Concentration Record of a Senior Class in a Nurseries
Here are some ways to record the concentration of a kindergarten class: ** 1. Record content ** 1. ** Visual Concentration ** - For the maze game, you can record the time the child completed a maze and the number of mistakes (such as the number of times he walked into a dead end). If it was to find different games, he could record the number of differences found within the specified time, as well as whether the child was easily disturbed by the surrounding environment during the game and interrupted the search. 2. ** Listening and concentration ** - When playing the auditory command game, record the proportion of the child's correct execution of the command. For example, issue 10 instructions and record how many the child executed accurately. For the situation of listening to the story and retelling, record the completeness of the content of the child's retelling, such as the proportion of the main plot of the story, whether the key characters and events in the story can be accurately described. 3. ** Focus in learning activities ** - If the child is doing some basic learning activities, such as learning simple numbers, letters, or strokes, record how long the child can stay focused. For example, could he focus for 10 minutes or 15 minutes? At the same time, record the number of times the child was distracted during the learning process, such as being distracted by the movements of the children around them or other sudden sounds. 4. ** Focus in game activities ** - When the child played with building blocks and puzzles, record the length of time from the beginning of the game to the time when the child was distracted (such as giving up the game to do other things). You can also observe whether the child can continue to work towards the goal of completing the game during the game. For example, if the child is distracted by irrelevant factors such as the color of the small puzzle pieces that appear in the middle of the puzzle and deviate from the goal of completing the puzzle. ** 2. Recording method ** 1. ** Time Record ** - Use a stopwatch or clock to accurately record the child's concentration time in each activity, such as the time from the start of the activity to the time the child was first distracted, as well as the accumulated time the child was focused throughout the entire activity. 2. ** Action Record ** - You can make a simple table and list different activities in the table (such as walking the maze, listening to stories, building blocks, etc.). Then, record the child's behavior under each item. For example, record "completion time 3 minutes, wrong 2 times" under the maze activity. 3. ** Regular summary record ** - You can summarize and record the child's concentration performance in different activities on a weekly or monthly basis. For example, if the child's overall performance in the visual concentration game improved or decreased this week, the development trend of the child's concentration could be determined by comparing the recorded data of different time periods. Read more exciting novels for free
The Analysis and Reflection on the Poor Expressiveness of the Senior Class in the Nurseries
There might be the following reasons for the poor communication skills of children in kindergarten: ** 1. Family environment ** 1. ** Lacking training opportunities ** - If parents rarely accompanied their children to talk and did not have time to take their children out for activities, it would reduce the chances of their children's language expression. In conversations with children, if the child always passively answers questions and lacks the opportunity to actively express himself, it may lead to incoherent speech, and it is difficult to effectively exercise his ability to express himself. 2. ** Lacking a good language environment ** - Some parents were busy with work and rarely brought their children to contact new things. Their children had too little time to communicate with their peers and lacked an adequate language exchange environment. Children want to communicate but can't find a suitable partner, thus affecting the development of their ability to express themselves. 3. ** Parents take care of everything ** - Parents took care of their children too well and did not let their children do big or small things themselves. Children could be satisfied without expressing their needs, which would hinder the development of their ability to express themselves. 4. ** Parent-child relationship is tense or the family atmosphere is bad ** - Parents often quarreled, families were full of gunpowder, or parents often used threatening and intimidating words (such as "I don't love you anymore, I don't want you anymore","If you don't listen, I will send you to kindergarten and let the teacher teach you a lesson"), which would destroy the child's sense of security and affect the child's psychological state. This may have a negative impact on the child's ability to express himself. ** 2. The environment of the kindergarten ** 1. ** Difficult to adapt ** - If the children in the kindergarten did not adapt well to the kindergarten environment when they first entered the school and were still in a state of self-protection, they might stop communicating with the outside world. If this situation continued, it would affect the improvement of their ability to express themselves. For example, some children were more shy and didn't like to express themselves when they were in the upper class. This might be a continuation of the maladjustment when they first entered the kindergarten. 