The Design of Parent-Child Reading Activity in the Senior Class of the Infant
The following is the design of a parent-child reading activity for a kindergarten class: ##1. Activity Target 1. Cultivate the habit of children to love reading, enjoy reading, and be able to read, and create an atmosphere of a "scholarly family." 2. Through reading activities, children can be guided to establish a connection with classic books, stimulate their interest in reading, enrich their knowledge, broaden their horizons, activate their thinking, cultivate their sentiments, and let children experience the joy of reading. 3. To guide parents to create a good family education environment, improve parent-child relationship, and promote the healthy growth of children. ##2. Event preparation 1. Decide on books that are suitable for older children to read, such as picture books that include topics such as the scientific environment and natural life with interesting answer sections. 2. To draft a proposal for parent-child reading. 3. Prepare a classic picture book for book drifting, create a guide manual, and a reading record sheet. ##III. Activity Details and Plans ###(1) Promotion Stage 1. ** Prepare an activity plan **: Plan the entire parent-child reading activity's process, content, and goals in detail. 2. ** Confirm recommended books **: Choose books that match the cognitive level and interests of the children in the first class, such as story books with Pinyin and pictures, children's songs, children's poetry books, etc. 3. ** Creating an atmosphere ** - Create a bulletin board related to reading, such as showing some interesting picture book covers, photos of children reading, etc. - They used class groups to promote the content of the reading activities. - It was to issue the "Parent-Child Reading Proclamation", introduce the activity plan to parents in detail, and recommend suitable books to attract all teachers, students and parents to pay attention to and participate in the activity. ###(2) Execution Stage 1. ** Good Book Sharing Event ** - Enriching the Class Book Corner: Parents are encouraged to let their children bring good books from home to kindergarten so that children can share more books with their peers. - Organization of exchange activities: Guide children to participate in "My Favorite Book" exchange sharing sessions, so that children have the opportunity to express their understanding and love for books. 2. ** Class Reading Time ** - Free reading: Arrange 10 - 20 minutes of free reading time for children every day. Children can choose their favorite books to read. - Sharing of classic stories: The teacher would tell the children a classic story, such as a fairy tale, ten minutes before their afternoon nap every day. 3. ** Parent-child interaction reading activity ** - Parent-child reading card: Parents are encouraged to accompany their children to read for 15 - 30 minutes every day. Parents will send photos of the most beautiful moments of their children's reading to the class group, and mark the X day of reading card, the child's name, class, and the name of the book read that day. - Find the most beautiful voice: encourage parents to accompany their children to read, and share the recordings of their children reading, telling stories, and reading together with their children in the class group (with the help of light music background, the time should not exceed 3 minutes). The class would first conduct a preliminary examination, and then the kindergarten would choose the best and publish it on the Weixin Official Accounts. After the activity ended, the children who were selected for the most beautiful voice would be awarded a certificate. - Parent-child book making: Parents and children can make a book together (in the form of cutting, drawing, etc.) to fully mobilize the enthusiasm of the child to make books, to play their imagination and creativity, and to help the child better understand the book content and production skills. - Book repair, parent-child story broadcast, self-made books and other activities: Let the children and parents participate together to enhance the interaction and cooperation between parents and children. ###(3) Activity Summing Stage 1. Awards: Based on the performance of the children during the activity period, the "Reading Star"(Children who can insist on reading independently or parent-child reading every day, have good reading habits and deep reading interest, and can play an exemplary role in the class reading activities),"Scholarly Family"(Families who actively participate in parent-child reading activities and create a good reading atmosphere in the family), etc. will be selected. 2. Achievement display: display the children's reading achievements during the activity period, such as the books produced, reading photos, the most beautiful voice works, etc., review the activity process, and accumulate experience for the next activity. Read more exciting novels for free
The Design of Disaster Preparedness and Mitigation-reduction Safety Activity Plan for the Senior Class of the Infant
