The Case Study and Analysis of the Nurseries in the Nurseries
The following are some nursery stories and analysis: ** Case 1: A toddler fell and got bruised during outdoor activities ** - ** Story **: During an outdoor activity, a child fell and slightly grazed his knee. Xiao Zhang, the nurse, quickly checked the child's injury, rinsed the wound with clean water, then treated it with disinfectant and put on a band-aid. He kept calm during the process, comforted the child's emotions, and ensured that other children played in a safe area. - ** Analysis **: Xiao Zhang's handling reflected professionalism and calmness. Examining the wound first could avoid overlooking serious injuries, and then properly cleaning and disinfecting the wound was a proper first aid procedure. Her behavior provided an example for other nurses to deal with similar incidents. ** Case 2: Infant Fever after Napping ** - [Story: During the afternoon nap, Xiao Wang, the nurse, found a child with a fever.] He immediately informed the parents and then brought the child to the isolation room for observation according to the kindergarten's emergency plan. He also paid close attention to whether other children had similar symptoms and kept the isolation room clean and airy. - [Analysis: Little Wang has shown a sense of responsibility and professionalism.] Notify parents in time and take quarantine measures to meet the requirements of hygiene and epidemic prevention. This played a key role in preventing the spread of diseases in the park and protecting the health of other children. ** Case 3: Infant refuses to eat at lunch ** - ** Story **: During lunch, a child refuses to eat because he doesn't like a certain food. Xiao Li, the nurse, patiently communicated with the child and tried to replace it with other food after understanding the reason. With Xiao Li's encouragement and companionship, the child finally tried the new food and finished his lunch. - ** Analysis **: Xiao Li showed good communication skills and patience. He did not force the child to eat, but understood the child's feelings and provided other choices. This helped the child's diet to be diverse, increase their acceptance of food, and help develop good eating habits. Read more exciting novels for free
Case Analysis and Reflection on Experience Exchange in Middle Classes of Nurseries
The following is an example of a case analysis and reflection of a kindergarten middle class experience exchange: ##1. Case Study 1. ** Regional activities ** - ** Carry out activities in combination with the theme teaching materials **: The middle class carries out regional activities in combination with the theme courses to realize the combination of "stillness and movement". The advantage of this was that the learning content could be integrated into different types of regional activities according to the cognitive development characteristics of the middle class children. For example, if there was content about animal habits in the theme course, relevant picture books could be placed in the quiet reading area, and animal houses could be set up in the dynamic role-playing area, allowing children to explore animal knowledge in different ways. - ** The importance of environment creation **: In regional activities, it is crucial to create a beautiful, clean, and age-appropriate environment for children. For example, making full use of the space and designing the best corner position. A suitable environment could stimulate children's desire to explore, such as setting the science area in a relatively independent corner with better light, so that children could carry out small experiments and other activities. 2. ** Regular Construction ** - [The significance of good routines: It is necessary for middle school children to establish good routines.] It can make the child's life have a reasonable rhythm and regulate the child's nervous system. For example, having a regular work and rest time, good queuing habits, etc. This helps to cultivate the ability of children to serve themselves and lay a good foundation for future life and learning. - ** The concrete embodiment of the cultivation of behavior habits **: Cultivate the behavior habits of children in the details of daily life. For example, after each manual activity and cut-and-paste homework, remind the children to keep the classroom clean and tidy in time. This not only allowed children to develop good hygiene habits, but also enhanced their awareness of environmental protection. 3. ** Homeland interaction ** - ** Multi-form homecoming work **: While paying attention to the care and education work, we will use various forms and ways to carry out homecoming work. The interaction between the parents and the children allowed the parents to better understand the situation of the children in the kindergarten. At the same time, it also allowed the teachers to understand the performance of the children at home, which was beneficial to the growth of the children together. For example, they could strengthen the connection between their homes through parent-teacher conferences, parent WeChat groups, parent-child activities, and so on. ##2. Reflection 1. ** Class Management ** - ** Management is not bold enough **: There is a problem of not being bold enough in class management. Perhaps they were too cautious in dealing with conflicts between children or in setting class rules, and did not give full play to the teacher's guiding role. For example, when children compete for toys in a corner activity, the teacher may not guide the children to learn to share and take turns in time, causing similar situations to happen again. 2. ** In the area of guidance ** - [There is a feeling of letting things be. There is a feeling of letting things be when guiding in the corner.] This might be because the teachers did not observe the needs and development level of each child in depth, resulting in the inability to give targeted guidance in the corner activities. For example, in the construction area, if a child encountered structural instability during the construction process, if the teacher did not discover it in time and give appropriate guidance, the child might lose interest in the construction activities. In general, there were many successful practices in the exchange of experiences in the middle class of the kindergarten, but there were also some areas that needed improvement. Through continuous reflection, the quality of education and teaching could be improved, and the comprehensive development of children could be better promoted. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How are comic nurseries different from traditional nurseries?