2. ** Lacking confidence ** - In kindergarten, if a child showed impatience or ridicule when talking to a teacher or other children, it would easily cause the child to lack confidence and be unwilling to take the initiative to communicate. In the long run, it would be difficult to improve his ability to express himself. ** 3. Self-development ** 1. ** Language and thinking ability are not coordinated ** - Different children had different physical and mental development speeds. Some children might have a situation where their verbal language expression ability and thinking development were not coordinated. The speed of language organization could not keep up with the speed of brain thinking, resulting in poor expression ability. 2. ** Central nervous system diseases (special circumstances)** - If the child's language development was lagging behind and was accompanied by abnormalities such as intelligence, it might be due to poor communication skills caused by central nervous system diseases, but this situation was relatively rare. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Sports Equipment Exhibition Plan and Reflection of the Senior Class in the Nurseries
The following is a kindergarten sports equipment exhibition activity plan and reflection summary: * * I. Activity Plan ** #(I) Activity Target 1. Let the child demonstrate how to play with a variety of sports equipment to improve the child's physical coordination, flexibility, and athletic ability. 2. To stimulate children's interest in sports activities, cultivate children's innovative awareness and cooperation ability. 3. To enhance the interaction between children, and at the same time, to let parents or other observers understand the results of kindergarten physical education. #(II) Activity preparation 1. * * Equipment preparation ** - Collect sports equipment commonly used by the kindergarten class, such as skipping ropes, rubber balls, small chairs, paper sticks, cloth bags, cushions, hula hoops, etc., and ensure that the quantity is sufficient. - Check the safety of the equipment to avoid sharp edges or damage. 2. * * Setting up the venue ** - According to the display needs of different equipment, the venue was reasonably divided. For example, setting up a rope skipping area, ball area, obstacle area (using small chairs, cushions, etc.), and so on. - Set up viewing areas around the venue and prepare enough seats for parents or other observers to sit. 3. * * Personnel arrangement ** - The teacher divided the children into groups in advance and determined the contents of the equipment displayed by each group of children. - Arrange for a host (a teacher can be the host) to be responsible for the opening of the event, the process guidance, and the closing remarks. #(III) Activity process 1. * * Introduction (5 minutes)** - The host introduced the purpose, process, and precautions of the event to the audience. - Children are welcome to enter. 2. * * Group presentation (30 minutes)** - * * Rope skipping group ** - Children can demonstrate different rope skipping skills, such as alternating feet and jumping feet together. - The double rope skipping demonstration was to train the children's cooperative ability. - * * Ball Group ** - The child demonstrated his or her bouncing skills, such as bouncing the ball with one hand, alternating between two hands, keeping the ball from falling to the ground and gradually increasing the difficulty, such as walking while bouncing the ball or bypassing obstacles to bounce the ball. - The children stood in a circle and passed the ball to each other to show their reaction ability and teamwork. - * * Small chair group ** - Children used the small chair as an obstacle to show their movements such as crossing and bypassing, so as to train their body balance and crossing ability. - Using small chairs to display cooperative games, such as two children carrying chairs, other children in turn from under the chair to show cooperation and coordination. - * * Paper Wand Set ** - The children showed different ways to play with the paper stick, such as using the paper stick as a horse to simulate the movement of riding a horse; using the paper stick as a weapon to perform martial arts exercises to show the children's imagination and physical coordination. - Using paper sticks to set up hurdles, the children ran and jumped to show their strength and ability to cross. - * * Cloth Bag Group ** - The child crawled into the cloth bag and performed a kangaroo jump demonstration to develop the child's leg muscle strength and jumping ability. - The two children cooperated. One of them was in the bag, while the other was dragging the bag forward to show their ability to cooperate. - * * Hula Hoop Group ** - The child performed a hula hoop rotation demonstration to keep the hula hoop from falling and exercise the strength of the waist. - The children held hands and passed the hula hoop from the first child to the last child to cultivate teamwork. 3. * * Interactivity (15 minutes)** - Parents or other members of the audience were invited to participate in the interaction activities of the sports equipment. - For example, parents and children could participate in rope skipping relay competitions, ball shooting competitions, etc. to enhance the interaction between parents and children and the fun of the activities. 4. * * End (10 minutes)** - The host summarized the activity and thanked the children for their wonderful display and the parents for their active participation. - Children are encouraged to continue to actively participate in sports activities in their future lives. #(IV) Activity Extension 1. After the activity, the sports equipment could be placed in the activity area for the children to continue exploring the game during their daily outdoor activities. 