The following is the design of a disaster prevention and reduction safety activity for a kindergarten class: ** 1. Event theme ** "Disaster prevention and reduction, safety protection." ** 2. Activity Target ** 1. To promote the scientific knowledge of disaster prevention and reduction for young children, and to improve their comprehensive awareness of disaster prevention and reduction and their ability to save themselves and help each other in response to emergencies. 2. To enhance teachers 'awareness of disaster prevention and reduction, and to improve teachers' ability to deal with disaster risks. ** 3. Event Time ** [Event date range, for example: November 11-November 17, 2024] ** IV. Activity content and implementation steps ** #(I) Class Level 1. ** Disaster prevention teaching activity ** - Choose a suitable afternoon to carry out a collective disaster prevention teaching activity. Combined with the content of the safety education platform, the children were taught disaster prevention and reduction knowledge in a lively and interesting way, such as through stories, children's songs, Mini games, etc. to explain the basic concepts of common disasters such as earthquakes, fires, floods, etc. - For example, when explaining earthquakes, children could simulate how small animals quickly hid in a safe place when an earthquake came. 2. ** Course Teaching Mission ** - According to the curriculum resources provided by the safety education platform, complete the teaching tasks of the prescribed courses to ensure that the children have a systematic learning of disaster prevention and reduction knowledge. 3. ** Knowledge content release ** - They would post information on fire prevention, earthquake prevention, flood control, and other aspects on the class's webpage. The content could be simple pictures with short text descriptions, so that children and parents could view them at any time. 4. ** Parents Communication ** - Send disaster prevention and reduction public service messages to parents, inform them of the purpose and content of the activities, and encourage parents to consolidate and expand their children's knowledge at home. #(2) Grade Level 1. ** Themed Education Event ** - According to the characteristics of the first-class children, each grade group carried out an educational activity on the theme of "fire prevention, earthquake prevention and disaster prevention". - The form of the activity could be to organize the children to watch a small animation about disaster prevention and reduction, then let the children discuss the correct and wrong behaviors in the animation in groups, and finally, the teacher would summarize and explain. #(3) Teacher Level 1. ** Knowledge and Skill Learning ** - In the lesson preparation team, they would learn about fire prevention, earthquake prevention, flood control, and emergency plans for the kindergarten to ensure that the teachers knew some disaster prevention and self-rescue skills and methods. 2. ** Hidden Danger Investigation ** - The lesson preparation team carried out disaster risk hidden danger investigation, focusing on checking the safety hidden dangers in classrooms, activity venues and other areas, such as checking whether the fire-fighting facilities were in good condition and whether the electrical equipment in the classroom had safety risks. #(4) Garden Department Level 1. ** Plan Releases ** - The activity plan for Disaster Preparedness and Misunderstanding Day was published on the kindergarten's website so that all teachers, parents, and children could understand the overall arrangement of the activity. 2. ** Slogan Promotion ** - Fire prevention, earthquake prevention, and flood prevention slogans were posted on the kindergarten's electronic screen to create a publicity atmosphere for disaster prevention and reduction. 3. ** Hidden Danger Investigation of the Garden ** - To organize relevant personnel to carry out a comprehensive investigation of the park's disaster risks and hidden dangers, and to rectify the problems found in a timely manner. ** 5. Event Evaluation and Summing Up ** 1. Teachers were required to submit materials for collective disaster prevention and reduction teaching activities and check the design and implementation of teaching activities. 2. Collect screenshots of the knowledge content posted on the class's website to see the effect of the knowledge transmission. 3. Save screenshots of public service messages sent to parents to evaluate the situation of co-education. 4. Collect the plans of the themed educational activities carried out by the grade group, and evaluate the quality and effect of the activities according to the photos and other materials during the activities. 5. It summarized the whole activity and analyzed the problems and shortcomings in the activity, providing experience for future disaster prevention and reduction activities. <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>
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 title of the parent-child activity
The following are some titles about parent-child activities: Companion is the best education: Family parent-child activities help to promote parent-child relationships 2 Let the child feel the warmth of the family: Family parent-child activities help to enhance the child's social skills 3 Parents and children grow together: Family parent-child activities help to cultivate children's self-confidence and independence Family Parent-Child Games: Easy and fun to promote intellectual development and parent-child relationship 5 Parent-child reading: Reading is one of the most important ways of learning in a child's growth Parents cook by themselves: not only can it enhance the parent-child relationship, but it can also improve the child's hands-on ability. 7 Family Parent-Child Travel: Travel is one of the most important experiences in a child's growth. It helps to broaden the child's horizons. 8 Family Parent-Child Sports: Sports is an important way to cultivate a healthy lifestyle for children Parents and children learn together: Family parent-child activities help to enhance parents 'ability to supervise their children Family Parent-Child Game Competition: Increase the child's sense of participation and competitiveness, and improve the child's ability.
