Material design of scientific planting area in kindergarten
When designing the materials for the scientific planting area of the kindergarten, many factors needed to be integrated. The following are some suggestions: ** I. Design of educational materials ** 1. ** Plant Selection ** - Plants that are easy to manage, have moderate growth cycles, and are educational should be selected, such as sunflowers, tomatoes, beans, etc. These plants could allow children to plant and care for them by themselves. They could learn about the growth process of plants, seasonal changes, ecological balance, and other natural science knowledge. At the same time, they could cultivate patience and responsibility. 2. ** Identification Material ** - They could use waste items to make plant signs. These signs not only helped children identify different plants, but also allowed them to participate in the production process and increase their understanding and interest in plants. ** 2. Safety Material Design ** 1. ** Gardening Tools ** - Considering the safety of young children, choose garden tools with rounded corners and no small parts, avoid using sharp tools. 2. ** Soil Material ** - The planting soil should be non-toxic, harmless, and not easy to raise dust soil materials to ensure that children would not be harmed when they came into contact with the soil. 3. ** Planting Area Setting ** - The planting area should be set up within the monitoring range of the kindergarten so that the children's planting activities could be monitored at any time to ensure their safety. ** 3. Interesting material design ** 1. ** irrigation system ** - A simple irrigation system was set up to allow the children to irrigate the plants manually, increasing interaction and stimulating their interest in planting activities. 2. ** Elements of Creation ** - For example, he could set up some interesting natural elements around the planting area, such as a path paved with pebbles or a small fence built with branches to make the planting area more attractive. ** 4. Practicable material design ** 1. ** Planting container ** - Choose lightweight, durable, and easy-to-clean planting containers, such as plastic flower pots, wooden flower boxes, and so on. The size and shape of the container should be chosen according to the growing needs of the plant and the age of the children. 2. ** Ancestors ** - Different heights of planting beds were set up to accommodate children of different ages. At the same time, a sink should be set up near the planting area to make it convenient for children to clean their hands after planting activities. In addition, they had to consider the maintenance and management in the future to ensure that the planting activities could continue. Read more exciting novels for free
Video publicity copy of the kindergarten planting area
The kindergarten's plantation area was a small world full of vitality and hope. Here, the children began a wonderful journey of exploring nature. Every seed planted was like a small dream. In the plantation area, all kinds of plants grew healthily under the sunlight and the expectations of the children. The tender green vegetable seedlings seemed to be telling the tenacity and vitality of life, and the delicate flowers added gorgeous colors to this small world. The children experienced the joy of labor in the planting area. They turned the soil, watered, and fertilized with their young hands, feeling every subtle change in the growth of the plants. This process not only allowed the children to learn a wealth of plant knowledge, but also cultivated their good qualities of caring for life, diligence, and responsibility. The planting area was also a natural science classroom. Children could observe the complete process of plants from seed to sprouting, flowering, and fruiting. This was an intuitive experience that book knowledge could not provide. It was like a living teaching material, stimulating children's curiosity and desire to explore nature. The kindergarten's plantation area was not only a piece of green land, but also a green partner for the children on their way to growth, accompanying them through their childhood filled with laughter and harvest. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Design of the Sunflower Planting Area's Exhibition Board
The following are some key points for the design of the kindergarten sunflower plantation display board: ** 1. In terms of content ** 1. ** Sunflower's Basic Information ** - Including the name and species of sunflowers (for example, common sunflower varieties suitable for kindergarten planting, such as Chen Chen sunflower, etc.). - The growth cycle of sunflowers, such as the time needed from sowing to flowering and maturing (for example, the sunflowers in Huiji District Huayuankou kindergarten took more than two months from sowing to flowering and about three and a half months to maturity). - Sunflowers had the habit of growing well under the sun. 2. ** Planting Area Information ** - He marked out the time of planting the sunflowers (such as the suitable sowing season in March). - Pictures or stick figures of children participating in sunflower planting activities, such as loosening the soil, sowing, watering, making plant cards, etc., showed the children's hard work and joy in the planting process. - You could list the observations that the children had made during the process of planting sunflowers, such as the changes in the shape of sunflowers at different stages of growth (from seeds, sprouting, growing taller, blooming, to seed setting, etc.). 