The kindergarten promoted Ear Day through activities
Many kindergarten would promote Ear Day through various activities. In terms of activity content, the teacher would design it according to the children's age characteristics. For example, through vivid pictures, stories, animations, or videos, children would be introduced to the origin of Ear Day, the structure of the ear (including the outer ear, middle ear, inner ear, etc.), and the function of the ear, so that children would realize the importance of the ear. There would also be various interesting games, such as microphone, hide-and-seek, listening to sound, ear to ear, phone call, pipe transmission, guess who I am, whispering and other games. The children intuitively felt the importance of the ears in these games and understood that it was because of healthy ears that life was colorful. In addition, they would also teach children about ear protection, including not stuffing foreign objects into their ears, preventing water from entering their ears, not digging their ears, preventing them from pulling and hitting their ears, avoiding dangerous noises, blowing their noses correctly, seeking medical attention if they felt uncomfortable, not wearing headphones for a long time, avoiding the use of ototoxic drugs, etc. At the same time, some kindergarten would also promote tips on ear care to parents through class groups, providing parents with practical advice and information on hearing care, so as to improve children's awareness of using ears in a scientific manner and develop good ear care habits. Read more exciting novels for free
A summary of the kindergarten's May Day cleaning activities
The following is the summary of the kindergarten's May Day cleaning activities: ** I. Activity Purpose and Meaning ** On the eve of May Day, the kindergarten carried out cleaning activities to help children understand the meaning of "May Day", feel the glory of workers, cultivate children's understanding of labor, respect labor, love labor, and inherit the traditional virtues of "labor is the most glorious". At the same time, it could also mobilize the enthusiasm of children to love labor and stimulate a strong sense of love for labor. ** II. Activity Details ** 1. ** Class cleaning ** - The teachers of the upper class organized the children to clean the class, the teachers of the middle class organized the children to clean the tables and chairs, and the teachers of the lower class organized the children to clean the slide. Under the guidance of the teacher, the children carried small buckets and rags to participate energetically, trying their best to work. 2. ** Various forms of cleaning ** - Some kindergarten organized children to carry out cleaning activities by class, such as teachers cleaning classrooms, scrubbing tables and chairs, wiping windowsills, removing weeds and sundries in kindergarten, flushing toilets, etc.; Clean up the health dead corners around the kindergarten, so that there are no health dead corners and blind spots; Children also actively participate in cleaning tables and chairs, sorting out toys, cups, books, etc.; The teachers of the large grade group and the children tidy up and scrub outdoor equipment and toys together. ** 3. Activity Effect ** 1. ** For young children ** - Through participating in cleaning activities, children felt the hard work and joy of labor. They understood that their usual happy life was obtained by the hard work of adults, so they cherished the fruits of labor more and knew that they should be good children who loved to work. - The children trained their hands-on skills during the activities, such as wiping tables and chairs by themselves. They also learned some labor skills. 2. ** Teachers and the kindergarten as a whole ** - It strengthened the cohesion and cohesion of all the teaching staff, showed a positive and united spirit, and contributed to the creation of a clean and orderly environment for the kindergarten. At the same time, it would also help to improve the environmental hygiene quality of the kindergarten, create a clean and tidy festive atmosphere, effectively prevent the occurrence and spread of various diseases, and ensure the health of teachers and children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the content summary of the day's activities in kindergarten
The daily activities of the kindergarten were rich and varied, mainly covering the following aspects: ** 1. Entry Stage ** 1. ** Morning Inspection ** - Teachers should check the child's body temperature, throat, skin, mental state and other routine items to see if the child was carrying unsafe items. 2. ** Receive ** - The teacher took the initiative to greet the child with a warm and friendly attitude, so that the child felt like and welcomed. At the same time, the teacher politely greeted the parents, so that the child's mood was stable and prepared for the transfer to group activities. ** 2. Morning exercise ** - It generally included gymnastics, rhythmic activities, free games, equipment activities, and so on. This helped to train the child's body, cultivate a sense of teamwork and interest in sports activities. ** 3. Meal segment ** 1. ** Breakfast, lunch, dinner and snacks after a nap ** - The kindergarten formulated a scientific diet system based on the physical development characteristics of the children. The children ate at a fixed time and a fixed amount. The interval between meals was about 3 - 4 hours. - Teachers would create a clean dining environment and a pleasant atmosphere, teach children how to use cutlery properly, cultivate civilized dining habits, and carry out health education. ** 4. Drinking Water ** - The kindergarten provided a safe and convenient environment for drinking water, kept the drinking water environment clean, and prepared individual cups for each child to prevent cross-infection. ** 5. Sleep Activity ** 1. ** Sleeping schedule ** - The nap time of the children in the small class was about 2.5 hours, and the nap time of the children in the middle class was about 2 hours. 