Big Class Rainbow Umbrella Parent-Child Activity Game Reflection
The following is a possible reflection on the big class rainbow umbrella parent-child activity game: ** I. Reflection on the development of children's abilities ** 1. ** Physical Ability ** - Strength training: Rainbow umbrella games usually involve the strength of the child's arms (such as lifting and pulling the umbrella) and lower limbs (such as jumping and running under the umbrella). From this perspective, if some children found it difficult to lift umbrellas or jump high enough during the activity, it might mean that they did not estimate the physical ability of the children before the activity. For example, some children might not be able to raise the umbrella for a long time in a game segment like "raising the rainbow umbrella to become a hot air balloon" due to lack of exercise. This suggested that some daily upper body strength training activities could be added later. - ** Harmonization **: Many movements in the game, such as walking under the rainbow umbrella, cooperating with parents to carry out various movements, etc., test the child's hand-eye coordination and the coordination of various parts of the body. If the child frequently collided with the rainbow umbrella and walked in disorder, it meant that more transition segments specifically for coordination training could be added to the activity design, or more detailed action demonstration and explanation could be carried out before the game began. 2. ** Awareness and social skills ** - [Rules Understanding: The Rainbow Umbrella Parent-Child Activity often has a series of rules. For example, in the game "Old Wolf, Old Wolf, what time is it?", you will only take action when you hear specific instructions.] If the child frequently violated the rules in the game, it might be because the rules were not clear enough and did not meet the cognitive level of the older children. For example, when it came to the rule of "it's dark", the child might be nervous or slow to move because he didn't fully understand it. In the follow-up activities, the rules needed to be conveyed in a more vivid and specific way, such as through role-playing or storytelling, so that children could better understand the logic behind each rule. - ** Teamwork Awareness **: Many of the rainbow umbrella games in parent-child activities require the cooperation of children and parents or children. If it was found that the child paid more attention to his own actions and did not have the awareness of cooperating with others, for example, in the game of "making yurts", he did not pull the rainbow umbrella with his parents at the same time. This reflected that more guidance links that emphasized the importance of teamwork could be added in the design of the activity. For example, before the start of the activity, by telling stories of successful teamwork or showing videos of teamwork, children's awareness of teamwork could be stimulated. - ** Emotional management **: During the game, the child may have different emotional reactions due to the win or loss of the game (such as in a competition with parents) or his own performance (such as not completing a certain action). If the child was found to be overly depressed or overly excited, it meant that there was a lack of guidance for the child's emotional management during the activity. Later on, he could insert some tips or special discussion sessions on how to treat winning or losing correctly and how to control his emotions. ** II. Reflection on the organization of the event ** 1. ** Safety assurance ** - ** Field Safety **: During the Rainbow Umbrella Parent-Child Activity, due to the large area of the Rainbow Umbrella and the wide range of activities, if there are some obstacles or the space is too narrow, it may cause the child to collide and fall during the process of running and jumping. During the process of reflection, if such a safety hazard was found, it was necessary to inspect the site more strictly in the follow-up activities to ensure that the site was open, unobstructed, and the ground was flat. - ** Event Order **: Parent-child activities are usually more lively and chaotic. If the children and parents were found to be in disorder during the activity, such as crowding under the rainbow umbrella or being too hasty in the game transition, it meant that there was a lack of clear signals and guidance during the organization of the activity. He could set a clearer signal in the next event (such as specific music, whistle, etc.) to guide the start, pause, and transition of the game. At the same time, he could arrange the activity flow reasonably to avoid the transition between the links being too tight. 