2. Teachers could further enrich the physical education content according to the children's performance and new play methods discovered during the activities. * * 2. Reflection and conclusion ** #(I) Strengths 1. * * High participation of children ** - In the process of designing the activity plan, the interests of the children were fully considered. Every child could participate in the equipment display that they were interested in, actively involved and full of enthusiasm. - Through the way of group presentation, it ensured that every child had the opportunity to demonstrate their abilities and enhance the child's self-confidence. 2. * * Multiple Ability Development ** - Different sports equipment displayed and trained the children's various abilities. For example, skipping rope and hula hoops trained the body's coordination and sense of rhythm; ball and paper stick activities improved the child's hand-eye coordination and control ability; and the use of cloth bags, small chairs and other equipment focused on developing the child's muscle strength and body balance ability. - In the interaction session, the cooperation between the child and the parents or other personnel cultivated the child's social skills and teamwork spirit. 3. * * Teaching Achievement Show ** - The activity displayed the results of physical education teaching in the kindergarten, allowing parents and other observers to directly see the growth and progress of children in sports. For example, children were familiar with the play of various equipment and possessed certain sports skills and physical fitness. #(II) Inadequacies 1. * * The timing is not accurate enough ** - In the group presentation segment, some children were too immersed in the presentation, resulting in more time than expected, causing the time of the interaction segment to be compressed, affecting the overall activity rhythm. - In future activities, the time of each segment needed to be more strictly controlled, and the rhythm and time limit of the demonstration needed to be communicated to the children in advance. 2. * * Equipment preparation details ** - Although the safety of the equipment was checked before the event, some equipment (such as small chairs) were found to be slightly shaken after frequent use during the demonstration, which may pose a potential threat to the safety of young children. - Before the next activity, more detailed inspection and maintenance of the equipment were needed to ensure the stability and safety of the equipment throughout the entire activity. 3. * * Attention from a few children ** - In the group display, some children were introverted or not familiar with the equipment and play, and their performance was not active enough. The teacher did not give enough attention and guidance during the activity. - In the future, the design of activities should pay more attention to individual differences, understand the situation of each child in advance, and give more encouragement and support to individual children in the process of activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Effect and Experience of Class Management in the Big Class of the Nurseries
The following are some of the results and experiences of the kindergarten's class management: ** 1. Regular management ** 1. ** Effect ** - The pace of life of a child was more reasonable. As they grew older, the older children had their own opinions and active thinking. Good routine management could make their lives orderly and lay the foundation for future life and learning. - Children's sense of mission and responsibility increased. Through the student on duty system, every child had the opportunity to participate in the duty, such as distributing bowls, chopsticks, plates, hand towels before meals, preparing thread hooks, scissors, tablecloths, etc. before the activity. Not only did they help the teacher, but they also cultivated their own good learning and living habits. - Young children are better able to follow the rules. The use of music (such as "Clapping and Nodding") to integrate into the collection process, coupled with the supervision of the students on duty, helps the children develop the habit of collection in a relaxed atmosphere. 2. ** EXP ** - It was important to clarify the responsibility. While paying attention to the health and life of children, they also focused on cultivating routine habits and allowing children to participate in class management through reasonable system arrangements. ** 2. Area Creation ** 1. ** Effect ** - Children's learning initiative increased. Every week, different materials were provided according to the theme. Children could choose the area and choose the game mission and take the materials. - Children's knowledge and abilities were developed in many ways. For example, under the theme of "China Baby," the art design area could learn about Chinese costumes and the quintessence of Peking opera, the puzzle area could understand the ethnic composition of the motherland, and the living area could experience the production of special delicacies. Not only did children learn knowledge, but their hands-on ability was also greatly improved. At the same time, they also strengthened their sense of mission and responsibility. - Reduce the burden of teachers. Each material was given a step diagram, and the child could operate according to the diagram, so that the teacher could have more energy to pay attention to the child's overall development. 