Well, comic nurseries stand out as they incorporate elements of comics into the environment. There might be comic-themed play areas, and the staff might dress up as comic characters. Also, the teaching methods could be more imaginative and creative compared to traditional nurseries.
An Analysis of the Art Class Activity in the Small Classes of the Nurseries
The following is an analysis of the art class activities in the kindergarten: ##1. Teaching Plan ###(1) Activity Target 1. ** Skill Target ** - Children can master basic art creation skills, such as learning to dip their fingers in paint to draw on paper in the finger painting activity, and learning to stick leaves in a specific position to present a specific object (tree) in the leaf sticking activity. - Able to have a preliminary understanding of color and use it, such as distinguishing different colors of paint (red, yellow, green, etc.) or the color of leaves for creation. 2. ** Emotions, interests, goals ** - To stimulate children's interest in art activities, so that they are willing to participate in art creation and enjoy the creative process. - Cultivate the habit of drawing carefully, keeping the picture clean and tidy, and the sense of cooperation in cooperative activities (such as leaf sticking group cooperation). 3. ** Awareness goal ** - Through art creation, children can have a deeper understanding of art materials (paint, leaves, brushes, paper, etc.). - In the process of creation, understand the basic forms of objects (such as flowers, trees, etc.). ###(2) Difficulties of the activity 1. ** Main point ** - In the finger painting, the focus was to let the children learn to use their fingers to dip in the paint to draw, and in the leaf sticking activity, the focus was to master the method of leaf sticking. 2. ** Difficulty ** - In finger painting, it was difficult to draw different flowers (such as different sizes, shapes, etc.) with fingers, and in the leaf sticking activity, it might be difficult for children to arrange the leaves reasonably to express the beauty of the big tree. ###(3) Event preparation 1. ** Material preparation ** - For finger painting, prepare red, yellow, and green colors, a children's picture album, and a self-made PowerPoint. For the leaf sticking activity, prepare all kinds of leaves, paste, and rags picked up from the walk. Prepare painted tree branches (the number of trees is the same as the number of children in the group) and arrange them on the wall. 2. [Knowledge preparation] - The teacher gave the children some simple guidance in advance, such as observing the shape of flowers and trees. ###(4) Activity process 1. ** Part of the import ** - Take the season as the starting point. For example, with spring as the background in the finger painting, by showing spring-related PowerPoint (such as willow sprouting in spring, grass emerging, colorful flowers, etc.), it can arouse the interest of children. The leaf sticking activity can start from the autumn leaves and show the collected leaves to guide children to experience the beauty of autumn leaves, thus leading to the theme of the activity. 2. ** Demonstrations and explanations ** - Finger Pointing: The teacher first demonstrated how to draw a grass on a piece of paper with a finger dipped in green paint (from bottom to top), then dipped his finger in a little red or yellow paint to draw a flower on the grass, guiding the child to think about how to express the different sizes of the flower (such as by discussing the different ways to draw the stamen and the fully open flower). - Leaf Sticking: Teach the child how to stick leaves. Choose a leaf that you like and apply paste on the back of the leaf. Stick it around the branches (emphasize that the more you stick, the better, so that the tree is covered with leaves). 3. ** Children's Creation ** - The children would draw with their fingers or paste leaves to create, and the teacher would guide them on a tour. In the finger painting, help the children with weak ability to master the method of drawing grass and flowers, encourage the children with strong ability to boldly use colors to enrich the picture; When sticking leaves, remind the children to pay attention to the amount of paste, encourage the children to stick boldly, choose the same color of leaves to stick in different places on the branches, and guide the children to work together to stick the big tree (a group of children work together to paste a tree in autumn). 4. ** Exhibition and Evaluation Section ** - Posting children's works, children can enjoy the color, size, shape and other elements in the works together. Let the children self-evaluate and evaluate each other. The teacher will give positive feedback and guidance, such as affirming the child's performance in color selection, picture cleanliness, creativity, and so on. ##2. Reflection 1. ** Success ** - ** Achievement of goals **: From the children's works and participation, most of the children can achieve the skill requirements in the activity goals, such as completing the basic creative movements in the finger painting and leaf sticking activities. In terms of emotion and interest, the children showed high enthusiasm in the process of the activity. Their interest in art activities was stimulated, and they had a certain sense of cooperation in cooperative activities. In terms of cognition, children had a more intuitive understanding of art materials and a deeper understanding of the shapes of objects such as flowers and trees. - ** Teaching methods **: Use intuitive teaching methods, such as