2. ** Parents 'participation ** - ** Character positioning **: In the Rainbow Umbrella parent-child activity, parents are both participants and guides. If parents were found to be too dominant or too passive in the activity, it would not be conducive to the development of the activity. For example, if the parents were too dominant, the child might lack the opportunity to think and act independently; if the parents were too passive, they might not be able to interact well with the child and affect the improvement of the parent-child relationship. When reflecting, they needed to think about how to clearly define their roles to parents before the activity, such as through activity guides or simple training, so that parents could understand how to participate appropriately in different game segments. - ** Parent-child interaction quality **: One of the purposes of the activity is to improve the parent-child relationship. If one observed a lack of enthusiasm or tacit understanding between parents and children during the activity, it might be because the activity design did not fully consider the interaction needs between parents and children. For example, some games may be more suitable for older children and parents, but the difficulty for older children and parents may be too high or too low, affecting the enthusiasm of interaction. In the design of the follow-up activities, the content and difficulty of the game needed to be adjusted according to the characteristics of the children and parents in the first class to ensure high-quality interaction between parents and children. ** 3. Reflection on the content of the event ** 1. ** Game variety ** - ** Maintaining interest **: If you find that the child is not interested in certain games during the activity, it may be because the game content is too monotonous or does not match the child's interest. For example, if the rainbow umbrella game always revolved around simple movements such as raising and lowering, without innovation and change, children might soon lose interest. When reflecting, he needed to consider adding more diverse game forms, such as combining story, music, role-playing, and other elements to make the game more attractive. - ** Individual differences adaptation **: There are individual differences between the children in the upper class, such as their interests, hobbies, and ability levels. If the game content in the activity was unified, it might not be able to meet the needs of all children. For example, some children might be more interested in challenging competitive umbrella games, while others might prefer quiet and creative umbrella games. In the design of follow-up activities, more choices could be provided or the game content could be designed in layers to meet the needs of different children. 2. ** Reflection of educational value ** - ** Target Achievement **: Each parent-child activity has its own pre-set educational goals, such as training the child's body and cultivating the sense of teamwork. After the event ended, they needed to reflect on whether these goals had really been achieved. If they found that a certain goal was not achieved well, such as the goal of cultivating teamwork, they would need to re-examine the content and organization of the event to see if they needed to adjust the game or add more targeted education guidance. - ** Comprehensive education **: The Rainbow Umbrella Parent-Child Activity is not only an entertainment activity, but it should also have a certain comprehensive educational value. If during the reflection process, it was found that the activity only focused on physical exercise and lacked education on children's emotions and cognition, it was necessary to improve the content in the follow-up activities and integrate more educational elements into the game. For example, add some content about color cognition (the color of rainbow umbrellas) and understanding of natural phenomena (such as using rainbow umbrellas to simulate wind and rain). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the summary of the kindergarten parent-child no smoking logo design activity?
