kindergarten outdoor game snail race
Snail race was an outdoor game suitable for kindergarten. The game helped to train the child's body balance and leg muscle strength. It also allowed the child to exercise his balance ability during exercise, making his movements more coordinated and agile. At the same time, it cultivated the child's positive sports spirit and promoted the child's comprehensive development. The " Snail Race " game carried out by different kindergarten may have different forms. For example, some children would try to walk in the hula hoop to set the end point to compete. Read more exciting novels for free
Teaching plan of kindergarten snail number game
The following is a kindergarten snail number game lesson plan: ##1. Game Name Snail Number Adventure ##2. Game Target 1. Let the children recognize the numbers 1 - 10 in the game situation and improve their sensitivity to numbers. 2. Through the elements related to snails, stimulate children's interest in participating in digital games and cultivate the spirit of active exploration. 3. To train the child's reaction ability and simple numerical calculation ability. ##3. Game preparation 1. Make a number of cards with snails and numbers 1 - 10. 2. Set up a small area at one end of the game field called the Snail's Home. It can be simply arranged with colored paper or small tents. 3. A small sticker or a small toy as a reward. ##4. Game process ###(1) Introduction Teacher: "Children, today a group of small snails came to play games with us. These small snails all have mysterious numbers on them." ###(2) Number Awareness 1. The teacher first took out a few numbered cards (such as 1, 2, 3), showed them to the children and explained,"Look, the number on this little snail is 1, just like our little finger." "This little snail is the number 2, just like our two little eyes." Let the children have a preliminary understanding of the relationship between numbers and daily life. 2. Disturb the order of these cards and let the child say the numbers on the cards one by one. ###(3) Searching for numbers 1. Hide the 10 numbered cards in various corners of the game field (it can be in various corners of the classroom or a small outdoor playground). 2. Tell the child: "The little snails are lost. Their home is over there in the 'Snail Home.' We have to find them and send them home according to the order of numbers from small to big." 3. The children were divided into groups or set off individually to find the numbered card. After finding the card, they had to say the number on the card. If he got it right, he could take the card and set off for the Snail's Home. ###(4) Numeric Ranking 1. A small table was set up at the entrance of the Snail's Home. After the child finds the cards, they need to place the cards on the table in order of 1 - 10. 2. The teacher would guide and assist the children. When the children completed the correct sequence, they would be rewarded with praise and a small sticker or toy. ###(5) Numerancy (available for children with strong abilities) 1. When the child is more familiar with the number sequence, the difficulty can be increased. For example, the teacher took out two numbered cards (such as 3 and 2) and asked the child,"If this snail number 3 and snail number 2 meet, how much will they add up to?" Guide the child to do simple addition. 2. For the children who answered correctly, they would be rewarded again. ###(6) Game summary Teacher: "Today, we played a number game with the little snails. The children were very good. They knew a lot of numbers and helped the little snails get home." ##5. Game Extension 1. In the art design area after class, children could draw a snail with numbers to consolidate their memory of numbers. 2. Put more number cards and snail props in the math area to encourage children to play number games on their own. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
On the second day of kindergarten, outdoor game script
The following was a copy of an outdoor game on the second day of kindergarten: The sun was just right, and the breeze was not dry. The outdoor time on the second day of kindergarten was full of laughter and vitality. The children were like a flock of cheerful birds, eager to rush to the small world outside. This was their paradise of freedom and also a small world where they grew up. Look, the slide was like a small hill full of magic. The children slid down from it one by one, their faces filled with excited smiles, as if they were experiencing an exciting adventure. On the seesaw next to them, the two little friends were up and down. Their laughter echoed in the air along with the rise and fall of the seesaw. They had learned to cooperate and balance in this simple game. The story in the sandbox was also playing out. Small shovels and buckets became magic tools in the children's hands. They focused on building castles in their hearts. Sand slipped through their fingers, as if time was slipping away, but what was left was the children's creative works and endless joy. On the grass, everyone sat together and played a game of throwing a handkerchief. In the light song, the small handkerchief was quietly passed behind the children. The moment they found the handkerchief behind them, the little expression full of surprise and the figure who quickly got up to chase after them were the most interesting moments of this game. This game allowed the children to understand the rules and deepen their friendship. In the outdoor games in the kindergarten, the children not only exercised their bodies, but also gained happiness, friendship, and growth. Every little face was filled with love for outdoor games. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the kindergarten's outdoor water festival game