PowerPoint presentation, teacher demonstration, etc., in line with the cognitive characteristics of small class children. By asking questions and guiding children to discuss, they could inspire children to think. For example, guiding children to discuss the size of flowers in finger painting could cultivate children's thinking ability to a certain extent. - ** Event organization **: The activities are compact and the transition is natural. The introduction part could attract the children's attention and stimulate their interest; the demonstration was clear and clear, so that the children could understand the creation method; when the children were creating, the teacher's itinerant guidance was timely and effective; the children could actively participate in the exhibition and evaluation of the works, enhancing their self-confidence and expression ability. 2. ** Inadequacies ** - ** Not enough attention to individual differences **: Although there is some guidance for individual children with weak abilities in the activities, we can pay more attention to the individual differences between children. For example, some children might need more time and more detailed guidance to master the skills in finger painting. In the leaf sticking activity, some children might need more guidance in the leaf layout and creativity. - ** Material variety **: In art activities, the variety of materials can be further expanded. For example, in finger painting, in addition to the three colors of red, yellow, and green, more colors could be added, or different kinds of paper could be provided to let the child feel different creative effects. In the leaf sticking activity, some auxiliary materials could be added, such as colored paper strips, twigs, etc., so that the child had more room for creativity. 3. ** Modification measures ** - ** Individual differences **: In future activities, the children's art ability can be assessed in advance. According to the assessment results, the children will be divided into groups of different levels, and more targeted guidance will be provided to each group during the activity. For children with weaker abilities, individual tutoring could be conducted before the activity, or more attention and patient guidance could be given during the activity. - ** Enrich the variety of materials **: When preparing the materials for the art event, consider the variety of materials. For example, in the finger painting, increase the types of paint and paper of different texture; in the leaf sticking activity, collect more types of leaves, prepare colorful paper strips, twigs, dried flowers and other auxiliary materials to stimulate the creativity and imagination of children. At the same time, children were encouraged to try the combination of different materials during the activity to improve their art creation level. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Analysis and Reflection on the Poor Expressiveness of the Senior Class in the Nurseries
There might be the following reasons for the poor communication skills of children in kindergarten: ** 1. Family environment ** 1. ** Lacking training opportunities ** - If parents rarely accompanied their children to talk and did not have time to take their children out for activities, it would reduce the chances of their children's language expression. In conversations with children, if the child always passively answers questions and lacks the opportunity to actively express himself, it may lead to incoherent speech, and it is difficult to effectively exercise his ability to express himself. 2. ** Lacking a good language environment ** - Some parents were busy with work and rarely brought their children to contact new things. Their children had too little time to communicate with their peers and lacked an adequate language exchange environment. Children want to communicate but can't find a suitable partner, thus affecting the development of their ability to express themselves. 3. ** Parents take care of everything ** - Parents took care of their children too well and did not let their children do big or small things themselves. Children could be satisfied without expressing their needs, which would hinder the development of their ability to express themselves. 4. ** Parent-child relationship is tense or the family atmosphere is bad ** - Parents often quarreled, families were full of gunpowder, or parents often used threatening and intimidating words (such as "I don't love you anymore, I don't want you anymore","If you don't listen, I will send you to kindergarten and let the teacher teach you a lesson"), which would destroy the child's sense of security and affect the child's psychological state. This may have a negative impact on the child's ability to express himself. ** 2. The environment of the kindergarten ** 1. ** Difficult to adapt ** - If the children in the kindergarten did not adapt well to the kindergarten environment when they first entered the school and were still in a state of self-protection, they might stop communicating with the outside world. If this situation continued, it would affect the improvement of their ability to express themselves. For example, some children were more shy and didn't like to express themselves when they were in the upper class. This might be a continuation of the maladjustment when they first entered the kindergarten. 