The following is an example of a summary of the kindergarten's parent-child no-smoking logo design activity: ** 1. Event background and purpose ** Smoking is a serious health hazard. In order to raise the awareness of children and parents about the dangers of smoking and create a healthy smoke-free environment, the kindergarten has launched a parent-child smoke-free logo design activity. ** II. Event Development ** 1. ** Event publicity and preparation ** - In the early stages of the activity, parents and children would be informed of the significance and content of the activity through the kindergarten bulletin board and class group to stimulate their enthusiasm for participation. - The materials needed for the design activity, such as brushes, paper, and paint, were prepared to provide material security for the smooth development of the activity. 2. ** Event process ** - ** Knowledge Promotion Stage **: Teachers will first explain the dangers of smoking to children and parents, including the damage to body organs, environmental pollution, and the threat of secondhand smoke to children's healthy growth. This will make everyone fully aware of the need to ban smoking. - ** Parent-child Creation Stage **: In the process of parents and children creating a no-smoking sign together, they showed a high degree of enthusiasm and creativity. The children were full of imagination as they portrayed the image of smoking ban in their hearts, while their parents gave guidance and assistance. The parent-child interaction was good, and together they completed many creative works of smoking ban signs. Some of these works were colorful, with eye-catching red crosses and cigarette patterns to indicate that smoking was prohibited, while others were full of childlike fun, using cartoon characters to convey the message of no smoking. 3. ** Exhibition and Exchange of Works ** - After the creation was completed, the kindergarten organized a work exhibition. They would display the no-smoking sign created by their parents in the exhibition area of the kindergarten for all teachers, students, and parents to visit. - During the exhibition, the children excitedly introduced the creativity and meaning of their works to their friends. The parents also communicated with each other, sharing interesting things in the creative process and their views on smoking. This not only enhanced the children's self-confidence and ability to express themselves, but also further deepened the parents and children's understanding of the meaning of smoking ban. ** III. Event Achievement and Impact ** 1. ** In terms of results ** - From the results of the work, a total of [X] no-smoking logo design works were collected. These works had different styles and were full of creativity, fully reflecting the wisdom of parents and children and their enthusiasm for anti-smoking activities. - In terms of the improvement of children's and parents 'awareness, through the post-event survey and on-site communication, it was found that the vast majority of children and parents had significantly improved their awareness of the dangers of smoking. They were more aware of the harm of smoking to various organs of the body and the adverse effects of secondhand smoke on children's growth. 2. ** Impact ** - At the family level, many parents said that they would pay more attention to creating a smoke-free environment in the family after the event, restrict their smoking behavior, and actively promote smoking knowledge to other family members. - At the kindergarten level, this activity strengthened the smoke-free culture in the kindergarten. Children would take the initiative to remind teachers and parents not to smoke in their daily lives, which played a very good role in supervision. At the same time, the event also promoted the co-education of the parents and the kindergarten, further strengthening the cooperative relationship between the parents and the kindergarten. ** IV. Event summary and outlook ** 1. ** Success ** - The form of the activity was novel. The way the parents and children participated together not only enhanced the parent-child relationship, but also increased the participation and effect of the activity. - The educational significance of the activity was far-reaching, allowing children and parents to learn in-depth knowledge about smoking in the process of writing and have a new understanding of healthy lifestyle. 2. ** Inadequacies ** - In the process of organizing the activity, it was found that some materials were not prepared enough, such as the limited number of special painting tools, which caused some children to wait or share tools when creating, affecting the efficiency of creation. - In terms of the activity schedule, for some parent-child groups that were slow to create, time was a little tight, and they could not fully express their creativity. 3. ** Modification measures and prospects ** - In future similar activities, he had to prepare the materials in more detail and accurately estimate the amount of materials needed according to the number of participants. - The activity time should be optimized according to the creative speed of children of different ages. - Looking forward to the future, the kindergarten would continue to carry out similar health education activities, constantly innovative activities, improve the quality of activities, further promote the construction of health culture in the kindergarten, and create a better environment for the healthy growth of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Case Study of the Design of a Educational Activity in a Infant School
