Observation Record of Morning Training Activity in the Middle Class of the Infant
The following is an example of a kindergarten morning exercise observation record: ** 1. Observe the background ** Morning exercise had a positive impact on the physical development, movement development, and social skills of middle-class children. It was an important start for a child's day of activities in the kindergarten and helped the child to actively participate in the subsequent learning and games. ** 2. Observation Record ** 1. ** Event Start Stage ** - Most of the children showed high enthusiasm after arriving at the playground and could take the initiative to walk to the area where the sports equipment was placed. For example, some children's eyes lit up when they saw the skipping rope. They immediately ran over to get the skipping rope and prepared to start the activity. - A small number of children might still be in a state of adaptation after entering the kindergarten, and their movements were relatively slow. They slowly walked to the activity area under the guidance of the teacher. There was a little boy who had been standing at the edge of the field, watching the other children. Under the encouragement of the teacher, he chose a small ball and began to play. 2. ** During the event ** - Most of the children who chose to skip rope began to try skipping rope, but their skipping skills were uneven. Some children could skip rope 5 - 10 times in a row and had good physical coordination. For example, the girl Xiaomei had a light movement and a strong sense of rhythm when skipping rope. Some children could only jump 1 - 2 times before they tripped over the rope. For example, the boy Xiao Yang seemed a little frustrated during the skipping process, but he still kept trying. - Different ways of playing appeared among the children who played with the ball. Some of the children were bouncing the ball alone, trying to challenge themselves to the number of balls they could bounce consecutively. Some children began to pass the ball to each other, and the interaction between the children gradually increased. For example, Xiao Ming and Xiao Gang passed the ball to each other at a distance of 2 - 3 meters. They laughed as they passed the ball, but occasionally they would have a small argument because of passing mistakes, but they would soon continue the game. - A few children were interested in the new hula hoops placed on the playground. Some of them put the hula hoop on the ground and tried to jump in and out with one foot, while others treated the hula hoop as a cave and lined up to crawl through it. However, during this process, there were also some children who had conflicts over the hula hoop. One of the children wanted to take the hula hoop from the other child, but the other child was unwilling. The two of them were deadlocked for a while until the teacher intervened to ask about the situation and guide them to play together. The conflict was resolved. 3. ** At the end of the event ** - Most of the children could slowly stop what they were doing and walk to the assembly point after hearing the teacher's instructions. However, there were still some children who were immersed in their own activities and reacted slowly to the teacher's instructions. They needed the teacher to remind them again. For example, there was a little girl who was still focused on skipping rope and did not hear the first assembly instruction. After the teacher walked to her side to remind her, she put down the skipping rope and walked to the assembly point. ** 3. Analysis and Reflection ** 1. ** Early childhood development ** - In terms of the development of body movements, the middle class children already had a certain foundation, but the individual differences were obvious. For example, in rope skipping activities, the difference in children's rope skipping ability reflected their differences in physical coordination, rhythm, and so on. The teacher could provide practice opportunities in the follow-up activities according to the different levels of the children. For example, for children with weak rope skipping ability, they could first carry out some simple rope skipping exercise, such as throwing the rope in place. - In terms of social interaction, the children showed the willingness to actively interact in the activities, such as the children in the passing game. But at the same time, they needed further guidance in dealing with conflicts. Teachers could guide children to learn how to correctly handle conflicts with their peers through stories and role-playing in their daily activities, so as to improve their social communication skills. 2. ** Teacher guidance ** - At the beginning of the activity, for those children who adapt slowly, the teacher's guidance methods could be more diverse. For example, they could invite children who were already actively involved in activities to play together to enhance the interaction between children, not just the teacher's guidance. - During the activity, when the children had conflicts, the teachers could intervene in time, but they could guide the children to negotiate and solve the problem themselves instead of giving a solution directly. This would help improve the child's ability to solve problems. - At the end of the activity, for those children who could not respond to the assembly instructions in time, they could give them some signals in advance, such as blowing a whistle or ringing a small bell, etc., to gradually cultivate the children's awareness of the rules. Read more exciting novels for free