2. ** Lacking confidence ** - In kindergarten, if a child showed impatience or ridicule when talking to a teacher or other children, it would easily cause the child to lack confidence and be unwilling to take the initiative to communicate. In the long run, it would be difficult to improve his ability to express himself. ** 3. Self-development ** 1. ** Language and thinking ability are not coordinated ** - Different children had different physical and mental development speeds. Some children might have a situation where their verbal language expression ability and thinking development were not coordinated. The speed of language organization could not keep up with the speed of brain thinking, resulting in poor expression ability. 2. ** Central nervous system diseases (special circumstances)** - If the child's language development was lagging behind and was accompanied by abnormalities such as intelligence, it might be due to poor communication skills caused by central nervous system diseases, but this situation was relatively rare. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reborn Royal Nurseries
He recommended a few novels. " Rebirth, Day by Day " was a modern romance novel written by an older child. The main character was reborn back to school and then took care of his family. He lived a better life every day. The keywords were Wang Lexin and rebirth. " Royal Nurseries " was an ancient romance novel written in black. The princess was involved in education. It was super cute and warm. There was no bloodshed. The keywords were Xiao Ziyi, the royal family, kindergarten, etc. The book was a good read. The 1v1 writing style was good and relaxed. " Perfect Rebirth " was a modern romance novel written by Kyoko. The female protagonist was reborn and bid farewell to her tragic life. The key phrase was 'I don't want to be Cinderella'. " The Reborn Girl Has Not Live Forever " was a modern romance novel written by Suolala. The rebirth of an ordinary girl was filled with joy and sorrow. " Movie Travel Begins With Little Joy " was a novel written by a second-hand box. It was a relaxed daily story of Fang Zhang transmigrating to the world of Little Joy. I'm Not Interested in Antiques " and " Guests from All Worlds, Starting from the Eldest Princess of the Tang Empire ". <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Quality of Nurseries
The following is a sample essay template for reflecting on the quality of kindergarten caretakers: ** I. Introduction ** He briefly introduced his basic situation as a caregiver, such as working hours, classes, etc., and led to a reflection on the quality of the caregiver's work. ** 2. Strengths at Work ** 1. ** Care for young children ** - In his daily work, he always upheld selfless love for children. Be it ensuring a balanced intake of nutrients during meals or paying attention to their safety and activities during outdoor activities, children would feel warmth and care. - For children with special needs, such as children who are physically unwell or emotionally unstable, they can be given extra care and comfort, patiently accompanying them through difficult times. 2. ** Working with teachers ** - He would actively cooperate with the class teachers to carry out educational and teaching activities. Assist the teacher in preparing teaching materials and arranging the activity venue before the activity to ensure that the activity can be carried out smoothly. - During the activity, they could pay attention to the participation of the children, maintain good order, and provide necessary support to the teachers in time, such as helping the teachers manage the children's behavior and guiding the children to actively participate in the interaction. 3. ** Nurturing Skills ** - In terms of hygiene and cleaning work, he had mastered effective cleaning methods and disinfection standards. For example, the classrooms, activity rooms, toilets, and other areas were thoroughly cleaned and disinfected every day. They were strictly operated according to hygiene standards, providing a clean, sanitary, and safe learning and living environment for children. - To have a certain understanding of the prevention and basic care of common diseases in children. Able to detect abnormal physical conditions of children in a timely manner, such as fever, cough and other symptoms of children, can make preliminary judgments on the condition and take appropriate measures, such as notifying parents, carrying out simple cooling treatment, etc. ** 3. Inadequacies in work ** 1. ** In terms of educational awareness ** - Although she was mainly responsible for child care, she did not pay enough attention to early childhood education. There was a lack of awareness of the organic combination of care and education. For example, in the daily life of children, they did not make full use of various opportunities to carry out simple education guidance, such as introducing the nutritional value of food to children during meals. 2. ** Individual differences ** - When dealing with children, although they could care for them as a whole, they could pay more attention to the individual differences of children. Some children may have special conditions in terms of personality, learning ability, living habits, etc. Sometimes, they may not be able to adjust their care strategies in time to better suit their needs. 3. ** Communication with parents ** - The depth and frequency of communication with parents needed to be strengthened. Although they could communicate with parents about the basic situation of the children in the kindergarten, they were not detailed and comprehensive enough in some details, such as the changes in the children's psychological state and potential development problems. They could not meet the needs of parents to understand the children in a comprehensive manner. ** IV. Modification measures ** 1. ** Increase education attainment ** - To strengthen the study of early childhood education theory, read relevant educational books and materials, participate in training courses in and outside the park, improve their educational awareness and ability, and better integrate conservation and education. 