The purpose of the kindergarten's Water Splashing Festival was to let the children understand the origins of the Dai Water Splashing Festival and experience the joy of the festival. The following is a reflection on the kindergarten's outdoor water festival game: ##1. Event Organization 1. ** Initial preparations ** - During the preparation stage, make sure that the game items are suitable for children and that there are enough of them. For example, water guns, buckets, and other water splashing tools must ensure that every child can participate in the water splashing game. If some children and parents were at a loss with the bucket (such as a parent-child activity in a kindergarten in Fujian, the little girl and grandfather stood at a loss with the bucket), this may be because the play of different water splashing tools was not planned in advance, or the children and parents were not given sufficient guidance. - In terms of safety measures, because it was an outdoor water festival game, the ground might become slippery due to splashing water, which could easily cause children to fall. They needed to clean up the site in advance, eliminate any dangerous factors, and prepare anti-slip measures or first-aid medicine. 2. ** Organization during the event ** - The rules of the game had to be simple and clear, suitable for the understanding of kindergarten children. If the rules were too complicated, the child might be confused during the game and affect the game experience. - During the game, it was necessary to ensure that every child could actively participate in the game to prevent some children from being too shy or being excluded by other children and unable to integrate into the game. For example, he could design some team water splashing games and let the children play in groups to cultivate their sense of cooperation. For example, relay water splashing games, each child had his own task, which could increase participation. ##2. Education 1. ** Cultural Inheritance ** - The Water Splashing Festival was a traditional festival of the Dai people. Through games and activities, they could pass on the knowledge of the ethnic culture to the children. However, during the event, they might have only paid attention to the fun of the water-splashing game and neglected the in-depth explanation of the cultural content of the water-splashing festival (such as symbolic meaning, origin, etc.). Before or during the game, through simple stories, children's songs, etc., they could tell the children about the cultural knowledge of the Water-splashing Festival, so that they could learn the national culture while having fun. 2. ** Moral Education ** - In the water festival game, children can be taught to share, love and other virtues. However, in the actual game, there might be unfriendly behaviors such as excessive splashing of water by children or deliberately splashing water on children that they did not like. This required teachers to guide the children in time and teach them the correct way to splash water. They needed to make splashing water a way to convey happiness and not a prank. ##3. Activity Effect 1. ** A child's experience ** - From a child's point of view, the Water Songkran Festival game should be full of fun. However, if the form of the game was simple, such as simply splashing water on each other, the child might soon lose interest. He could increase the variety of the game, such as setting up some small tasks related to the Water-splashing Festival, such as watering the flowers with water (symbolizing the blessing of the Water-splashing Festival), so that the children could have more different experiences. 2. ** Parents 'participation ** - If it was a parent-child activity, they had to pay attention to the parents 'participation experience. Some parents might not participate because they were unfamiliar with the activity or did not know how to guide their children. The event organizer could send the activity guide to the parents in advance, informing them of the content, purpose, and the role of the parents in the activity to increase their participation and enthusiasm. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the outdoor ball game in the kindergarten class
The following is an example of a kindergarten class's reflection on an outdoor ball game lesson plan: ** I. Achievement of teaching objectives ** 1. ** Skill learning ** - In the teaching of throwing and catching skills, there was a big difference in the application of hand-eye coordination ability. Some of the children were able to make a preliminary attempt at throwing and catching the ball, achieving the goal of learning the basic skill of throwing and catching the ball. However, there were still some children who did not control their strength when throwing the ball, causing the ball to be thrown too high or too low, affecting the success rate of catching the ball. This reflected that in the teaching process, the guidance on the control of throwing strength needed to be strengthened. For example, more intuitive demonstration could be used, such as using different height marks to remind children of the height range of throwing the ball. - When it came to catching the ball, the child's judgment of the ball's landing point was inaccurate, especially in an outdoor environment. Wind and other factors might interfere with the child's judgment. This indicated that in the follow-up teaching, the opportunity to practice catching balls in different environments should be increased so that children could adapt to the variety of outdoor environments. 