Observation Record and Reflection of Middle Class Game
The following is an example of observation and reflection on the game: [1. Observation Record: Snack Bar Game] 1. * * Game preparation stage ** - Before the character game "Snack Bar" was launched, the teacher and the child recalled the main characters and tasks in the game together. Then, the child was asked if they wanted to discuss the role allocation themselves or let the teacher assign it, and the child chose to assign it himself. The teacher gave the groups a chance to discuss and then began to distribute the toys. - Although the teacher warned them not to snatch the toys in advance, some children still hugged the toys when they saw them, worried that they would not be able to play. At the same time, the role allocation after group discussion was different. Some groups had better role allocation (there were chefs, waiters, and customers), while some groups were missing (for example, there were only chefs and waiters, and no customers). Under the teacher's reminder, some groups adjusted their roles. 2. * * Game Progress Stage ** - Some children performed better, such as Luo Man Jia Qi, Lu Yuhang, Ye Yifan, Zhuo Zixin, etc. Ye Yifan waited patiently when he was a customer, while Zhuo Zixin was serious and interacted with customers when she was a chef. - However, many children had problems. Many children were too interested in toys and forgot their roles. Some children only returned to their roles after the teacher reminded them. Moreover, as the game progressed, many children's consciousness became hazy, making it difficult for the game to continue. 3. * * Game End Stage ** - Children learn to tidy up their toys, but they are not tidy enough. * * 2. Infant behavior analysis ** 1. The children in the first semester of the middle class had a certain sense of role and opinion. In the game, the teacher did not have to solve every problem for the children. He could throw simple problems to the children and let them think about it themselves. 2. When teachers find problems in the game, they should use parallel intervention to help the children so that the game can continue. * * 3. Reflection and Advancement ** 1. * * Reflection on Teacher's Early Guidance ** - Although the teachers did some guidance work before the game, such as recalling the role and task, and letting the children discuss the role themselves, the preventive measures were not effective enough for the children to fight for the toys and the role allocation was unreasonable. For example, just reminding them not to snatch toys could not completely prevent this situation from happening. - In terms of role allocation, it was correct for teachers to give children independent space, but they could observe and guide the children more carefully during the discussion process, such as providing some small suggestions or templates for role allocation to help children better understand the importance of each role and the number of people needed. 2. * * Reflection on Teacher's involvement in the game ** - The teacher's intervention in the form of reminders had a certain effect, but it might not be timely and in-depth enough. For children with weak role awareness, in addition to simple reminders, they could be guided back to the role in more interesting ways, such as creating some small plots or situation tasks related to the role. - During the game, teachers could encourage the children who performed well and use the power of role models to let other children know how to play their roles better. 3. * * Thinking about the game's advancement ** - In the subsequent "snack bar" game, some role-related training sessions could be added. For example, a small activity of "snack bar staff training" could be set up before the game started to let the children have a deeper understanding of the responsibilities of each character. - For the management of toys in the game, some simple rules could be formulated, such as assigning roles before taking the toys, and setting the range of toys that each character could use. This would ensure that the children's interest in the toys and enhance their role awareness. At the same time, when the game was over, some evaluation sessions could be added, such as the "Neatest Group" evaluation, to encourage children to tidy up the toys more seriously. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection and Analysis on the Activity of the Gourmet Restaurant in the Middle Class of the Infant
Since there was no reflection and analysis content specifically for the kindergarten's gourmet restaurant activities, the following is a tentative analysis of the main points from some related activities. Judging from the achievement of the activity goal, if it was a role-playing activity similar to a gourmet restaurant, the goal might include the children's learning of dining etiquette. If the child could use the cutlery carefully, not play with the cutlery when eating, and eat quietly and civilly, then the knowledge and skill goals would be better; otherwise, it may reflect the lack of activity design or guidance. From the activity process: - In terms of game settings, if the game was interesting enough, the participation of children should be higher. For example, in a game like " Finding Mistakes," if the child could actively observe the correct and wrong eating behavior in the