2. ** Prepare before sleeping ** - Create a quiet, comfortable, and good sleeping environment, such as ventilation, playing soft music, and telling stories. 3. ** Sleeping process ** - The teacher stayed by the child's side and observed the child's sleep. 4. ** Sleep ends ** - Children who had just woken up were allowed to get up gently and go to the activity room for quiet activities. ** 6. Washing session ** - This included the child's defecation, hand washing, face washing, bathing, etc. Teachers should teach the child basic washing skills, cultivate the child's independence, correct hand washing and face washing habits, and develop the habit of taking the initiative to wash before and after eating, after defecation, and after the hands and face are dirty. ** VII. The toilet segment ** - The kindergarten helps children form good and regular toilet habits. ** 8. Teaching and gaming activities ** 1. ** Group activity ** - The activities were carried out according to the unified teaching materials. The contents included language, mathematics, society, sports, music, fine arts, comprehensive activities, etc. There were goals and contents for each subject and age. 2. ** Group activity ** - According to the interests and development needs of children, we will carry out art, craftsmanship, reading, music, games, stories and other activities to cultivate children's social skills, cognitive skills, creativity, etc. 3. ** Regional Event ** - To provide opportunities for independent activities for children, such as mathematics, art design homework, or to carry out activities that children are interested in, chess, riddles, and various role games such as doll house, performance area, etc., to meet the needs of children's personality development, develop their communication skills, language expression skills, and cooperation skills. ** 9. Outdoors activities ** - Accompanied by sunlight and fresh air, the game could be played individually or collectively, using the senses of the whole body. It not only satisfied the child's playful nature, but also increased the intimacy with nature, which was very beneficial to the physical and mental development. ** X. Leaving the Garden ** 1. ** Before the kindergarten leaves ** - Teachers should organize the children to prepare for leaving the kindergarten, such as cleaning the environment, checking the appearance of the children, and organizing quiet activities for the children. 2. ** Leaving kindergarten and working parents ** - The teacher only allowed the child to leave the activity room after seeing the parents. She handed the child over to the parents face to face, discussed the situation of the child in the kindergarten with the parents, and listened to the parents 'opinions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Evening activities schedule for kindergarten activities
The following is an example of a kindergarten evening activity schedule: ##1. Activity Target 1. Cultivate children's autonomy and independence, and let children learn to manage their time and activities. 2. To improve the child's self-service ability, such as putting on and taking off clothes, making the bed, etc. 3. Guide children to develop good living habits, such as going to bed and getting up on time. 4. Through evening activities, children can enhance their social skills and learn to cooperate and share with their peers. ##2. Event preparation 1. He set up a warm sleeping environment, adjusted the room temperature, turned off the lights, and prepared to play soft music. 2. Prepare bedtime stories or bedtime songs to help children relax and fall asleep. 3. Make sure every child has clean and comfortable pajamas and bedding. 4. Arrange for enough teachers and caretakers to take care of every child during the evening activities. ##3. Activity ###(1) Prepare before sleeping ([specific time interval 1]) 1. The teacher guided the child to prepare himself before going to bed, such as going to the toilet, washing his hands, changing into pajamas, etc. Children are encouraged to do it themselves, and the teacher will provide appropriate assistance and give positive feedback. 2. Children are encouraged to make their own beds, such as laying sheets, folding blankets, etc., to cultivate children's life skills. Teachers can demonstrate the correct steps. 3. Remind the child to prepare the clothes and items to wear the next day and cultivate the child's planning ability. ###(2) Pre-sleep activities (specific time interval 2) 1. organize children for quiet activities - Reading: provide picture books or simple books suitable for children in large classes. Children can read independently or be led by teachers to guide children to understand the content of the pictures and tell stories in a simple manner. - Listening to stories: Teachers tell classic fairy tales, fables, etc., with vivid language and expressions to guide children to understand the story plot and character characteristics, and encourage children to express their views and feelings. - Singing: Choose a simple nursery rhyme that the child is familiar with. The child will hum it together to create a relaxed atmosphere. 