2. ** Gaming experience and fun ** - The original intention of the game segment was to let the children experience the fun of throwing and catching the ball in a variety of ways. From a practical point of view, most children showed a high interest in the game of throwing and catching, especially when the game set up simple competitive elements (such as comparing who could throw and catch more times), the enthusiasm of children to participate was increased. However, there are also some children who feel frustrated because they are not familiar with throwing and catching the ball. This suggests that we should consider the individual differences of children more in the game design. For children with weaker abilities, we can provide more opportunities for auxiliary practice, or adjust the rules of the game to reduce the difficulty to ensure that every child can have fun in the game. 3. ** Teamwork and social interaction (if there is a team throwing and catching session)** - If the game involved the elements of team throwing and catching, the awareness of teamwork among the children in the lower class was relatively weak. They paid more attention to the ball in their hands and did not understand the importance of cooperating with their companions. In the follow-up teaching, a simple group reward mechanism could be used to guide the children to gradually establish a sense of teamwork. For example, all members of the group would be rewarded after successfully throwing and catching a certain number of times. ** 2. The effectiveness of teaching methods ** 1. ** Demonstrating Guidance ** - In the teaching process, the teacher demonstrated the action of throwing and catching the ball, which was an important teaching method. However, for small children, a single demonstration might not be enough for them to fully understand the essentials of the movements. The teacher might need to increase the number of demonstration times and break down the actions during the demonstration, such as first demonstrating the throwing of the ball, then demonstrating the catching of the ball. At the same time, it should be explained in simple and easy language, such as "gently send the ball up like this" and "look at where the ball falls". 2. ** Game Guidance ** - Games were an important way for children to learn. In the design of the game, although the various playstyles attracted the interest of young children, the transition of the game might not be smooth enough. For example, when switching from a single-player catch game to a group catch game, a child might be momentarily at a loss. This required the teacher to give more clear instructions and guidance during the game transition, so that the child could smoothly enter the next game segment. ** 3. The influence of outdoor environmental factors ** 1. ** Spatial factor ** - The outdoor space was relatively large, which was both an advantage and a challenge for children to play catch. The advantage was that the children had enough space to move around and would not be restricted by the small space. However, it also brought about problems. For example, young children might be too distracted and have difficulty concentrating, or they might deviate from the game area during the pursuit of the ball. In future outdoor games, this problem could be solved by setting clear boundaries of the game area (such as a square area surrounded by colorful cloth strips). 2. ** Interferential environmental factors ** - Like the wind mentioned earlier, it would affect the flight trajectory of the ball and increase the difficulty of catching the ball. In addition, other outdoor interference factors such as the surrounding scenery, sound, etc. may also distract the attention of young children. Teachers could predict these distractions in advance and guide the child to focus before the game. For example, through simple concentration exercises (such as looking at the ball in the teacher's hand, listening to the teacher's instructions, etc.) to improve the child's concentration in the outdoor environment. ** IV. Coping with Individual Discrepant of Children ** 1. ** Ability difference ** - There were obvious individual differences in children's ability to throw and catch the ball. For children with strong abilities, they can provide some expansion challenges, such as increasing the distance of throwing the ball or trying to throw the ball in different positions. For children with weaker abilities, more one-on-one guidance was needed to patiently help them master the basic throwing and catching skills. 2. ** Different interests ** - Some children showed a high interest in the game, but some children might not be interested. For children who are not interested, they can try to improve their attention and participation in the game by looking at the appearance of the ball (such as choosing a cartoon ball that children like) or game rewards (such as special small sticker after completing the throwing and catching task). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class outdoor game spider race lesson plan
The following is an example of a lesson plan for a large outdoor game, Spider Race: #"Big Class Outdoor Game: Spider Race Teaching Plan" ##1. Teaching objectives 1. ** Movement Skill Target ** - Children can learn and master movements similar to spider crawling, improving their body coordination and flexibility. - To develop the child's ability to run fast and maintain balance during the race. 2. ** Emotional and social goals ** - To stimulate children's interest in participating in outdoor games and cultivate children's positive attitude towards sports. - Let the children experience the fun of competing with their peers and enhance their sense of teamwork and competition. ##2. Difficulties in Teaching 1. ** Main point ** - Master the essentials of spider crawling, especially the crawling movements of hands and feet. - Guide the child to maintain balance during the running process to ensure that the game is carried out safely. 2. ** Difficulty ** - How to let the child imitate the spider crawling, so that the movements are coordinated, natural, and can quickly switch to the running state. - Children should be encouraged to follow the rules in the competition and cultivate a good sense of competition. ##3. Teaching preparation 1. A spacious and flat outdoor space, such as a kindergarten playground, should be cleaned in advance to ensure that there were no obstacles. 2. Props that mark the starting and finishing lines, such as colorful strips of cloth or small flags. 