picture, it meant that the game setting was relatively successful. However, if the child's enthusiasm for participation was not high, it might be because the rules of the game were too complicated or unattractive. - In terms of guiding children to interact, such as writing letters to help change bad behavior, if children can actively express their thoughts, it means that the interaction session has effectively promoted children's expressive and social skills. If the child was shy or didn't know how to express himself, it might be because the guidance was not inspiring enough or the early stage was not enough. From a child's experience: - If the child showed happiness and excitement during the entire gourmet restaurant activity, it meant that the activity atmosphere was well created and the activity content was in line with the child's interest. - If the child was not interested or had negative emotions, it might be because the content of the activity was not close to the child's life experience or the rhythm of the activity was not well grasped, such as waiting for too long. From a teacher's perspective: - The teacher's organizational ability was crucial. If the process of the activity was smooth and the transition between each link was natural, it meant that the teacher's organization was orderly. If there was a situation where the link was stiff or the scene was chaotic, the teacher needed to improve his organizational skills. - The teacher's guidance ability was also very important. In the process of children's classification and expression, whether the teacher could give the correct guidance and encouragement in time according to the child's reaction would affect the effect of the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Activity Plan and Reflection of the Gourmet Restaurant in the Middle Class of the Infant
The following was a plan for the kindergarten's gourmet restaurant: ##1. Activity Plan ###(1) Event theme "Delicacy Exploration Journey" ###(2) Activity Target 1. Let the children experience the activities of the gourmet restaurant to increase their knowledge and interest in food. 2. To train children's social skills, such as ordering meals politely and dining in a civilized manner. 3. Cultivate children's language skills and encourage them to describe the taste and feelings of food. ###(3) Event preparation 1. Create a gourmet restaurant scene, including dining tables, dining chairs, cutlery (small bowls and spoons suitable for children), and a menu (with food pictures). 2. Prepare a variety of delicacies suitable for young children, such as fruit salad, biscuits, sandwiches, yogurt, etc. 3. Create chef hats, waiter aprons, and other role-playing props. ###(4) Activity Flow 1. Activity import - The teacher led the child to the gourmet restaurant scene and introduced that today's activity was to eat at the gourmet restaurant. 2. role assignment - Some children were invited to play the roles of chefs, waiters, and customers. He put on the chef's hat for the chef, and the waiter put on the apron. 3. Ordering - The waiter provided the menu to the customer, and the customer chose the food he wanted according to the pictures on the menu and expressed it politely, such as "I want a fruit salad, thank you." - The waiter informed the chef of the customer's order. 4. Food Making and Waiting - The chef would prepare food in the "kitchen"(which could be a small corner). During the process, he could briefly introduce the steps of food preparation to the child, such as "I'm cutting fruits. Put them in a bowl and it will become a fruit salad." - The customers waited at the table, and the teacher guided them to wait patiently. They could also have a simple conversation, such as talking about their expectations for food. 5. During the dining session, - The chef served the prepared food to the customer. The customer tasted the food and tried to describe the taste of the food with words, such as "This fruit salad is sweet and delicious." - During the meal, the teacher reminded the child to eat in a civilized manner, not to be picky, and to keep the table clean. 6. end of the event - Everyone cleaned up the dining hall. ##2. Reflection and summary ###(I) Success 1. ** Interesting * - The form of role-playing greatly increased the enthusiasm of the children to participate. They were very involved in playing the roles of chefs, waiters, and customers, and they felt fun in the process. - The choice of food was in line with the children's tastes, such as fruit salad, small biscuits, etc., which were the favorite foods of children, increasing the attraction of the activity. 2. ** Education ** - Children trained their language skills and the use of polite language during the ordering session. They learned to express their needs in a clear and polite way. - When tasting food, describing the taste helps the development of children's perception and expression. They can try to say "sweet" and "sour". - During the whole activity, the children experienced the basic process of dining in the restaurant, including waiting, civilized dining, etc., which had a positive impact on the children's social communication ability and the cultivation of living habits. ###(2) Deficiency 1. ** Limitations of Setting Up ** - The layout of the gourmet restaurant was relatively simple, and it might not have completely created the atmosphere of a real restaurant. If more decorative elements could be added, such as the restaurant's signboard and murals on the wall, the effect would be better. 