2. arrange light games, such as riddles, role-playing, etc. - Riddles: The teacher will say simple and interesting riddles to encourage the child to think positively and answer them. - Role-play: Set up role-playing content according to the stories or life scenes that the child is familiar with, such as playing family members. The child learns to express and cooperate in the process of playing. 3. To encourage children to share the happy moments of the day, and to promote children's language and emotional communication. ###(3) Sleeping Time ([specific time interval 3]) 1. Set a fixed time to sleep so that the child can develop the habit of sleeping on time. 2. Play soft music or tell bedtime stories to help children calm down and gradually fall asleep. 3. Teachers and caretakers would patrol the area to make sure that every child was asleep and provide necessary care, such as covering the child with a quilt. ###(4) Night Care (the entire night) 1. Arrange for teachers and caretakers to take turns on duty to ensure the safety and comfort of children at night. 2. For children who have difficulty falling asleep or waking up at night, special attention and comfort should be given, such as soft comfort, accompanying for a moment, etc. 3. Keep the environment quiet and avoid unnecessary noise from disturbing the child's sleep. ###(5) Morning Time ([specific time interval 4]) 1. Set the time for the child to wake up in the morning, so that the child can develop the habit of getting up on time. 2. Children are encouraged to dress and make their own beds to develop their ability to take care of themselves. Teachers can give praise and encouragement to children's performance. 3. A simple breakfast, such as milk and bread, was provided to replenish the energy consumption of the children at night. ###(6) Morning activities (specific time interval 5) 1. The children were organized to do some gentle morning activities, such as stretching exercises, simple yoga movements, etc., to help the children wake up. 2. Arrange some simple games, such as puzzles, building blocks, etc., to promote the development of children's thinking. 3. Children are encouraged to share their dreams and enhance their imagination and language skills. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection and summary of the New Year's Day activities of the kindergarten class
The following is a reflection and summary of the catwalk game for the kindergarten's New Year's Day activities: ** 1. Reflection ** 1. ** Security ** - When planning the catwalk game, they should fully consider the characteristics of the small class children's poor physical coordination and self-protection ability. For example, if there were props or stage settings in the catwalk venue, it was necessary to ensure that there were no sharp corners and that the ground was non-slippery to prevent children from falling and getting injured. For example, some complicated catwalk props such as large headwear or long hemlines might trip children, so they had to be carefully selected when designing the game. 2. ** Child participation ** - Small children may be shy or unfamiliar with the new environment and are unwilling to participate in the catwalk game. Teachers should give more guidance and encouragement before the activity, such as familiarizing children with the music, venue, and process of the catwalk in advance, and making children interested in the catwalk through stories or children's songs. During the activity, if a child was unwilling to go on stage, the teacher should have targeted appeasement measures, such as accompanying the child on the runway. 3. ** Game Rules ** - The rules of the game couldn't be too complicated for children in small classes. If the rules of the catwalk game involved too many posture requirements or walking routes, it might be difficult for young children to understand. For example, if the rules were to hold props in a specific order, the child might be confused because he couldn't remember the order. Therefore, the rules should be simplified as much as possible. For example, as long as one could walk in a straight line from one end to the other, it would be considered as a completed task. 4. ** Clothing and props compatibility ** - The costumes and props chosen for the catwalk should be suitable for the body and age characteristics of the children in the small class. The clothes should not be too tight or too complicated to affect the child's activities. The props should be light and easy for the child to hold or wear. For example, a walking scepter that was too heavy or a hat that was too small might cause inconvenience to children and reduce their experience in the game. ** 2. Summing Up ** 1. ** Success ** - If the catwalk game was successful, it might be because the atmosphere of the event was better. For example, through colorful decorations and cheerful music, children could feel the festive atmosphere and actively participate in the catwalk. Moreover, if the catwalk game could combine elements that children were familiar with, such as their favorite cartoon characters or the costumes of the story characters, it would increase the enthusiasm of children to participate. - The teacher's guidance was also crucial. If the teacher could give positive feedback to the child in time during the catwalk, such as praising the child's walking posture or beautiful clothes, it would enhance the child's confidence and participation. 2. ** Modifications ** - In the next event, parents could participate in the preparation process of the catwalk game in advance. For example, parents could help their children familiarize themselves with the movements of the catwalk at home or make simple catwalk props with their children. This could increase the child's sense of security and enthusiasm for participation. - The design of the game could be more diverse. In addition to the traditional one-person show, the parent-child show or group show could be added, allowing children to experience fun in different forms of catwalks. At the same time, it could also promote the relationship between parents and children and the ability to cooperate between children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of safety activities during the national day holiday in kindergarten