3. You can prepare some small rewards, such as a sticker or a small badge, to reward outstanding children. ##4. Teaching process ###(1) The beginning (warm-up) 1. The teacher led the children to the outdoor playground and stood in an orderly line. 2. He did some simple warm-up exercises to move his joints. For example, head rotation, shoulder stretching, waist twisting, knee joint bending and extension, wrist and ankle joint activity, etc. Each movement was performed four times and eight beats. ###(2) Basic Part 1. ** Introduction of spider crawling action ** - The teacher asked,"Have you ever seen a spider?" How do spiders walk?" Guide the child to think and speak freely. - The teacher demonstrated the action of a spider crawling: hands and feet on the ground, knees slightly bent, body close to the ground, hands and feet coordinated to crawl forward, like a spider. Let the child observe carefully. - Ask each child to try to imitate the posture. The teacher will guide and correct the incorrect posture, such as the position of the hands and feet, the balance of the body, etc. 2. ** Spider Crawling Practice ** - Divide the children into several groups, and each group of children will practice spider crawling in the designated area. The teacher guided the children around, reminding them to pay attention to the coordination of their movements and speed control. - After a period of practice, there would be a small competition within the group. Each group would choose the child with the fastest crawling speed and the most standard movements. 3. ** Spider Race Game Rules Explanation ** - The teacher introduced the name of the game as "Spider Race" and explained the rules of the game: From the starting line, the child first moved forward a certain distance in a spider crawling posture (such as 5 - 8 meters, adjusted according to the size of the field), then quickly got up and ran to the finish line at the fastest speed. - During the game, you must pay attention to your safety and not push other children. If you fall while crawling or running, you have to stand up quickly and continue the game. 4. ** Spider race game in progress ** - After the child stood at the starting line, the teacher gave the order "Start", and the child began the game. - The teacher served as the referee, recording the ranking of the first child to reach the finish line, and gave encouragement and praise. - After multiple rounds of the game, the children could exchange the starting line and the finishing line to ensure fairness. ###(3) End 1. At the end of the game, the teacher summarized and evaluated the performance of the children in the game, praising the children who followed the rules, action standards, and actively participated. 2. Lead the child in relaxing activities, such as deep breathing and muscle stretching. When taking a deep breath, guide the child to inhale slowly, then exhale slowly, and repeat it several times. Muscle stretching includes arm stretching, leg stretching, etc., each action maintained for 15 - 20 seconds. 3. Small rewards, such as a sticker or badge, were given to children who performed well. 4. He organized the children to return to the classroom in an orderly manner. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The outdoor autumn outing kindergarten
An outdoor autumn outing was a very meaningful activity for kindergarten children. ** 1. Activity Target ** 1. ** Knowledge and Vision Expansion ** - Let the children walk into the big classroom of nature and experience the characteristics of the seasons. For example, they can see the changes in the leaves and the falling of the leaves in autumn. They can understand the laws of nature and enrich the knowledge of the children. - They could come into contact with things that could not be touched in the indoor environment of the kindergarten, such as observing various plants, insects, etc., to broaden the horizons of the children. 2. ** Cultivation of emotions and awareness ** - To enhance children's love for nature and cultivate their perception of beauty, such as feeling the autumn scenery, breathing fresh air, etc., can let children experience the beauty of nature. - To enhance children's environmental awareness, in outdoor activities, children can be taught not to pick flowers and plants at will, not to throw garbage, etc., to protect the natural environment. 3. ** In terms of social and relationship development ** - If it was a parent-child autumn outing, it could enhance the interaction between parents and children and strengthen the emotional communication between parents and children. - In the group autumn outing, it could promote the interaction between children, enhance the ability of children to take the initiative to communicate, and also enhance the relationship between teachers and children, parents and parents, and promote the harmonious relationship between homes. 4. ** Physical and mental development ** - For example, walking could train the physical strength of children and improve their adaptability and disease resistance. - Psychologically, the children could experience happiness in different environments and enhance their self-confidence, such as overcoming difficulties in the process of participating in activities or successfully completing a certain activity task. ** II. Activity Details ** 1. [Nature Observation] - Enjoy the natural beauty, such as admiring the scenery along the way, including different trees, flowers, and so on. - Observing natural phenomena, such as the magical phenomenon of leaves falling, and understanding the effects of seasonal changes on plants. 2. ** Craftsmanship ** - He would paste the leaves and use the leaves he picked up to make interesting works. - Make a headdress, a leaf wreath, or a wrist ring. Let the child be creative and hand-made with natural materials. 