2. ** Diverse food types ** - Although the food prepared was what the children liked, the variety could be more varied to meet the taste needs of different children. It could also further expand the children's understanding of food. 3. ** Controlling the order of the event ** - During the activity, especially during the ordering and dining sessions, children might be in a disorderly situation due to excitement. Teachers could formulate clearer rules before the activity, and they needed to guide the children to follow the order in a timely manner during the activity. ###(3) Enhancement measures 1. ** Scene layout optimization ** - Before the next activity, carefully design the scene of the gourmet restaurant and add more decorative elements to make the scene more realistic and enhance the sense of immersion of the children. 2. ** Rich food variety ** - Learn about the child's taste preferences in advance and prepare more diverse food. For example, you can add some simple Chinese snacks or Western pastries. 3. ** Strengthening Order Management ** - Before the activity begins, the rules of the activity are clear to the children, such as queuing up to order food, eating quietly, etc. During the activity, the teacher must promptly discover and correct any behavior that does not follow the order to ensure that the activity is carried out in an orderly manner. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Activity Record and Reflection of Paper Flower Basket in the Senior Class of the Infant School
" The Activity Record and Reflection of the Paper Flower Basket of the Senior Class in the kindergarten." The paper-woven flower basket activity was launched in the kindergarten. [Activity log: The children are very active. Prepare the colored paper, scissors, glue, and other materials first.] The teacher demonstrated how to cut the colored paper into thin strips and then began to weave a flower basket. The children imitated the teacher and fiddled with the notes with their small hands. If they made mistakes, their friends would help them. After some hard work, the small paper flower baskets were ready. Reflection: On the bright side, this activity trained the children's hands-on ability and taught them to help each other. However, there were also shortcomings. Some children did not have good coordination and it was a little difficult to weave. The next activity could be done with Mini games to warm up. Moreover, the materials could be more abundant to make the flower basket more creative. This event was very interesting and meaningful. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Intention and Reflection on the Design of the Education Activity about Love in the Middle Class of the Infant
** I. Design Intent of the Education Activity on Love ** 1. ** In terms of family relationships ** - Middle class children were at a stage where they had a strong sense of self-awareness. They often thought that their family's love for them was a matter of course and did not understand the hardships of adults. For example, in daily life, a child might only know that his mother bought delicious food for him, but he did not understand the effort behind his mother's back. Therefore, through love education activities, children could experience the love for their mothers and feel gratitude, thus cultivating the feelings of loving their families. For example, by admiring the advertisements of mothers buying seaweed for their children, children would realize that their mother's love was reflected in their daily actions. 2. ** In terms of collective and social emotions ** - Children need to understand that apart from family, there is a larger collective and social environment that needs to be loved. For example, let the children know that their big family is China. In the small group of kindergarten, they should love their teachers and companions, and expand to love their hometown, love their motherland, and other broader emotions. This would help children better integrate into the collective life and cultivate positive and healthy social emotions. - From the perspective of children's growth, the education of love was an important part of children's social development. Young children learn to express and feel love in their interactions with others, which helps to improve their interpersonal skills and emotional cognition. For example, in kindergarten activities, children express their love through interactions with new teachers and friends, which can help them adapt to the new environment faster and enhance social confidence. ** 2. Reflection on the educational activities about love ** 1. ** Difficult to understand the concept ** - When carrying out the education of "loving the motherland", the concept of "motherland" was more abstract for middle-class children. When the teacher mentioned the word " motherland " in poetry teaching, many children did not understand its meaning. Although the teacher explained it, there were still some children who seemed to understand it. This meant that when designing activities, the introduction of abstract concepts needed to be more cautious and gradual, and the concept should be explained in a way that was more in line with the child's cognitive level. 