2. ** EXP ** - Create an environment that meets the needs of early childhood development. We adhere to the concept of "life is education" and provide rich materials according to the theme to meet the needs of children's exploration and learning. - Set up a reasonable task management method. For example, setting up a task completion table and letting the children post their primary school number would make it convenient for the teacher to understand the progress of the game and promote the children to actively complete the task. ** 3. In terms of social interaction ** 1. ** Effect ** - Children's social interaction skills improved. Through the activities in the character areas such as "Battle Wolf Hospital," the children learned to solve the problems encountered in the game through role-playing. For example, the doctors in the emergency room took the initiative to look for the "wounded", which reflected the improvement of the children's ability to solve problems independently. - Children can correctly understand themselves and others. In role-playing games, children play different roles to interact with their peers, experience the joy of living with others, and develop a close and cooperative attitude. 2. ** EXP ** - Use effective methods to develop communication skills. Methods such as empathy training and role-playing can help children improve their social skills in games and daily activities. ** 4. One-day event organization ** 1. ** Effect ** - To ensure that all activities were carried out effectively. To establish a good daily routine for children's daily activities, so that children's daily activities can be carried out in an orderly manner and promote the comprehensive and healthy development of children. - Children gradually develop good learning habits. In all aspects of the day's activities, we should focus on cultivating good learning habits for children and prepare for the transition between primary and secondary. 2. ** EXP ** - Follow a variety of principles to organize a day's activities. When organizing children's daily life, we should pay attention to the principles of goal, planning, education, persistence, unity, effectiveness and creativity to ensure that the activities are beneficial to children's development and improve teachers 'work efficiency. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Quality of Nurseries in the Middle Class
The following are some examples of the quality reflection lesson plans of kindergarten nurses: ** I. Reflective lesson plan on the management of children's afternoon nap ** 1. ** Teaching goal ** - Guide the nurse to review her behavior in the management of the child's afternoon nap, find problems, and think of ways to improve. - It allowed the nurses to analyze the psychological and physiological needs of the children during the afternoon nap and improve the quality of afternoon nap management. 2. ** Teaching preparation ** - A form to record the child's napping situation (including the time of sleep, the length of nap, problems during nap, etc.). - Information on the health benefits of napping and the creation of a good environment for napping. 3. ** Teaching process ** - Data Review and Analysis - He showed the form of the children's naps that he had recorded earlier and let the nurses discuss it in groups. For example, analyze which children have difficulty falling asleep and what factors may be related to the difficulty falling asleep (such as the noisy environment during the nap, overly excited activities before bedtime, etc.). - Considering how to adjust the management strategy to extend the nap time of the children who had a short nap time to ensure that the children had enough rest. - Reflection on the Creation of the Enviroment - The environment of the afternoon nap room, including temperature, humidity, lighting, and the comfort of the bed, was discussed. Think about whether there are any areas that need improvement, such as whether the temperature is suitable (whether it is cool in summer or warm in winter), whether the light is too strong and affects children's sleep, etc. - To discuss how to decorate the nap room (such as using soft curtains, playing soft music, etc.) to create a more conducive environment for children to nap. - Children's individual needs - He recalled the special situations of children encountered during the afternoon nap management, such as the need for some children to hold something to comfort them to sleep, or the fact that they were easily awakened. They discussed how to better meet these special needs while ensuring the order of the afternoon nap management. - Think about how to communicate with parents about children's naps and obtain more information about children's napping habits at home so that they can better take care of children's naps. - summary and improvement - Each nurse summarized their strengths and weaknesses in the management of children's naps, proposed at least two improvement measures, and shared them with other nurses. ** II. Reflection on the Quality of Infant Food Care ** 1. ** Teaching goal ** - To encourage nurses to reflect on their work in the care of children's diet, including food safety, nutrition, and the cultivation of children's eating habits. - Help nurses improve their professional ability to take care of young children's diet. 2. ** Teaching preparation ** - A week's menu for children. - A handbook of nutrition knowledge for young children. - An observation form to record the child's eating situation (such as food intake, picky eating, etc.). 