3. ** Art Creation Category ** - After admiring the beautiful scenery, he painted and used the brush to draw the natural scenery in his eyes. 4. ** Game interaction category ** - Parent-child games or group games between children could be carried out, such as some simple chasing games, cooperative games, etc., to enhance the tacit understanding between parents and children or between children. ** 3. Activity Requirements ** 1. ** Requirements for young children ** - Follow your parents or teachers closely during the activity and don't run around to ensure your own safety. - Don't make a racket in public places and abide by public order. - Don't randomly pick flowers and plants in the park and cherish the natural environment. - Line up in crowded areas and obey the rules. - Put waste paper, packaging bags, and other sundries into their own garbage bags and dispose of them in one place to develop environmental habits. 2. ** Requirements for Parents ** - Pay attention to the child's clothes and choose light shoes for easy walking. - Be environmental friendly and lead by example, giving children a subtle influence, such as bringing their own garbage bags to dispose of garbage. - Bring the right amount of snacks to meet the child's energy needs during activities. - Teach children not to urinate and defecate anywhere and guide them to develop good hygiene habits. ** 4. Event Extension ** 1. Please help your child recall his or her findings and deepen his or her impression of the activity and understanding of the knowledge. 2. By bringing the autumn outing photos and videos to the kindergarten for communication, they could hold a sharing session to let the children share their experiences and feelings during the autumn outing. They could also choose the most beautiful families and organize activities such as the best class according to the photos to further enhance the meaning and fun of the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten forest outdoor Huanchuang
The kindergarten forest outdoor environment was a way to integrate forest elements into the kindergarten's outdoor environment. In terms of spatial layout, multiple sections could be set up. For example, the entrance landscape section such as " Yinchun Lai " could include elements such as a dream windmill house, a European-style arched door, a red pottery natural garden, etc. The spring theme ran through it all the way, and it served as the starting point of the entire journey. The " Forest Treehouse " section of the sports area had a theme treehouse that was matched with an interaction exercise and multiple amusement facilities, such as climbing nets, climbing ladders, swing frames, outdoor easels, rock climbing walls, etc. The " Spring Breeze Valley " section of the physical fitness area was mainly designed with green soil slopes, allowing children to get close to nature and carry out adventure games. There was also the Flower Market section, which was similar to an outdoor classroom. There were quaint flower boxes, luxuriant green plants, triangular communication cabins, and curved wooden platforms. It could hold activities such as acting games, lawn concerts, tent reading sessions, and so on. The " Grass Garden " section had an art area, a rest area, a storage area, and a sink. The art area could be used for children to play with colors and doodles, the grass awning could be used for rest, the outdoor shelves were convenient for storage, and the sink was easy to clean. He could also use natural materials such as flowers, stones, branches, and so on. At the same time, they could also use waste materials to create special areas. For example, they could use waste glass bottles, pots, pans, etc. left over by children to create outdoor natural music areas. From the perspective of the concept of environmental innovation under different education systems, the Regio system emphasized that the environment was the child's " third teacher ", focusing on the child's independent exploration and cooperation ability. In the forest outdoor environmental innovation, there could be space with unlimited exploration potential, placing natural objects and waste materials for children to play independently. The Montessori system emphasized the child's fine movement and hand-brain coordination in the environment. Combined with sensory training, some elements could be set up to train the child's coordination ability in the forest outdoor environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to better carry out outdoor independent game research in kindergarten
In order to better carry out the research of outdoor autonomous games in kindergarten, we can start from the following aspects: ** 1. Protect the main role of children's games ** 1. ** Respect the age characteristics of children ** - The age gap between the teacher and the child is large, so when participating in the game, the teacher should understand the child's feelings from the child's point of view. Teachers need to prepare the content of independent game activities according to the game motivation, skills and ideas of children of different ages to improve the educational effect of the game. If the content of the game did not match the children's age, the effect of the teacher's involvement in the game would be reduced, affecting the realization of the educational goals of the game. 2. ** Give children the right to control the game ** - In the open and autonomous game activities, children were the main body. Teachers should give children this right appropriately and prepare the necessary materials for the game activities. The materials should be diverse, versatile, and interacting, providing more choices for children's games and enriching the game content. At the same time, the difficulty of the materials should be adjusted to suit children of different ages. They should also be in line with children's interests and mobilize their enthusiasm to play the educational value of the game and the positive role of teacher intervention. 