2. ** Guidance for children to answer ** - In poetry teaching, when asked what children love, the children's answers focused on "teacher, mother" and did not reach the expected answer of "love the motherland". This reflected that the teacher might not be able to guide the questions well, and did not transition the things that the small animals loved to the broader objects that the children loved. Teachers needed to be more logical and guiding in setting questions to help children broaden their thinking. 3. ** Positive aspects ** - In the activity, the previous poetry teaching mode was broken. The language and art were combined to give the children sufficient space to express and display the opportunity. The children were very motivated to learn. This was the success of the activity design. In future teaching activities, we can continue to carry forward this diverse teaching method, so that children can learn and grow better in different forms of activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation Record Form of Leaves in the Science Garden of the Infant
The following is an example of a leaf observation record form in a kindergarten science class: |observation item| observation contents| |--|--| |Leaf Appearance| Color, shape (such as round, oval, fan-shaped, etc.), size (can be simply described as large, medium, small or compared to common objects, such as the size of a coin, etc.), edge characteristics (smooth, serrated, etc.)| |Leaf texture| smooth, rough, fluffy, etc| |veins| Leaf vein distribution (reticulate, parallel, etc.), thickness| |smell| Whether there is a special smell, if there is, describe the smell characteristics (such as fragrance, pungent smell, etc.)| |other features| Such as whether there are spots, holes, etc.| During observation, you can arrange multiple observations at different times to record the possible changes in the leaves, such as: |time| observed result| |--|--| |First Observation (Date)| Please fill in the above observation contents| |Second Observation (Date)| Write down the contents of each observation again, emphasizing the changes compared to the first observation.| |Third Observation (Date)| Same as the second observation| Such a record sheet could help guide children to carefully observe the characteristics of the leaves, cultivate their observation ability, recording ability, and interest in natural science. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation Record of the Kitchen Area in the Infant Care Center
The following are some of the observations recorded in the kindergarten's small kitchen area: - In one case, two boys from a small class were observed to enter the small kitchen area of the doll house to play. Mao Mao was an older and experienced child. He skillfully cooked in a small pot in the small kitchen. The newcomer observed him for about a minute and then began to imitate him, including frying vegetables, putting plates and other actions. Although he was not very confident, his imitation ability was strong. Mao Mao knew that he performed better after being imitated, like a little teacher. This meant that new children could learn about regional games through their peers, and teachers could use this kind of peer learning to guide new children, and when they observed new children playing, they should intervene at the right time to ensure the quality of the game. - There were also observation records that showed that the children were particularly keen on role-playing in the small kitchen area, but their awareness of sorting out and regional blocking was not strong. For example, Junnan brought the things that had been cooked in the small kitchen to the language area, causing other children to change their behavior. It turned out that Junnan had experience with picnics. He treated the scene as a picnics. The teacher did not stop it and found the fun of the children's independent play, but also realized that the regional settings should be adjusted according to the children's performance. - There were also observation records. In the game in the corner of the small kitchen area, the children in the small class began to play after the role allocation. The boss and the waiter enthusiastically attracted customers. There were also interaction scenes where the teacher did not prepare the " money " and sold food to the children. This observation was helpful to understand the development of the children's interpersonal relationship and role-playing ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation Record and Reflection of the Middle Class's Peeling of Faba Bean Game
The following is a record of the observation and reflection of the middle class peeling beans game: ##1. Observation Record ###(1) Event preparation 1. ** Material preparation ** - Some fresh broad beans, to ensure that the size of the broad beans is moderate, suitable for middle class children to operate. - Prepare a small plate for each child to place the peeled broad beans. - Prepare cleaning supplies, such as wet tissues, so that children can clean their hands after activities. 2. ** Setting up the environment ** - Choose a relatively spacious and bright area in the activity room to carry out the activity to ensure that the children have enough space to operate and avoid collisions. ###(2) Activity process 1. ** Invigorated interest ** - At the beginning, the teacher showed the child a fresh broad bean and asked if the child knew what it was. The children showed curious expressions. Some children could say that it was broad beans, but they knew little about the characteristics and eating methods of broad beans. - The teacher briefly introduced the broad bean, such as it was an edible plant, the beans inside were green, etc., to arouse the interest of the child. 