3. ** In terms of educational significance ** - Explain the educational value of planting sunflowers to children, such as letting children understand the growth process of plants, experience the joy of labor, and know how to cherish the fruits of labor. ** 2. In terms of design style ** 1. ** Colors ** - The main colors were the colors of sunflowers, such as yellow and green. Yellow represented the sunflower's flowers, and green represented the stems and leaves of the sunflower and the plant environment of the planting area. Such a color combination could highlight the theme and attract the children's attention. 2. ** Pattern ** - Draw a cute sunflower pattern. It could be a cartoon image of a sunflower. The flower was big, and there were full melon seeds in the flower plate (because sunflower seeds were melon seeds). - He could also add some children's images, such as children watering with water bottles or loosening the soil with shovels, to show the interaction between the children and the sunflower planting area. 3. ** Material and size ** - Materials that are durable and suitable for outdoor environments, such as acryl, can be used for long-term use. If it was an indoor display board, it could also be made of thick cardboard. - The size of the display board had to be determined according to the actual situation of the plantation area. It had to be large enough to display the contents clearly, but not too large and awkward. For example, if the planting area was small, the display board could be 50 - 80 cm high and 40 - 60 cm wide. If the planting area was large, the size could be increased appropriately. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to combine the kindergarten planting area with art development
The combination of kindergarten plantation and art can be achieved in many ways: 1. ** sketching activity **: - Children could be organized to sketch in the planting area. The teacher first guided the child to observe the plants growing in the plantation and let the child try to use the sketching method to express the plants. For example, in this process, children could further understand the characteristics of sketching, such as observing the shape, color, growth posture, etc. of plants, and draw them out. - Teachers should teach children how to use the viewfinder. When sketching, they should use the viewfinder to determine the scene they want to draw and know how to choose. They should not draw everything they see. They should choose the appropriate picture. - In the process of sketching, the teacher guided the children to deal with the relationship between the objects in the picture, such as using the method of blocking to show the situation of the plants in front blocking the plants behind, and the different ways of the plants further or closer in the picture. 2. ** creative drawing **: - The theme of the creative painting activity was the plants in the planting area. For example, he would paint according to the state of the plants in the planting area in different seasons. In spring, he would paint the newly sprouted seedlings, in summer, he would paint the lush flowers and vegetables, in autumn, he would paint the scene of fruits, and in winter, he would paint the broken branches of the plants or the state of being covered with frost. - Use the plant materials in the planting area to create paintings, such as rubbing paintings with leaves. For example, using autumn leaves to make sunflowers or trees was a simple and interesting method. It was suitable for kindergarten children and could let them feel the joy of natural materials and art creation. 3. ** Integration of art lesson plan and planting area **: - The art lesson plan could be designed around the plants, animals, and other elements in the planting area. For example, children could draw the shells of crabs in the plantation (if there were crabs) with their fingers, and then add various dynamic crabs with color pens. They could also learn to narrate simple stories with pictures. - With the planting area as the background, design some painting activities to let the children learn art knowledge and skills in the activities, and at the same time enhance their observation and understanding of the planting area. 4. ** Exhibition of works and environment construction of planting area **: - The art works created by the children with the planting area as the theme were displayed around the planting area, which not only beautified the environment of the planting area, but also allowed the children to appreciate their own works and feel the connection between the planting area and art creation more deeply. - He could create a micro-landscape for the planting area based on the children's art works. For example, the use of waste materials combined with the imagination of the planting area in children's paintings to create a creative micro-landscape of the planting area. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten area plate design frame decoration map