3. ** Teaching process ** - Nutritional Match Analysis - Show the child's diet menu for a week and analyze the nutritional content in the menu based on the nutrition knowledge manual for children. For example, whether it contained enough protein, vitamins, minerals, and so on. - They discussed how to adjust the menu according to the season and the growth and development needs of young children to ensure that the nutrition was comprehensive. - Food Safety Reflection - Review the operational practices in the food preparation process, such as food cleaning, hygiene during cooking, etc. Consider whether there are potential food safety risks, such as food allergy risk prevention. - To discuss how to strengthen the cleaning and management of food storage and processing equipment to ensure the safety of children's diet. - Cultivation of Eating Habits - According to the observation table of children's eating situation, the phenomenon of picky eaters and partial eclipse was analyzed. They discussed how to improve children's eating habits through innovative food presentation methods (such as making vegetables into cute shapes) and positive motivation (such as praising children who have finished eating vegetables). - Think about how to create a pleasant atmosphere during the meal and increase the appetite of the child. - summarize and improve - Each nurse summarized their experience and shortcomings in the care of children's diet and proposed improvement plans, such as learning new recipes suitable for children. ** 3. Reflection on the Quality of Children's Daily Activity Care ** 1. ** Teaching goal ** - Guide the caretaker to reflect on the daily activities of the child, including safety, hygiene, and guidance on the child's behavior. - To improve the awareness and ability of the nurses in the daily activities of the children. 2. ** Teaching preparation ** - Children's daily activities schedule. - It was a collection of cases where children had problems in their daily activities. 3. ** Teaching process ** - Reflection on Event Safety - According to the children's daily activity schedule, analyze the possible safety risks in each activity segment (such as indoor games, outdoor activities, etc.). For example, during outdoor activities, whether there were safety risks in the facilities, whether the supervision of the nurses was in place, and so on. - They discussed how to develop a more comprehensive safety plan to ensure the safety of children while ensuring their freedom of movement. For example, how to check before using the game equipment, how to find and deal with accidents during the activity, etc. - Mobile hygiene maintenance - Review the hygiene maintenance work in children's daily activities, such as the cleaning of the activity ground and the disinfection of the items used by children. He thought about whether there were any hygiene blind spots or if the disinfection was not done in time. - To explore how to better carry out hygiene maintenance work without affecting the child's activity experience, such as arranging the cleaning time reasonably. - Children's behavior guidance - Looking at the case collections that recorded problems in children's daily activities, and analyzing the practices of nurses in guiding children's behavior. For example, when there was a conflict between children, whether the caregiver's handling method was appropriate, whether it was conducive to the development of children's social communication skills, and so on. - To discuss how to use positive guidance methods, such as positive demonstration, story guidance, etc., to cultivate children's good behavior habits and social communication skills. - summary and planning - The nurses summarized their performance in the daily activities of the children and formulated the next stage of the work improvement plan, focusing on the improvement of safety, hygiene maintenance, and child behavior guidance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching and Research Record of Open Classes in the Nurseries
The following is an example of a teaching and research record for an open class in the kindergarten: ** 1. Basic information of teaching and research activities ** - ** Time **:[Details] - ** Location **: Teaching and Research Section of the kindergarten (or other suitable location) - ** Personnel **: All teachers ** 2. Teaching demonstration segment of the open class ** 1. ** Teacher 1 -Big Class Picture Book Class "Strange Museum Case"** - ** Teaching process ** - They started by guiding the children to observe the paintings and encouraged them to share their favorite paintings. For example, if the child was asked which painting he liked or seemed familiar with, the teacher would guide the child to explain the position of the painting. - In the process of children sharing the reasons why they liked paintings, they further explored the knowledge related to paintings, such as the Starry Night pointed out to children, guiding children to observe the elements in the paintings, and a simple mention of the paintings of Jesus and the Twelve Apostles. - ** Teaching Method ** - The students were taught through interaction, questions, and descriptions to stimulate their participation. - With the specific content of the picture book as the carrier, the teaching was integrated into the discussion of the picture book. 2. ** Teacher 2 -Middle Class Math Class "Interesting Numbers Baby"** - ** Teaching process ** - First, he summarized the different arrangements of numbers to stimulate the child's thinking. - Ask the