2. ** Explanation of the rules ** - The teacher explained the rules of peeling broad beans to the children, such as peeling the shell of the broad beans, putting the beans on the plate, and not throwing the shell of the broad beans. The children listened carefully, and some of them even repeated the rules with the teacher. 3. ** Practically ** - The children began to peel the broad beans, and most of the children participated enthusiastically. - During the operation, he found that the children had different performances. Some children could quickly master the technique of peeling broad beans. They pinched one end of the broad bean with their thumb and index finger and peeled the shell with a gentle twist. Some children encountered difficulties, such as not knowing where to start, or crushing the beans too hard. - Children began to interact with each other. Some children with better skills would take the initiative to help their peers who were in trouble, such as demonstrating the correct peeling method or helping their peers peel the beans that were difficult to peel. - Some children would also communicate when peeling broad beans, such as discussing what the shape of the broad bean was like (some said it was like a boat, some said it was like a small moon, etc.), or comparing who could peel it faster. 4. ** Event ended ** - When most of the children had finished peeling the broad beans, the teacher guided the children to gather the peeled broad beans together and count them simply to let the children feel the concept of quantity. - Then, he used a wet tissue to help the child clean his hands and tidy up the activity area. ##2. Reflection ###(1) Achievement of the activity goal 1. ** Skills ** - The goal was to let the children learn how to peel broad beans. From the process of the activity, most children could learn the basic techniques of peeling broad beans, but there were still a few children who needed more practice. In the follow-up activities, they could provide more opportunities for these children to practice or provide individual guidance. 2. ** In terms of social interaction ** - The interaction between the children in the activity was better, which reflected that the children in the middle class began to have the awareness of cooperation and helping others. This would help the development of children's social skills. In future activities, they could further design tasks that required children to cooperate to enhance their ability to cooperate. 3. ** In terms of cognitive development ** - Through the observation and communication of the broad beans, the children had a more intuitive understanding of the shape and color of the broad beans. They also had a preliminary contact with mathematical concepts in the process of counting the peeled broad beans. However, they could still dig deeper into the cognitive aspect. For example, they could further guide children to understand the growth process of broad beans after the activity. ###(2) Event Organization and Execution 1. ** Material preparation ** - The choice of fresh broad beans was more suitable, but some auxiliary tools such as small tweezers could be considered. It might be more helpful for some children with small hand strength. 2. ** Explanation of the rules ** - The rules were basically clear, but they could be explained in a more vivid and vivid way, such as making up a short story about peeling broad beans and integrating the rules into it. This way, the child might remember it better. 3. ** Teacher guidance ** - In the process of the activity, the teacher's individual guidance could be more timely and targeted. For children who encountered difficulties, teachers could find and help them more quickly, preventing children from feeling frustrated because they could not complete the task for a long time. ###(3) Event Extension 1. ** Food culture ** - The peeled broad beans could be made into simple dishes, such as scrambled eggs with broad beans, for the children to taste. They could further understand the edible value of broad beans and at the same time, connect activities with life. 2. ** Natural Science ** - Later, they could carry out teaching activities about the growth process of broad beans, such as watching videos of broad bean growth, planting broad beans, etc., to broaden the knowledge of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Diagram of Shooting, Middle Class, Infant
The following are some of the kindergarten's shooting methods: 1. ** Shooting Expert's gameplay **: - Prepare a small basketball for each person, four basketball stands, and a marking strip. All the children stood two meters away from the basket and started reciting a nursery rhyme."Small basketball, really good. Pick up the small basketball and jump up. One, two, three, throw it hard. Let's see who scores the highest!" Then, he jumped with both feet and threw the ball toward the basket with both hands. The small basketball that fell into the basket scored two points. Otherwise, it did not score. After throwing it three times, the total score was calculated. The person with the highest score won. The ball could not be thrown over the line. 2. ** Shooting the ball into the circle **: - Prepare a few circles and balls. Children 1 and 2 were divided into two groups. One group counted, and the other group threw the ball. The children who threw the ball stood