The following are some ideas related to the design of the kindergarten area: * * 1. Animal themed frame decoration picture ** 1. * * I love to jump (Kangaroo as an element)** - [Materials: Colored paper, cardboard.] - "Production method: Use two pieces of cardboard of different colors to overlap and combine as the base. Then cut out a kangaroo silhouette with colored paper and paste it on the lower right corner as decoration. This kind of frame could be used for panels related to the way animals move (such as jumping animals), such as panels showing the growth process of egg-laying animals and mammals. It could also be used to display photos of children and animals, and animal survey forms on the wall to match this frame. 2. * * I love to fly (with butterflies as elements)** - [Materials: Colored paper, cardboard.] - Method of production: Cut the cardboard and colored paper into the shape of a butterfly and stick it on the wall as a base plate. It could be used for flying animal related sections, such as collecting information and photos of flying animals at the corner of the "butterfly" wing, and sticking the works completed by the children in the activity "Cute Ladybug" in the frame. The pictures of different wings and flying animals could be pasted on the wall for the children to match and connect. This frame could play a very good role in decoration and theme. 3. * * I Love Crawling (Using caterpillars as elements)** - [Materials: Colored paper, cardboard.] - The production method was to use two pieces of cardboard of different colors to overlap and combine as the base plate, and use colored paper to cut out the silhouette of the caterpillar and stick it in one corner as decoration. It was suitable for setting up the "Animal Movements" section. When displaying pictures of animals and their movements (such as reptiles), you could also paste the work completed by the child in the activity "Snail's Leaf" in the frame. * * 2. Season-themed border decoration picture ** 1. * * Colorful autumn ** - [Materials: Colored paper, pictures.] - "Production method: Use a piece of light yellow and a piece of brown rectangular colored paper to paste on the wall as the base plate. Cut out four cloud-shaped pieces of white paper and paste them on the top. Divide this plate into four plates: " Autumn in my eyes "," Autumn works "," Decisive trees and evergreen trees ", and" Golden autumn ". It could display pictures of animals and plants in autumn, pictures of children's autumn outing, art works created by children in the art design area, leaf tiles made by children using leaves picked up, etc. Around the section that displayed these contents, such a frame could create an autumn atmosphere. 2. * * Falling leaves know autumn ** - [Materials: Colored paper, pictures.] - The production method: Cut out a gear shape with a rectangular piece of light coffee-colored paper and a rectangular piece of reddish-brown colored paper. The two pieces of colored paper are interlaced and pasted on the wall as the base plate. Then, the white paper that can be cut into the shape of peach leaves is pasted on it. It is divided into two sections: "Leaf Works" and "Children's Words". In the "Tree Leaf Works" section, there was a picture of a child's work in the art section about the forest and the leaves. In the "Child's Language" section, the fallen leaves picked up by the child were pasted on the bottom of the board in a circle. In the circle, there was a card with the child's words about autumn. This frame was very suitable. 3. * * Fragrance of Fruits ** - Materials: Colored paper, pictures, and an aluminum foil paper bag containing various beans. - "Production method: Use a piece of light coffee-colored rectangular colored paper and an orange colored paper to paste on the wall as the base plate. The top part can be cut out with white paper and pasted with the outline of an apple. Divide this plate into three sections: " Harvest Field "," Seed Works ", and" Harvest Exhibition ". For example, when the "Harvest Field" section displayed aluminum foil bags containing various beans (for children to perceive), with labels of the corresponding names of the beans next to them, the "Seed Works" section displayed the decorative paintings or seed combinations of the children in the art design area, and the "Harvest Exhibition" section displayed mature fruits, vegetables, and various seed pictures, the frame could highlight the theme of autumn harvest. * * 3. Plant themed frame decoration picture ** 1. * * The Secret of Plants ** - Materials: Colored paper, fine hemp rope, and pictures. - Production method: Cut two sets of rectangular bottom plates of different sizes with beige and orange cardboard. The edges are irregularly wavy. The beige cardboard is pasted on the orange cardboard, showing layers. The fine hemp rope is used to make hanging decorations. "Secret of Plants" was divided into two sections: "Falling Leaves Art Exhibition" and "Let's Plant Trees Together". Around the section that displayed the drawings pasted by children with different leaves ("Falling Leaves Art Exhibition ") and the pictures and simple steps of planting trees (" Let's Plant Trees Together "), such a frame could add to the atmosphere of the plant theme. 2. * * Magical Botanic Garden ** - Materials: Colored paper, fine hemp rope, and pictures. - "Production method: Cut two inverted echelons of different sizes with khaki and beige cardboard. The edges are irregularly wavy and pasted together to form layers. The fine hemp rope is used to make hanging decorations. The Magical Botanic Garden was divided into two sections,"Strange Plants" and "Plants with Great Abilities." This frame could play a very good decorative effect when displaying pictures and introductions of strange plants ("Strange Plants ") and a survey of various strange abilities of plants made by children (" Plants with Great Abilities "). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the experience of the kindergarten art design area