3. ** Arrange the game time and space reasonably ** - The arrangement of the game time should be suitable for the physical and mental development of the child. If it was too long or too short, it would affect the educational effect. The game activity space must meet the educational needs and provide sufficient exploration range for children to ensure the educational effect of the game. ** 2. Pay attention to the setting of the game area and the distribution of materials ** 1. ** Reasonably plan the game area ** - The kindergarten could reasonably plan its own game area according to the existing environment, such as setting up a sports area, construction area, puzzle area, doodle area, climbing area, sand pool, living operation area, comprehensive area, etc. to meet the needs of children's various game activities. Traditional games could also be integrated into the outdoor activity area. 2. ** Rich game materials ** - To provide children with a wide variety of game materials and equipment. For example, building blocks of different shapes were provided in the construction area, small buckets, small shovels, and other auxiliary materials were provided in the sand pool, and Anji ladders and rollers were placed in the comprehensive area. The materials could include low-structure materials such as sand, wood, bricks, stones, etc., so that children could freely combine and explore. ** 3. Treat the child's play process correctly ** 1. ** Positive attitude towards imagination games ** - Parents and teachers should show a positive attitude towards children's imagination games and should not criticize or attack children's behavior of playing role-playing games. Even when it was time to switch activities, children's games should not be labeled as negative, but should be responded to in an appropriate way. 2. ** Avoiding excessive control of the game plot ** - The adult should not pay too much attention to the behavior of the child in the creative game and try to control or dominate the game plot. The adults could provide the materials and ideas for the game, but the young children should be allowed to maintain the dominant position, especially in role-playing and other creative activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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>
Heshun kindergarten outdoor painting design
The outdoor painting design of Heshun kindergarten can refer to the following points: ** 1. Confirm the overall style ** 1. ** Combined with kindergarten positioning ** - It had to be in line with the overall positioning of the kindergarten, while satisfying the children's fun and maintaining their innocence. 2. ** Harmonizes with the elements in the garden ** - The style of the outdoor painting was determined according to the style of the entire kindergarten and the toys and equipment. For example, if the kindergarten featured nature education, the color painting style could be biased towards natural elements, such as flowers, trees, small animals, etc. If there were more technological toys, some technological elements could also be appropriately integrated, but it should still be child-oriented. ** 2. Selection of content ** 1. ** Cartoons ** - You can choose the cartoon characters that children are familiar with, such as Mickey Mouse, Donald Duck, Snow White, Pleasant Goat, Sun Wukong, etc. This kind of appearance was grand, and the children were easily interested in it and enjoyed it. 2. ** Moral education content ** - They used hand-painted murals to spread moral education knowledge through storytelling. It didn't need to be too complicated, so that the children could get along with the content of the wall decoration and improve their moral cultivation while enjoying the painting. 3. ** Natural Elements ** - Inspired by the children's understanding of nature. For example, elements related to spring, such as green grass, pink cherry blossoms, yellow rape flowers, etc., could also be blue sky, white clouds, rainbows, butterflies and birds in the garden, etc. These elements were close to the child's life and could show a rich picture. ** 3. Color matching ** 1. ** Match the child's preferences ** - Children's world was innocent and full of curiosity, so color needed to be full of exploration. They could match the local folk customs and the colors that children generally liked to make a wall painting that children liked. 2. ** Color Harmony ** - Pay attention to the combination of the pattern and color to ensure the coordination of the content. Only when the color and pattern are perfectly integrated can it make people feel comfortable and beautiful. ** 4. Design Steps ** 1. ** Drawing a big draft ** - First, he had to make a big draft, determine the shape, determine the color, find the key figures, design the patterns, and so on. 2. ** Refered to indoor wall painting ** - If the kindergarten had indoor wall paintings, they could do the indoor wall paintings first before doing the outdoor ones. After the indoor wall paintings were done, the outdoor wall paintings would be simpler. 3. ** Pay attention to proportion and structure ** - The painting of the outer wall should pay attention to the overall size, color, and architectural structure of the characters to avoid the monotonous picture. 4. ** Overall sketch ** - Finally, he had to outline the overall picture of the wall painting to enhance the overall feeling. ** V. Construction precautions ** 1. ** Color Durability ** - Choose a paint that is suitable for the outdoor environment and has good durability to ensure that the painting can withstand the influence of natural factors such as wind and sun, and maintain bright colors for a long time. 2. ** Security ** - Use eco-friendly, non-toxic paint to ensure the health and safety of the children. During the construction process, the safety of the construction site must also be ensured to avoid accidental injuries to the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>