2. ** Pay attention to individual differences ** - He observed the characteristics and needs of each child in more detail and developed a customized care plan for different children. For example, introverted children could be given more encouragement and guidance to help them better integrate into group activities. 3. ** Strengthening parent communication ** - He would develop a more comprehensive parent communication plan and conduct in-depth communication with parents on a regular basis. In addition to the daily pick-up and drop-off time communication, they could also provide timely and comprehensive feedback to parents through phone calls, parent-teacher conferences, parent WeChat groups, and other means. At the same time, they could understand the performance of the children at home and jointly promote the healthy growth of the children. ** 5. Summing Up ** He summarized his reflection on the quality of the nurses 'work, emphasized the importance of continuously improving the quality of work for the growth of children and the overall development of the kindergarten, and expressed his determination to continue to improve in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Character Introduction of the Elf Nurseries
The characters included the main character, Jiang Xiaobei, the main character, Mystery Q, the main character, Ice Six-Tails, the main character, Magical Frog Grass, the supporting character, Green Caterpillars, and the supporting character, Kelda Duck. "Elf Nurturing House" by Mu Sifang. It is a light novel/derivative Doujinshi novel with management, food, cultivation, daily life, relaxation, pets, and elvish elements. It has been completed and can be enjoyed without worry. [User recommendation: Pokémon novel, System Style. The protagonist runs a breeding house that is facing the crisis of bankruptcy.] [Nurturing House System awakening…] [Mission List unlocked]: 1.[Subduing the first sprite and registering as a trainer is rewarded with 1000 experience points.] 2.[Attend the coordination meeting and win the championship. Reward: Mysterious Elf Egg.] 3.[Collect 18 attributes of sprites, reward…] 4. Holding a trainer competition in the name of the breeding house... 5. Defeat the divine beast and conquer it! [Reward: Divine Beast's egg!] 6.…… [Nurturing House leveled up: Lv1, Lv2, Lv3, Lv4…] [Secret skill list activated…] [Elf Egg List unlocked…] [Mysterious attraction system activated…] I hope you will like this book.
Little Venus International Nurseries
The Little Gold Star International Children's School Group was founded in 1997 and has been focusing on the development of high-quality pre-school education for more than 20 years. The Group has opened hundreds of directly-operated kindergarten chains in 18 provinces, cities and Hong Kong, with more than 40,000 teachers and students. Its teaching model integrated Chinese and Western, widely absorbing international advanced education models such as multi-intelligence, Montessori, sensory integration, Orff music teaching, Regio program teaching, etc. It carried out colorful themed parent-child activities and nature green courses, inherited the essence of Chinese culture, and infiltrated classic Chinese culture into daily life. Little Gold Star International Nurseries hired foreign teachers to teach pure English all year round. They set up full-time English teachers to strive for a life-oriented and active English education. The park usually opened an English salon and carried out teaching activities such as skits and stage plays, English speeches, etc., which were both educational and entertaining. In terms of the cultivation of concentration and hands-on ability, it advocated for children to build experience in exploration activities and enter nature and society. Through various forms of social practice, scientific exploration, parent-child interaction, and other activities, they carried out enlightenment education on nature, society, life, and the humanities. They also carried out hand-made activities such as paper-cutting, plasticine, and building blocks, as well as special hands-on activities such as cooking experience. The park had a beautiful and comfortable teaching environment, with science laboratories, art rooms and other functional rooms. Each class had 24-hour computer surveillance and electronic pick-up cards to ensure the safety of children. Little Gold Star was founded on the tenet of " education with love, education with enlightenment, service to society, and training of new students." It was managed as a group and formed the school's characteristics of " teaching in both Chinese and English, and enlightenment in science and art." With an international perspective, it carried out the development of children's multiple intelligences and the cultivation of all-round personality to promote children's physical and mental health, improve cognitive ability, cultivate good moral character, and explore talent potential. The Group has established a high-quality kindergarten education brand with social credibility and has won many social honors. " The Alliance of Stars: A Symphony of Fate and Power " is equally exciting. Everyone is welcome to click and read it!