Writing about the kindergarten art design area could start from the following aspects: * * 1. Event Organization ** 1. * * Event preparation ** - The selection and distribution of materials were crucial. He had to consider the safety, richness, and variety of the materials, as well as whether they met the age characteristics of the children. For example, for young children, they should provide more easy-to-operate and colorful materials, such as colored paper, safety scissors, clay, etc. When the materials were placed, they could be clearly classified according to finished products, semi-finished products, tools, etc. They could also use star labels to express the difficulty of the materials, so that they could meet the development needs of different children. - The creation of the activity environment would also affect the effect of the art district. The environment of the art design area should have a sense of beauty, such as the layout of the work column and theme wall to display the children's works, which can create an artistic atmosphere and stimulate the children's creative desire. 2. * * Event process ** - During the activity, the teacher's guidance method needed to be paid attention to. Demonstrating and drawing were common methods of guidance, but it was necessary to avoid overly restricting the child's thinking. For example, during the handmade paper cup flower activity, the teacher should focus on guiding the child to use his imagination during the demonstration. He should not let the child do it completely according to the demonstration. In the "Decorate Little Leaves" activity, the teacher would show the model painting and encourage the children to create different works. This kind of guidance method was more appropriate. - Teachers should pay attention to the individual differences of children. Every child's level of development and interests were different. Some children might be better at manual operation, while others were outstanding in painting creativity. Teachers should give targeted guidance according to the children's performance. For example, for children who were usually lazy but showed interest in art design activities, they should give more encouragement and guidance to help them complete their creations better. 3. * * Activity Effect ** - From the perspective of children's participation, if children showed high enthusiasm in the activity and actively participated in the operation of materials and the creation of works, it meant that the organization of the activity was more successful. For example, in the "Paper Cup Flower" activity, some children asked to make another paper cup flower after making one, which showed that the children were very interested in the activity. - From the analysis of the results of the children's works, whether the works were diverse and creative was also an important factor to measure the effect of the activity. For example, in the "Decorating Small Leaves" activity, the children's works were colorful and had their own merits. There were elements of the teacher's demonstration and their own unique ideas, which reflected the success of the activity in stimulating the creativity of children. * * 2. Early childhood development ** 1. * * Skill Upgrade ** - Art design activities helped to improve children's hands-on ability, such as using scissors to cut paper cups, glue guns to paste materials, etc., children's small hand muscles were trained. At the same time, in painting, decoration and other activities, children's use of color, grasp of lines and other skills will gradually improve. 2. * * Development of creativity and imagination ** - The art design area provided a space for children to freely express their imagination. When children were faced with materials, they would imagine what these materials could become. For example, in the paper cup flower activity, children imagined that the paper cup could become a bowl, a flower, a puppy, and so on. In the process of creation, children would also create unique creations according to their own imagination, such as decorating small leaves with different lines and patterns. 3. * * Emotions and expressions ** - Children's creative process and works were an important way for them to express their understanding and feelings. Through art design activities, children can express their feelings about the things around them. For example, their love for spring can be expressed by creating spring scenes in the art design area. Moreover, in the activity, the children experienced the emotions of success or failure. The teacher's correct evaluation could help the children enhance their self-confidence and stimulate their enthusiasm for re-creation. * * 3. Teacher's personal growth ** 1. * * Change in education philosophy ** - In the organization of activities in the art design area, teachers should constantly think about how to better support children's individual and creative expression under the premise of following the educational outline, and overcome the tendency to over-emphasize skills and standardized requirements. For example, how to deal with the relationship between demonstration and model painting and children's creativity required teachers to constantly update their educational philosophy. 2. * * Enhancement of observation and guidance abilities ** - Teachers needed to keenly observe children's behavior and performance during activities, so as to give timely and effective guidance. Through many activities in the art design area, teachers could constantly improve their observation skills, better grasp the development needs of children, and then improve their own guidance ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection and Analysis on the Observation Records of the Art Design Area in the kindergarten