The following are some of the key points of the kindergarten's National Day holiday safety activities: ** 1. Education goals ** 1. ** Target Rationally ** - The educational objectives of the kindergarten's National Day holiday safety activities usually covered the cultivation of children's safety awareness, self-protection ability, traffic safety awareness, fire and electrical safety awareness, and emergency escape ability. These goals were reasonable because children might face a variety of environmental changes during the National Day holiday, such as traveling, home activities, etc. These abilities could help ensure the safety of children. - However, when setting goals, you may need to consider the age difference of the child more carefully. For example, children in small classes might focus more on simple self-protection, such as not walking with strangers and other basic safety awareness; children in middle classes could increase the learning of safety knowledge such as electricity and fire prevention on the basis of small classes; children in large classes could go further into more complex safety knowledge such as traffic safety rules. 2. ** Target Achievement Assessment ** - In terms of evaluating the degree of goal achievement, most of the existing teaching plans used the observation of children's performance in games, role-playing, simulation exercises, and other activities. This method was reasonable, but it might not be comprehensive enough. For example, it is difficult to accurately assess the actual safety behavior of young children in the family environment. It could be considered to increase the feedback from parents, and through the way of home-based co-education, it would be more comprehensive to understand whether children really translated safety knowledge into actual behavior. ** 2. Teaching methods ** 1. ** Multiple methods ** - Many teaching plans had the problem of being too singular in teaching methods, such as using stories, pictures, games, role-playing, and so on. Although these methods were in line with the cognitive characteristics of young children, they lacked innovation. They could add more interaction and more powerful multi-media resources, such as animated videos, so that children could feel the safety knowledge more intuitively. - For some abstract safety concepts, such as the basic principles of emergency escape, case studies could be used to explain why these principles should be followed. 2. ** Child participation ** - In some teaching activities, the participation of children may not be high enough. For example, in some parts where the teacher was the main explanation, the child might only passively receive the knowledge. More group discussions and independent exploration could be used to let children take the initiative to think about safety issues during activities and increase their enthusiasm for participation. ** 3. Teaching content ** 1. ** It fits the reality of life ** - The teaching content needed to be more suitable for children's real life. For example, in traffic safety education, the actual traffic environment around the kindergarten could be combined, such as nearby intersections and traffic signs, instead of just showing some general traffic signs. - In terms of electrical safety, safety education could be carried out according to the common electrical appliances in children's homes, such as rice cookers, televisions, etc., so that children could more easily understand the safety points of electrical appliances. 2. ** Depth of content ** - The depth of the teaching content should be suitable for the child's comprehension ability. If the content was too complicated, it would be difficult for children to understand, and if it was too simple, it would not achieve the educational goal. For example, in the teaching of fire safety knowledge, there was no need for children to explain the chemical principles of fire in detail. Instead, they should focus on practical operations such as how to prevent fire and how to escape when a fire broke out. ** 4. Evaluation of teaching effectiveness ** 1. ** Perfection of the evaluation method ** - The existing teaching effect evaluation work is not perfect enough, and it is mostly limited to observing the performance of children in activities. Some quantitative evaluation methods could be added, such as making a simple safety knowledge survey (in the form of pictures, simple text, or parent-assisted questions and answers) to understand the child's mastery of safety knowledge. - In addition to the evaluation of knowledge mastery, it could also evaluate the child's safety attitude. For example, by setting up some situation questions, it could observe the child's tendency to choose safe behaviors, so as to comprehensively evaluate the teaching effect. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the digestion activities in kindergarten?