Teaching Inspection Plan for Nurseries
The following is an example of a kindergarten teaching inspection plan: ** 1. Inspection Purpose ** Through inspections, the quality of kindergarten education and teaching will be improved, teachers 'teaching behavior will be standardized, the teaching process will be optimized, and the comprehensive development of children will be promoted. ** II. Inspection content and standards ** 1. ** Teaching Plan ** - The plan should cover a semester's teaching schedule, including teaching objectives, content, teaching methods, and teaching schedules in various fields (such as health, language, society, science, art, etc.). - Teaching objectives should be consistent with the age characteristics and development needs of children, with clarity and maneuverability. 2. ** Preparing lessons ** - The teaching plan should be detailed, including teaching content, teaching objectives, teaching difficulties, teaching methods, teaching process (introduction, new teaching, practice, summary, etc.), and teaching reflection. - The individual differences of the children should be taken into account when preparing lessons, and there should be teaching adjustment measures for special children. 3. ** Teaching activities ** - Teachers should be able to effectively guide children to participate in teaching activities. Teaching methods should be flexible and diverse, such as game teaching, situation teaching, etc. - During the activity, attention was paid to the main position of children, encouraging children to actively think, express and interact. - The teacher's teaching language should be concise, vivid, and in line with the child's comprehension ability. 4. ** Daily routine care for children ** - Check the organization of the entrance, morning activities, group teaching, game activities, lunch, afternoon nap, getting up, leaving the park, and so on. - Each step should be carried out in an orderly manner. Teachers can guide children to develop good living and learning habits in time, such as correct hand washing and dining posture. 5. ** Home Contact ** - Check if you have established a contact book for your home and if you have regularly communicated with your parents about the situation of the children in the kindergarten. - Whether the parent committee holds regular meetings, and whether the content of the tutoring garden is updated in a timely manner and has guiding value. 6. ** Infant Development Assessment ** - Whether the teacher has observed the child's development, including the development of cognition, language, social emotions, body movements, etc. - Whether the assessment methods are diverse, and whether the teaching strategies are adjusted according to the assessment results. ** III. Inspectors and Division of Work ** The inspection team consisted of the kindergarten director, the teaching director, and the key teachers. 1. The principal was responsible for the guidance and supervision of the overall inspection work, and summarized and analyzed the inspection results. 2. The principal of the school focused on checking the teaching plan, lesson preparation, and the organization of teaching activities. 3. Core teachers could check the daily routine management of the child, the contact between the home and the child, and the assessment of the child's development. ** 4. Inspection Method ** 1. regular checking - A comprehensive inspection was conducted once a month, including checking the teacher's lesson plans, teaching records, children's homework or works, class environment creation, etc. 2. irregular spot checks - During the daily teaching process, they would randomly enter the class to listen to the class and observe the teacher's teaching activities and the children's learning situation. ** 5. Examination result feedback and application ** 1. After each inspection, the inspection team should communicate with the teacher in a timely manner. - Give recognition and praise for outstanding performance, and make specific suggestions for improvement of existing problems. 2. Teachers should adjust their teaching behavior and strategies according to the feedback. 3. The results of the inspection would be linked to the teachers 'performance appraisal, evaluation, and so on to encourage teachers to continuously improve the quality of teaching. While waiting for the TV series, you can also click on the link below to read the classic original work of "Dafeng Nightwatchman"!
Century Ghost Nurseries Season 3
"The Third Season of Century Ghost Nurseries" was an anime from the mainland of China. It was a comedy/animation genre. The director was Zhao Zhen and Zhao Xiang, and the screenwriter was Li Zhe. The main cast included Chang Rongshan, Yan Momo, Shen Nianru, Ye Zhiqiu, Yan Yeqiao, and others. It aired the mainland of China on May 21, 2020 and ended. The plot was probably that after the crisis of the stone distance was resolved, the SSR class welcomed new friends and became even more lively. Coincidentally, the Century Ghost kindergarten held a spring festival, Tamamo Mae and Demon Blade Ji set up a stall to sell octopus balls, Yama, Judge, Little Black and Little White built a haunted house, and the most popular character in the school was a certain character in the background summary. The anime was rated 2.0 (very poor) in the rating system.