The following are some of the main points of the observation records and analysis of the kindergarten art design area: ** I. Reflection on the purpose and significance of observation ** 1. ** Understanding Early Child Development ** - Through the observation and recording of children's activities in the art design area, one could understand the development level of children in artistic creation and craftsmanship. For example, whether the child's painting skills were at the simple doodling stage or could already describe more complicated object structures; in hand-making, the development of fine hand movements, such as the proficiency of using scissors, the ability to shape when kneading plasticine, and so on. - They could also observe the development of children's creativity and imagination. For example, children's unique use of color in painting may not follow the convention but be full of creativity, which reflects their unique imagination. 2. ** Guiding teaching strategies ** - Observation records could help teachers adjust their teaching strategies. If it is found that most children have a single composition when painting in the art design area, the teacher can add guidance on composition in the subsequent art courses, such as guiding the children to learn different composition forms, such as triangle composition, S-shaped composition, etc. - For the difficulties encountered by children in hand-making, such as unfamiliarity with the use of materials, teachers can adjust the way the materials are put in, add material introduction links or provide more level of materials to meet the needs of children at different levels of development. 3. ** Promotion of children's individual development ** - Every child's performance in the art design area was unique. Through observation records, teachers could find children who were more introverted and did not participate in art design activities, and then take individual guidance measures. For example, for children who are shy and dare not try new drawing tools, one-on-one encouragement and demonstration can be given to help them overcome psychological barriers. ** 2. Analysis of the observation content ** 1. ** Skill and Ability Development ** - ** Drawing Skill ** - Observe the child's use of lines when drawing, whether it is smooth or intermittent, whether the thickness of the lines changes consciously, etc. For example, a child could only draw simple straight lines and could gradually draw curves and broken lines. This was the development of line control. - In terms of color perception, whether children can accurately distinguish different colors and whether they start to try color matching. For example, some children would choose to use contrasting colors or neighboring colors to match from only using a single color to painting, reflecting the progress of their color cognition. - ** Handcraft ability ** - In terms of the use of tools, such as the use of scissors, whether the child could cut out simple shapes or could already carry out complicated paper-cutting creation. Whether the glue stick, glue, and other sticking tools could be used correctly, and whether the amount applied was appropriate. - The ability to sculpt by hand was also crucial. He observed whether the child could create basic shapes such as spheres and cylinders when he pinched the plasticine, and whether he could combine these shapes to create more complex objects, such as a small animal with a body and four limbs. 2. ** In terms of social and emotional aspects ** - ** Social interaction ** - In the art design area, there might be cooperation, sharing, or competition between children. For example, observe whether the child will actively share his drawing tools with his peers, such as lending his extra colored pens to other children. When working together to create a large-scale painting, how well did the children divide their work and cooperate with each other? Were they able to listen to the opinions of others? Were they more self-centered and insisted on their own ideas? - ** Emotional expression ** - Children's works were often a way to express their emotions. For example, if a child drew a picture of a family and the characters in the picture were all smiling, it might reflect the harmony and happiness of his family atmosphere. If the child was depressed during the painting process, it might be because he was dissatisfied with his work or encountered difficulties that could not be solved. 3. ** Attention and persistence ** - Observe the child's concentration when they are in the art design area. Some children may be able to focus on their own painting or craftsmanship for a long time, while others are easily disturbed by the surrounding environment and frequently change the content of the activity. - The perseverance of young children in the face of difficulties was also worthy of attention. For example, if the modeling failed, the child would choose to give up or continue to try to adjust. This reflected their perseverance and attitude towards solving problems. ** 3. Reflection on Observation Methods ** 1. ** The effectiveness of the blank record ** - The blank recording method was to truthfully record the behavior of the child in the art design area without adding too much subjective evaluation. This method could provide objective and true raw data. However, simple line drawing might ignore some hidden information, such as the emotional fluctuations that might exist behind the sudden change of the child's painting content. This required the teacher to carry out in-depth analysis and speculation on the basis of line drawing. 