children about the appearance of numbers in their daily lives, and then draw out the meaning of the numbers. Use the PowerPoint to show different objects to explain. - Through the game segment, for example, let the children say the numbers hidden behind the different colors on the big screen. - ** Teaching Method ** - Combined with the reality of life, let the child understand the concept of numbers in a familiar scene. - The use of multi-media (PowerPoint) to assist teaching, so that abstract numbers become more intuitive. ** 3. Class Evaluation ** 1. ** Teacher 1 Self-evaluation ** - ** Target Achievement **: Basically achieved the goal of letting children have a preliminary understanding of the paintings in the picture book and stimulating children's interest in artworks. However, it is still lacking in guiding children to understand the story behind the paintings. - ** Teaching segment design **: The segment design that focuses on the observation and sharing of children is smoother, but the transition between segments can be more natural. For example, the transition from one painting to another can be more cleverly guided. - ** Class Teaching Organization **: When organizing children to answer questions, it is better to deal with the situation where individual children's answers are unclear, but it is slightly difficult to control the overall order of the classroom when the children are too excited. 2. ** Teacher 2 Self-Rating ** - ** Target Achievement **: The child has a certain understanding of the meaning of numbers in life, and the number recognition has also reached the expected level, but the in-depth teaching of the relationship between numbers and numbers is not deep enough. - ** Teaching segment design **: From the arrangement of numbers to the numbers in daily life, to the number game segment, the overall design will go from simple to deep. However, the difficulty of the game segment can be set in more layers to adapt to different levels of children. - ** Organization of classroom teaching **: The classroom atmosphere is more active, and the participation of children is high. However, when children operate digital teaching aids (if there are), the distribution and recycling of materials are not efficient enough. 3. ** Teachers 'mutual evaluation and collective review ** - ** Teacher 1's highlights and shortcomings ** - ** Bright point **: The material of the picture book is novel and can attract the attention of children. In the teaching process, attention is paid to the cultivation of children's observation and expression skills. - [** Not enough **: You can add some simple introductions about the artistic style of the paintings or the artists to enrich the teaching content. You need to further strengthen your grasp of the rhythm of the class.] - ** Teacher 2's highlights and shortcomings ** - ** Bright spots **: The teaching content is closely related to life, easy for children to understand, flexible and diverse teaching methods, especially the use of PowerPoint is very vivid. - ** Inadequacies **: In the teaching process, the special circumstances of individual children are not paid enough attention to. For example, some children may not be sensitive to numbers and need more guidance. The preparation and use of teaching aids can be optimized. 4. ** A solution discussed together ** - For Teacher 1's course: - In the preparation stage of teaching, further explore the art knowledge related to the picture book, such as reading the simple life and artistic style of the painter, and integrate it into the teaching. - In terms of classroom organization, some simple rules could be formulated, such as raising one's hand to answer questions, quietly waiting for the next child after answering, and so on. These rules could be continuously strengthened in the course. - For Teacher 2's lesson: - Based on the individual differences of the children, they could make a simple assessment of the mathematics level of the children in the class in advance and design questions and tasks of different difficulty levels in the teaching process. - In terms of teaching aids, the distribution and recycling routes of teaching aids should be planned in advance, and more guidance should be given to the children during the operation process. ** IV. Teaching and Research Activity Review ** 1. This open class teaching and research activity provided a platform for teachers to learn from each other, communicate, and grow. Through teaching demonstration and class evaluation, teachers could discover the strengths and weaknesses of their own teaching process, and at the same time, they could learn from the teaching experience of other teachers. 2. In the future, teachers should pay more attention to the precise positioning of teaching goals, dig deep into the teaching content, improve the design of teaching links, improve the ability of classroom teaching organization, and pay attention to the individual differences of children in order to improve the overall education and teaching quality of the kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation Record Form of Sound Vibrations in the Nurseries