The following is an analysis of a kindergarten education activity design case: ** 1. Event Title: Mother's Day Themed Event ** **(1) Activity Target ** 1. emotion goal - Let the child express his love for his mother and enhance the relationship between the parents. - Cultivate children's sense of gratitude. 2. ability objective - By answering the reporters 'questions, the children's language skills were trained. - During the fashion show segment, the children's self-care ability was cultivated (such as helping the mother dress and button her clothes, combing her hair). 3. knowledge objectives - Let the child understand the basic information of the mother, such as name, job, preferences, etc. **(2) Event preparation ** 1. material preparations - The dance "I Love You" required a uniform. - A microphone was needed for the filial baby's question-and-answer session. - For the Pretty Mother Fashion Show segment, she needed a buttoned-up dress (self-brought) and a comb. 2. EXP preparation - Children needed to learn about the relevant information from their mothers at home in advance so that they could answer questions from the reporters. **(3) Activity process ** 1. Entry and Order - 10 minutes in advance, the teacher will assist the parents and babies to enter the venue, arrange seats and maintain order. This segment would allow the event to be carried out in an orderly manner and set a good start for the subsequent activities. 2. To perform the dance "I Love You" - The teachers rehearsed in advance, and three to five teachers performed on the same stage. Dance performances could create a warm atmosphere and stimulate children's interest at the same time. 3. make a speech - He pointed out the theme of the activity and emphasized that it was Mother's Day, a special day to spend with his mother. It could arouse the emotional resonance between children and parents. 4. Enjoying fairy tales and being inspired (Little Crow Loves Mama) - Through the children's performance of fairy tales, the story of the little crow loving its mother was used to educate the children to be filial to their mother. This kind of educational and entertaining method was more easily accepted by the children. 5. Filial child answers the reporter's question (introducing mother) - The teacher acted as a reporter and asked questions, and the children answered them one by one. This segment not only allowed the children to show their understanding of their mothers, but also trained their language skills. At the same time, it also allowed the mothers to feel the attention of the children. 6. Pretty Mom Fashion Show - The baby ran from one end of the classroom to his mother's side to dress, button, and comb his hair before running back. This segment enhanced parent-child interaction, allowing children to develop their self-care ability in practical operations, and also allowing mothers to experience their children's growth. **(4) Activity summary and evaluation ** 1. The activity achieved the expected emotional goal. The children expressed their love for their mothers in the activity, and the interaction and emotional communication between parents and children were strengthened. 2. In terms of ability goals, children's language expression ability and self-care ability were trained in the corresponding links. For example, in the question-and-answer session, the child could clearly answer questions about his mother, and in the fashion show session, the child could independently complete the task of helping his mother. 3. The goal of knowledge was also basically achieved. The child had a deeper understanding of the basic information of the mother. However, there were still some shortcomings in the process of the activity. For example, in the fashion show, some children might move slowly because of nervousness or limited ability. They could be given more practice opportunities in future activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Parent-child class song
There were many kinds of songs in the parent-child class. For example, the online popular song "Dig and Dig" and the song "Listen to Mom" were used in the parent-child music class in Desheng Road Community, Xiaozhan Town, Jinnan District; the music rhythm "Rattle-drum" in the parent-child class of Shuangshi Town Central kindergarten in Lushan County; and the children's song "I Go to kindergarten" for children aged 0 - 3. In addition, there were songs related to Orff's music that were suitable for parents and children to play together or as classroom practice, such as "Youth Dance", and music related to music games such as "Palms and Fists". <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Art design activity reflection class
The following are some key points to reflect on the art design activities: ** 1. Teaching Mode ** 1. ** Strengths ** - We should change the traditional teacher-teaching and child-learning model, reflect the main position of children, let children create independently, teachers should not take over, and respect children's imagination and creation. For example, in some art creation activities, teachers could guide children to freely express themselves according to their own life experience, rather than setting specific creative content and methods. - It was crucial to stimulate children's interest in creativity. Through interesting introductions, such as hand-shadow games, dances, etc., children's enthusiasm and initiative could be mobilized because interest was an important motivation for children to participate in activities. If there was a lack of interest, it would be difficult for the event to achieve its intended purpose. - When children created their own works, they often produced novel, unique, and imaginative works. These works usually came from their accumulated experience in life. 2. ** Flaws ** - When dividing the children into groups, the individual differences of the children should be taken into consideration. The children with strong and weak abilities should be grouped together, which would be beneficial to mutual promotion and common development. For example, when making complicated handmade creations, children with strong abilities could provide some ideas and help to children with weak abilities. - Teachers should not give too many instructions in manual creation. They should guide children to observe and explore more, and seek their own methods and cooperate with their peers in creation. ** 2. Children's attention span ** 1. In art design activities, such as folding paper, which required memorization of the operation steps, the child's concentration was very important. Children with low levels of attention development also had low levels of memory development. For example, when demonstrating folding paper, some children were unable to remember the steps if they were not focused. 