2. ** Combination of Regular and Random Observation ** - Regular observation could allow teachers to have a stage understanding of the development of children in the art district. For example, they could observe and record the children in the art district at a fixed time every week. However, random observation was also very important because it could capture the behavior of children in daily accidental situations. It might discover some special situations that were missed during regular observation or sudden inspirations of children. ** IV. Analysis of Teacher Guidance Strategy ** 1. ** The scale of timely guidance ** - In the art design area, teachers needed to grasp the scale of timely guidance. If the guidance was too timely, it might deprive the child of the opportunity to explore independently. For example, when a child tried to use a new painting material, the teacher immediately told him the correct way to use it, and the child lost the process of exploring by himself. However, if the instruction is too late, the child may lose interest in the art design activities because of the long-term frustration. For example, if a child was unable to solve a structural problem in the process of hand-making, the teacher might give up the work if he did not give appropriate hints in time. 2. ** The implementation of personalised guidance ** - According to the observation records, they would provide individual guidance according to the characteristics of different children. For children with artistic talent and rapid development, more challenging tasks or advanced materials could be provided. For example, children who were good at painting could be provided with more professional painting tools to encourage them to try more complex painting styles. As for children who developed slowly or lacked self-confidence, more encouragement and guidance on basic skills should be given. For children who did not dare to draw, teachers could guide them to draw simple shapes first to gradually build self-confidence. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the beautiful countryside in the art design area of the kindergarten
Since there is no reflection lesson plan specifically for the beautiful countryside in the art district of the kindergarten, I can analyze it from the art lesson plan of the middle class of the kindergarten,"Country Style" and other materials. In terms of goal setting, if the lesson plan was to let the child experience the beauty of the countryside and express it through art design, it was necessary to consider whether the goal was in line with the child's cognitive and operational abilities. For example, whether they accurately grasped the children's understanding of rural elements, such as the mountains and streams in the rural scenery, small bridges and courtyards, etc., were easy for children to transform into art creation content. In preparation for the event, when collecting pictures, video clips, and other materials related to rural beauty, you should consider whether the materials are rich enough, vivid, and in line with the characteristics of the art district. For example, if children were to create animals in the countryside, would there be enough animal materials with different postures and colors for children to refer to? During the activity, there might be some problems when guiding children to observe the beautiful scenery of the countryside and create art. For example, if the teacher's explanation was not vivid and concise enough, it might be difficult for the child to understand the steps and key points of art creation. For example, if the teacher demonstrated how to use color to represent the sky, land, and other elements of the village too quickly or not clearly, the child would encounter difficulties when creating. In the evaluation stage, if the evaluation criteria were single and only focused on the similarity of the works, it would not be able to fully stimulate the creativity of the children and the emotional expression of the beautiful scenery of the countryside. It should be evaluated from the unique understanding of rural elements and the bold innovation of color application. In addition, in the art design area, the placement of materials was also crucial. If the variety of art materials provided is limited, such as brushes and paper with only a few colors, it may limit the child's colorful performance of the rural scenery. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Fruit planting in kindergarten