The following is an example of a kindergarten sound vibration observation record: |date of observation| observation object| materials| observations| unscramble| support policy| |----|----|----|----|----|----| |October 22nd| child| Bottles of the same size were filled with 3, 30, and 63 red beans (just enough to fill the bottle).| Children were very interested in the sound of shaking and would shake the bottle hard to make the sound louder. At first, most children thought that the louder the sound, the more strength they used. After guidance, they found that the number of red beans affected the sound volume, but if there were too many beans (63 beans filled the bottle), the bottle would not make a sound. Therefore, they concluded that the sound could not be made by too many beans or too full beans.| Children's perception of the volume of sound was at the intuitive stage. At first, they only judged from the strength of the sound, but later they found that the number of red beans was a factor.| 1. It could trigger the cognitive conflict of the children and guide them to explore the sound situation under different red bean numbers. 2. Children are encouraged to express their findings and ideas.| |on November 11| child| Four bottles, four different scales (one more bottle than last time)| Children would pick up a bottle and shake it by their ears, then put it down and change to another. Some children would pick up two bottles at the same time and shake them together happily. The toddler was still interested in the vibrating sound and shook two bottles at the same time.| Children were interested in sound vibrations and began to explore the sound of different bottles. Some children had new attempts (shaking two bottles at the same time).| 1. It provides a variety of materials for children to explore sound vibrations. 2. Continue to encourage children to share their feelings and discoveries| |certain date| Fu Zixian| The Secret of Sound (like a sand bell, can be put into a small bean)| At first, he didn't understand the gameplay for a long time. After introducing the gameplay, he put in the little beans and shook them to listen to the sound. He could express what he observed.| Children can explore sound vibrations and express their findings under observation and guidance| 1. Children are encouraged to further explore the sound vibration under different playstyles. 2. Guide the child to describe the characteristics of the sound more deeply| <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation Record of Hurdles in the Sports Area of the Nurseries
The following is an example of a hurdle observation record in the kindergarten sports area: ** 1. Basic Information ** 1. ** Date of Observation **:[specific date] 2. [** Observation location **: Sports area of kindergarten] 3. [** Observed object **: Children participating in hurdle events] 4. [Observer: Teacher's Name] ** 2. Pre-event preparation ** 1. The teacher prepared the hurdle equipment and placed it in the sports area, then brought the children to the sports area. 2. Divide the children into two groups, male and female, and clearly explain the rules of the game to the children, such as hurdle in order. ** 3. Observation process ** 1. ** First hurdle performance ** - Some children did not hurdle properly. This may be due to the lack of understanding of hurdles and the lack of relevant experience. For example, some children may not have mastered the coordination of run-up and jump, directly jumping or crossing with the wrong footwork. - After the teacher discovered this situation, he promptly organized the children to stop and re-explain and demonstrate the correct hurdle method. 2. ** Unique child performance ** - Take XX as an example. After the teacher explained and demonstrated again, he still maintained the wrong method. When the teacher reminded him to jump separately, he always tripped over the hurdles. At first, he thought that it was an accident, but after this happened many times, he realized that he might have done it on purpose. The reason behind this could be that the child was afraid of the hurdle event, or he was frustrated that he could not complete the action correctly, so he used this method to avoid continuing the hurdle. ** 4. Teacher's response strategy ** 1. For some children who made mistakes in their hurdle techniques, the teacher could stop the activity in time and re-explain the demonstration. This was a very appropriate approach. In this way, he could correct the wrong actions of the child at the first moment and prevent the wrong actions from forming a habit. 2. For special children like XX, teachers could adopt a more personal guidance method. For example, giving him more practice opportunities, assisting him in the hurdles alone to help him overcome his psychological barriers, or lowering the height of the hurdles so that he could build up his confidence in the hurdles and gradually improve his ability to hurdle. ** 5. Activity summary and reflection ** 1. Through the observation of this hurdle event, it was found that when children learned new sports skills, there were large individual differences. Teachers needed to pay more attention to the development of each child's movements and psychological state. 2. In the future sports teaching, some simple warm-up exercises could be added before the activity, such as simple jumping, leg stretching, etc., to help the child better adapt to the hurdle event. At the same time, different heights of hurdles can be set to meet the needs of children of different ability levels. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Complete Works of Children's Songs in the Senior Class of the Nurseries, Reflection and Evaluation on the Teaching Plans of the Zoos