There were many kinds of digestion activities in the kindergarten. From the perspective of diet, they could provide food that helped the child digest, such as radish digestion soup. The raw materials of radish digestion soup could include fried chicken's membrane, white radish, fresh yam, Chinese cabbage, etc. Through reasonable cooking, it could strengthen the spleen and digest, clear heat and dredge the intestines. In terms of exercise, they could carry out digestion exercises after meals, such as letting children do appropriate activities after dinner. In addition, outdoor activities such as outdoor walks were also good choices. This could not only strengthen the body's resistance, but also help to promote digestion and absorption. In the daily activities of the kindergarten, it was also possible to prevent children from accumulating food by reasonably planning the amount of meals and the types of food. For example, some kindergarten would grasp the amount of meals suitable for children and make them rich in variety to reduce the burden on the child's stomach and achieve the effect of helping the child digest food. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A summary of the activities in the kindergarten area
The following is an example of a summary of the activities in the kindergarten area: * * 1. Entry participation ** 1. * * Overall Situation ** - During the period of regional activities, the children in the first class were more active in participating in regional activities. Most children could choose the area they were interested in to enter the district, which indicated that the area design and activity content were attractive to children. 2. * * Individual differences ** - However, there were still some children who chose a more fixed area, always leaning towards one or two specific areas, such as the construction area or the art area. As for the science and math areas, some children entered the area less frequently. This may be related to the children's personal interests, ability development, and the guidance and publicity of teachers in various regions. * * 2. Order when entering the zone ** 1. * * Good performance ** - In the process of entering the zone, most children could abide by the basic rules of entering the zone, such as queuing up to choose the zone, taking and putting the materials into the zone gently, etc. Under the guidance of the teachers, the children gradually developed the habit of entering the district in an orderly manner, which was conducive to the smooth development of activities and the protection of regional materials. 2. * * Problem ** - Occasionally, there would be small conflicts between individual children fighting for a popular area (such as a specific role in the role-playing area). This reflected that in terms of regional settings and entry rules, some special situations were not considered sufficiently. They needed to further improve the flexibility and rationality of the rules. * * 3. Time Management ** 1. * * Time Awareness ** - After a period of training, some children began to have a preliminary sense of time. They could arrange their activities in the area according to the time set by the teacher. For example, in the library area, some children could finish reading a simple picture book within a specified time and share it with others. 2. * * Room for improvement ** - However, there were still many children who were easily immersed in a certain activity after entering the zone and neglected the time, resulting in a rush when changing zones or affecting the time arrangement of other children entering the zone. This required teachers to further strengthen the cultivation of children's time management skills, such as the use of regular reminders. * * 4. Guiding Effect ** 1. * * Teacher's guidance role ** - The teacher's guidance had an important influence on the children's choice of entering the district and the development of activities. When the teacher introduced the new activities or materials in a certain area in detail before the activity, the number of people entering the area would increase significantly. This showed that the teacher's guidance could stimulate the curiosity and desire to explore of the children. 2. * * Requirements to enter the server on your own ** - At the same time, some children showed a strong need to enter the district on their own. Even if the teacher did not specifically recommend a certain area, they would take the initiative to explore the district according to their own interests. This requires teachers to respect the independent choices of children while guiding them, and provide a variety of regional activities to meet the needs of different children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
We've been promoted, kindergarten version
Information 3 mentioned that there was a class called "The kindergarten's opening train has arrived, class upgrade!" <strong></strong></strong> The opening video of the class promotion ceremony could be used to recall the kindergarten class promotion.</strong><strong><strong> Material 6 mentioned that there was a video material library for the opening video of the class promotion ceremony, which provided the opening video material, template, small videos, etc.</strong><strong> You could find the PE video, PR video, real shot video, etc. You could download the relevant high-definition video material from the photo network for the kindergarten class promotion opening video. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten promoted the safety education of winter skating
Safety standards for outdoor activities in kindergarten
