. Teachers were always vigilant when working. Their eyes were always on the children to ensure the safety of the children going up and down the stairs. They did not push or pull or jump on the steps. 11. Let the children know not to walk with strangers, not to eat strangers 'food, and not to leave adults or groups casually. 12. Children should know not to put their hands in the gap between the door, tables and chairs to avoid injury, do not push and push when playing with large toys in outdoor activities, help each other with equipment, know the safety and correct use of electricity and scissors, and do not put foreign objects into the ears, nose and mouth. ** 2. Class Analysis ** After the new semester, there would be a total of a number of children, boys and girls. After one and a half years of study, the children had made progress in their studies and lives. Most of them had developed good behavior habits, treated people politely, and had developed their language expression, interpersonal communication, self-care, and hands-on operation skills. ** 3. Education and teaching ** 1. ** Learning and discussion ** - Education regulations and theoretical learning: Including the "Working Regulations of the Infant Care Center,""Regulations on Infant Care Center Management," and "Guidance for Infant Care Center Education," etc. It adopted a combination of collective learning, grade group learning, and individual self-study. Teachers were required to write their experiences or reading notes and exchange them, and conduct theoretical interviews. - Teaching and research activities in the kindergarten: For problems in education and teaching (such as teacher-child interaction), they will be discussed by grade groups. For common and difficult problems, they will be collectively studied and discussed in the park. Teachers are encouraged to express their views and train their ability to combine theory and experience, eloquence and courage. - Daily teaching and research: prepare lessons once a week, study teaching materials, analyze children, design weekly plans and daily arrangements, solve outstanding teaching problems according to the "problem is the topic" model, implement effective teaching, carry out courses according to children's interests and needs, pay attention to the integration of content in various fields, the combination of environment and main body, and the utilization of home and community resources. Teachers pay attention to observation and summary in the implementation of the theme. 2. ** Teaching Management ** - Preparing for lessons: Arrange the content of the activities reasonably according to the outline, have appropriate teaching methods, prepare well before class, and write a good reflection after class. - "Class requirements: Clear goals, rich content, prominent key and difficult points." - Connecting work between children and young children: Learn from the expert to improve the way of work and improve the quality of work. ** 4. Teacher team building ** 1. Teacher's ethics education: Use professional learning and daily communication to educate teachers. Teachers should become good examples for children, interact with children with a caring and respectful attitude, devote themselves to early childhood education, and transform new ideas into educational behavior. 2. Teachers 'self-improvement: encourage teachers to study in their spare time, read more books to strengthen the study of kindergarten courses, often read early education magazines, and go to the education network to absorb new information. 3. Professional skills improvement: Through garden-based training, lesson analysis, teaching reflection, etc., carry out experimental research on teaching reform; through case analysis, activity design and lectures, outline theory question and answer, painting hand-made, vocal self-playing and self-singing, etc., comprehensively improve teachers 'professional skills. 4. Deepen the work of "connecting young children": formulate plans and learn from experts to implement the work. ** 5. Regular management ** 1. Class management inspection system: improve the system, carry out the "excellent class collective" evaluation, let the teachers familiar with the day's activity organization norms, daily inspection and supervision of the care and education work, strengthen the quality management of each link and feedback suggestions. 2. Teaching and research activities: The same topic, different structures, one lesson, three research, teaching salon activities will be carried out by the grade group. The teacher will play the master's attitude and prepare and design around classroom observation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>