" The Complete Collection of Children's Songs for the Senior Class in the Nurseries: Reflection and Evaluation on the Teaching Plans of the Zookeeper." This was a reflection and evaluation of the zoo-related lesson plans in the complete collection of kindergarten songs. It was probably about teaching children's songs that involved the content of the zoo, and then thinking about the lesson plan to see what was good and what was bad. However, the specific content was not clear. He only knew that it was related to the kindergarten class and the zoo lesson plan in the children's songs collection. <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 Teaching Design of Middle Class Mathematics in Nurseries
The following is a teaching design of "Left and Right" in kindergarten mathematics: ##1. Teaching objectives 1. It allowed the child to recognize the relationship between the left and right with himself as the center, and to distinguish the left and right with the object as the center. 2. Help children use the words left and right correctly. 3. Cultivate children's ability to compare and judge, stimulate children's interest in mathematical activities, and be willing to participate in operating games. ##2. Difficulties in Teaching 1. ** Teaching Focus ** - Correct understanding and distinguishing between left and right positions. - Guide the child to sense the left and right directions of himself and the surrounding environment. 2. ** Teaching Difficulties ** - Able to accurately differentiate between left and right with the object as the center. - Let the child understand the relative nature of left and right, for example, when facing each other, the left and right directions are opposite. ##3. Teaching preparation 1. There were some simple teaching aids, such as bracelets (one for each person), pictures of animals, pictures of small houses, two magnetic blackboards, little star patches, chairs, and so on. 2. Music recordings, such as "Health Songs" and "Looking for Friends". ##4. Teaching process ###(1) Introduction 1. Rhythm Introduction - The teacher led the children to do the movements according to the music. During the process of doing the movements, they would experience the different movements in the left and right directions, such as raising their hands to the left, raising their legs to the right, etc. 2. Giving out gifts sparked interest - The teacher distributed the bracelet to the child and told the child to wear it on the right hand. Then, the child raised the right hand wearing the bracelet and observed whether they were the same. This led to the concept of the right hand and pointed out that the other hand was the left hand. - Guide the child to think about the things that the right hand often does, such as holding chopsticks, holding a pen, etc. At the same time, let the child think about what the left hand is doing when doing these things, emphasizing that the left hand and the right hand are good friends, and let the child observe what other similar left and right parts of the body are opposite. ###(2) Basic Part 1. Know your own left and right - The teacher could ask the child to stick the little star on the hand holding the paintbrush (usually the right hand) and then raise this hand to make sure that this was the right hand and the other was the left hand. - Play the game of listening to commands and doing actions, such as "touching the right ear, right eye, and right leg with your right hand; touching the left foot, left leg, and left shoulder with your left hand; patting the left shoulder and left leg with your right hand; patting the right shoulder and right leg with your left hand", etc., to deepen the child's understanding of his left and right. 2. Distinguish between left and right - Music Game "Change Seat" - When the music began, the child listened to the music while doing free movements around the chair and saying a nursery rhyme: "Children listen carefully. The music stops and finds a chair." After the music stopped, the child quickly walked to the small chair and sat down. - Ask the child to say,"Who is on my left and who is on my right?" - Game "Small Animals Find a Home" - Show the small house on the magnetic blackboard and tell the child that the panda house is on the left, the chicken house is on the right, the rabbit house is on the right of the panda house, and the dog house is on the left of the chicken house. Then let the child follow the instructions to help the small animals find their own home. Through this game, let the child understand the left and right directions with the object as the center. 3. Perceiving the opposite left and right - Music Game Find Friends - The music started, and the child played games while looking for a friend."Find a friend, find a friend, find a good friend, salute, shake hands, you're my good friend." - After the game ended, the children were asked,"Children shake hands with their right hands. What did you find?" Is the direction of the right hand the same?" Guide the child to realize that when facing each other, the direction is opposite, and the raised right hand is just opposite, so as to understand the relativity of left and right. 4. Further understand the distinction between left and right with the object as the center - The teacher arranged the pictures of the puppy, kitten, rabbit, duck, etc. in a row and then asked the child,"Who is on the left and who is on the right of the puppy?" ###(3) End 1. Let the children do the movements according to the music of the Health Song and end the lesson happily. ###(4) Activity Extension 1. Put small animals in the activity area and let the children say who is on the left and who is on the right of the small animals. 2. Arrange the animals according to the teacher's instructions to strengthen the understanding of the left and right directions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>