The following was a document about growing fruits in a kindergarten: In the kindergarten, a small world full of hope and joy, a wonderful encounter with fruit was unfolding. Fruits were a sweet treasure given by nature, and children were like little gardeners who personally started the dream journey of planting fruits. From the start of the preparation work, the children's eyes shone with excitement. The parents cooperated actively and brought tools, and the teachers carefully loosened the soil. Everything was like the prelude to a grand performance. When fruit and vegetable seedlings and seeds appeared in front of the children, it was a symbol of hope. Look, when the children came to the plantation, it was as if they had walked into a magical territory. They looked curiously at the small pits, which would soon become the home of the fruit babies. When watering, the clear water slowly fell, as if children were watering the best dreams in their hearts, hoping that the fruits would grow as strong as they did and bear many fruits. Every child carefully held the fruit seedlings in their hands, looking solemn and serious. They gently placed the seedlings into the nest and carefully covered them with soil, as if they were completing an extremely sacred mission. After the labor was over, the children couldn't hide the joy on their faces. Even when they were washing up, they were discussing enthusiastically," I'll definitely share my strawberries with the teacher when they're ripe." These fruit seedlings were like cute little babies in kindergarten. Under the gentle care of the sun and rain, they worked hard to grow every day. We were filled with anticipation, just like waiting for a star to shine in the night sky, waiting for the day when a fruit bloomed and ripened. Let us look forward to it together. It will be a journey filled with sweetness and surprises. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Design of Garlic Planting in the Nurseries
The following are the key points of the kindergarten's garlic planting environment design: ###1. Location of the plantation The plantation should be located at the corner of the kindergarten to avoid occupying the main area, so as not to overshadow the main area. ###2. Preparing the environment before planting 1. * * Nature observation arouses interest ** - They could make use of the existing abandoned plantations and other site resources in the kindergarten. For example, teachers could lead children to observe the land after discovering abandoned plantations near the playground, so as to arouse children's interest in planting garlic. 2. [Knowledge preparation] - Parents are invited to enrich their children's knowledge about garlic and pave the way for the garlic planting activities. 3. * * Prepare the environment and materials ** - The day before planting, organize the children to observe the teachers 'work such as soil preparation, loosening, watering, etc., so that the children have an intuitive understanding of the land preparation work before planting. - Prepare the materials needed for the plantation, such as small shovels, small rakes, kettles, etc., to provide the necessary tools for the children to participate in the garlic planting activities. ###3. Key points of environmental design during planting 1. * * Teamwork ** - For example, in the garlic planting activity in the large class, children could be allowed to work in groups freely, which would help to cultivate the children's teamwork ability. At the same time, in the process of cooperation, children could participate in the work of leveling the land together, such as leveling the land with tools such as small shovels, so as to enhance the familiarity and control of the planting environment. 2. * * Instructor's demonstration and guidance ** - When the teacher demonstrated the garlic planting process, he would hold the garlic in his hand and insert the tip into the soil, and guide the children to observe the row spacing and spacing. This was also part of the planting environment design, so that the children could clearly understand the planting layout of the garlic in the soil. 3. * * Nature Observation and Exploration ** - In the environment where garlic was planted, garlic with different planting conditions could be set up. For example, in the natural corner of the middle class, four pots of garlic growing under different conditions (such as some peeled and soaked in water, some unpeeled and soaked in water with thread, some planted in soil, etc.) could be set up to attract the children's constant attention, observation, and exploration. ###4. Post-planting environment design 1. * * Covering moisture and protection ** - After the garlic was planted, the children were guided to discuss and cover the garlic with straw, so that the children understood that the straw covered the garlic had the function of moisture and protecting the seeds from birds and pests. This was also a continuation of the planting environment design. 2. * * Regular observation and follow-up activities ** - Children were encouraged to observe the growth of garlic regularly. For example, in the extension of the garlic planting activity, children were organized to continuously observe the growth of garlic, so that the plantation became a place for children to explore the natural growth environment for a long time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Unicorn in the kindergarten area
If you're referring to the unicorn-related content in the kindergarten corner, take the unicorn class in a kindergarten as an example. The class is based on fantasy. In the design of the corner, materials such as meteors, candy, and wooden horses will be added to let the children be in unlimited creativity. If it was a game activity in the art section, there might be a unicorn-themed handmade creation. For example, to make a crystal unicorn, you needed to prepare crystal powder, hot water, stirring rod, unicorn model, paint, and other materials to create. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>