The following are the safety standards for outdoor activities in the kindergarten: ** 1. Personnel Management ** 1. ** Teacher Inspection and Organization ** - Before the activity, the teacher should carefully check the activity venue and large toys for potential safety risks and whether there are protective devices; count the number of children, check the children's clothes, and check whether the children carry dangerous items. - Explain the rules and safety requirements of the activity, and remind the children to play the game in an orderly manner. - During the activities, teachers should divide their work well and take care of the children. Teachers are strictly prohibited from organizing activities alone. They should pay attention to the weak and incompetent children and take good care of them. - After the activity, he led the children to do relaxation exercises to soothe their emotions. He counted the number of children again, checked their clothes, and organized the children to return to the activity room in an orderly manner. 2. ** Children's self-protection ** - During outdoor activities, children's lung function is not fully developed, and masks can easily cause breathing difficulties or even breathing difficulties, so it is not suitable to wear masks for outdoor activities. - Remind children not to touch objects casually, not to touch their eyes, nose, mouth, etc. with dirty hands; if they need to talk, keep a distance; if they sneeze, cover their nose and mouth with their elbows. After returning to class after the outdoor activities, the teacher should immediately organize the children to wash their hands strictly according to the "seven-step hand washing method". Pay more attention to hand cleanliness during critical periods such as before and after meals, after coughing or sneezing, after touching public objects that many people have touched, when they feel dirty, after exercise, and so on. ** 2. Event venue ** 1. ** Class-specific venue ** - Each class in the kindergarten should set up a dedicated outdoor activity area, and the per capital area should not be less than 2m <anno data-annotation-id ="0000008 - 4446 - 4000 - 9999 - 9999 - 9999999999999"> 2m </anno>. Separation measures should be taken between the activity areas of each class. - The ground should be flat, non-slip, unobstructed, and free of sharp protruding objects, and should be soft. 2. ** The entire garden is shared ** - There should be a common activity space for the whole park, and the per capital area should not be less than 2m <2>. - The common activity area should be equipped with game equipment, sandpits, 30m running track, etc. A paddling pool should be set up, and the water storage depth should not exceed 0.30m. Soft pavement should be set up on the ground below and around the game equipment, and hand washing pools and foot washing pools should be set up. - More than half of the outdoor activity area should be outside the shadow line of the standard building. ** 3. Event Organization ** 1. ** Divisional Activity ** - Divide the areas according to the training of sports ability, such as climbing area, running and jumping area, throwing area, drilling and climbing area, etc., and organize the children's timing and regional activities. Each class had at least 8 - 10 outdoor activity areas, and the number of players in each area was 2 - 4. - After the division, a record/schedule of children's outdoor activities should be formulated to ensure balanced development of sports. 2. ** Material Usage (One Item for Many Players)** - Changable materials were the prerequisite for multi-play, and sufficient exploration was the guarantee for multi-play (no interference, no constraints, no formality). - Interesting scenarios were the way to implement multi-play activities, and appropriate guidance was the catalyst to promote multi-play activities (effectively observing and adjusting the throwing of materials; appropriately imparting game skills; equal participation in the process of playing). - An appropriate evaluation would be to stimulate the motivation of the multi-play activity (maintaining neutrality and vertical comparison). ** 4. Dressing ** - Children's outdoor activities clothing should be loose, comfortable, breathable, sweat-absorbing, and easy to exercise cotton sportswear. - The style of the clothing was simple and fitting, without any unnecessary accessories such as ropes, chains, metal objects, etc. - The shoes should be light and fit, and it is best to use flat sneakers without laces. - According to the weather conditions and the amount of outdoor activities of the children, they should increase or decrease their clothes in a timely manner. In winter, they should wear hats and gloves. During the activities, they should pay attention to whether the children's clothes are neatly dressed and prompt them to solve the problems in time. ** 5. Usage of specific toys ** 1. ** Large toys ** - Before the activity, the teacher had to check the safety and protective devices of the venue and toys. - Pay attention to the safety of the children during the activity, explain the rules, and do a good job after the activity. 2. ** Swings, boating toys ** - Teach children the correct way to play, such as playing on the swing, swinging the boat, both hands should grasp the chain or hold the rope, sit firmly, do not stand, do not swing with many people. - When playing with swings and boats, they should maintain a suitable height range to prevent falling from a high place and hurting themselves. For waiting children, teachers should organize order and prohibit them from playing in dangerous areas around swings and boats. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>