face to face and set up a big circle at a certain distance. After the teacher said to start, the children threw the ball into the circle and the one with the highest score won. 3. ** Shooting Pattern (Can be used in the middle shift)**: - Training the child's hand-eye coordination. Let the child learn the correct way to hold the ball, that is, holding the basketball with both hands, fingers naturally open, palms close to the basketball, elbows slightly bent. The teacher introduced the essentials of the movement as holding the ball over the head with both hands, aiming at the basket, moving the ball with his fingers, exerting strength with his wrist, and tilting his upper body to throw the ball into the basket. The shooting game could be played by shooting with both hands in front of the chest and jumping shot with both hands in front of the chest. The shooting distance could be from near to far, and the child could also be guided to throw the basketball into the hula hoop. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content of the activity observation record of the kindergarten area group
The kindergarten area group activity observation record usually contained the following contents: ** 1. Basic Information ** 1. ** Observation Time **: Record the specific time of the activity, such as a certain time on a certain day. 2. ** Observed Target **: Confirm the individual or group of children participating in the regional activities. 3. ** Observation Scenery (Corner Name)**: Such as Doll's Home, Art Area, Book Area, Mud Area, Production Area, and other specific activity areas. ** 2. Observation process ** 1. ** Action Description ** - Record in detail the specific behavior of the child in the regional activities. For example, in the doll house, the behavior of children fighting for the phone; in the art area, the operation steps and interactions of children in the painting process; in the library area, the use of the environment of the library area by children, such as holding a teddy bear and telling stories in the library area. In the production activities, the process of choosing materials to make the lion, including the performance when encountering difficulties, such as Zhang Zijie's thinking when he encountered problems in making lion legs, and the process of finding solutions. - Record the interaction between the child and the materials, such as the child's choice, use, and exploration of materials when making flowers with wrinkled paper and double-sided tape in the art design area. 2. ** Interactions ** - The interaction between the children was similar to the interaction between Huang Weiqi and Lin Zhengle in the art design area. - The interaction between the child and the teacher, such as the way the teacher intervened and provided guidance when the child encountered difficulties (such as when Zhang Zijie asked the teacher for help when making lions or when Jiang XX, who made flowers, told the teacher that she did not know how to do it). ** 3. Analysis of behavior ** 1. ** Ability Development ** - To analyze the abilities that the child has shown in the activities, such as the basic painting skills, thinking ability, and the ability to solve difficulties in the painting activities. The imagination and hands-on ability that were reflected in the production activities. 2. ** Mental characteristics ** - The psychological characteristics of the children were analyzed. For example, the children in the small class could not control their emotions to meet their own needs and competed for it. Some children in the art design area had strong dependence and needed the teacher's affirmation or encouragement to complete the operation content. ** 4. Education Strategy ** 1. ** Teacher Guidance Method ** - According to the performance of the children, the guidance strategy of the teacher in the activity was proposed. For example, in the process of the children's independent activities, the teacher should try to use indirect intervention methods to guide the children to improve their enthusiasm and initiative for the activities. When the children encountered difficulties, they should be given independent thinking space to improve their autonomy, independence and cooperation awareness. 2. ** Follow-up education plan ** - The following education plans for children's development were put forward. For example, when children's painting skills and language expression skills deviated from each other, teachers should improve the completeness of children's language organization and the elegance and plot of their expressions in the evaluation activities. For children who were not familiar with the use of materials, teachers could demonstrate the use of materials and provide examples before making. ** 5. Effect and Reflection ** 1. ** Activity Effect ** - The results of the activities were summarized, such as the children's gains and emotional experience in the activities. For example, Zhang Zijie was immersed in the joy of success after completing the lion production, and Jiang XX compared the children's looks after completing the flower production. 2. ** Teacher Reflection ** - Teachers should reflect on their own educational concepts, such as whether they need to change their concepts and establish a "people-oriented" educational thought, reflect on the interaction between teachers and children, and think about how to construct a positive teacher-child interaction. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>