2. Teachers should teach children how to pay attention, because intentional attention needs to overcome difficulties and consciously carry out. Children could use their own language to organize their attention or use their actions to guarantee it. At the same time, it was easier for children to maintain their intentional attention in game activities because there were clear tasks in the game. ** 3. Teacher's role ** 1. ** Before the event ** - Teachers should design activities according to the needs of children, play the role of planner, prepare materials and tools, and create an environment. At the same time, as an advocate, observer, and examiner, they should stimulate children's interest, observe and analyze children's interests, abilities, and needs in order to perfect the plan, adjust the materials, guide children to appreciate, and improve their aesthetic ability. 2. ** Active ** - He was both an organizer and a participant, organizing different forms of educational activities and giving different levels of guidance according to the level of early childhood development. For example, when children were drawing, the teacher could discuss the theme, layout, division of labor and cooperation with the children, and give suggestions in time if they found any shortcomings. 3. ** After the event ** - As an organizer and appreciator, he would organize evaluation activities, appreciate works with children, understand their inner world from the perspective of children, and encourage children to have new pursuits and desires for performance from a higher perspective, cultivate creativity and cultivate sentiment. ** 4. Materials and environment ** 1. It was important to provide enough materials for the children to choose from. Rich and diverse materials can stimulate the desire of young children to operate and encourage them to carry out creative activities. For example, in the vase decoration activity, watercolor pens, oil painting sticks, crayons, and other painting materials could be provided, as well as colored paper and other materials for tearing and sticking. 2. Creating a relaxed and free teaching environment can stimulate children's interest in drawing boldly. The spiritual environment of the kindergarten was of great significance to the development of children. Only in a safe, warm, equal, and free environment could children actively create art. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Parent-child activity center, online celebrity
The following are some of the online celebrities at the parent-child activity center: - ** SpaceZoomParent-Child Experience Center **: This is the first indoor amusement park in China. It is located in Lalaport, Jinqiao, Shanghai (No. 738, Jinqiao Road, Lalaport 3rd Floor). There was a 1200 square meter large play space. Although it didn't feel as technological as the pictures, there were still many projects that attracted children. For example, the Lava Ocean Ball + Rainbow Building Space. The Lava Ocean Ball's color scheme imitated volcanic lava, and it could be rushed into the ocean ball from the super long volcanic rock slide. The building block wall of the Rainbow Building Space had a high appearance and many styles. The electric track was the core plate, but there were problems such as car damage, the door couldn't be closed, and the staff didn't remind them to fasten their seat belts. The trampoline was like an oasis, and there was a green cylinder in the air that could be held and swung in the air. The lounge area had floor-to-ceiling windows, and one could enjoy the scenery while drinking coffee. There were also snacks and children's meals. In terms of ticket prices, the normal ticket price was 653 yuan, the group purchase of a large and small general ticket was 270 yuan, and the summer card for two large and one small was 1776 yuan. The business hours were from 10:00 to 21:00. The facilities included a mother and baby room and provided diapers, wet towels, children's cups and tableware for free. There was ample parking space in the parking lot. - **XBox Family Sports Center (First Store in Shanghai)**: Opening on the eve of June 1 this year, entering Zhonggeng·Wandering City. The entire stadium was more than 12 meters high and had a comprehensive area of 3000 square meters. It included five major areas: high-altitude challenges, digital sports, energetic sports, leisure and entertainment, and slide clubs. There were more than 30 entertainment programs distributed. The high-altitude zipline, high-altitude expansion, and crazy slide club were the signature projects specially created for the first store in Shanghai. After opening, they were very popular with children. Tens of thousands of people had already checked in, breaking the daily passenger flow record of Zhonggeng Roaming City. - ** Qiqi Cultural Center (located in Fengshou Village, Pujin Street, Pujiang Country Park)**: The second floor is an interaction parent-child activity space. Children can experience the process of decorating lacquer with eggshells and painting under the guidance of the staff. While experiencing the intangible cultural heritage, this place has also become an online celebrity checkpoint for the parent-child activity center. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>