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. Read more exciting novels for free
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>
Reflection on the Regional Observation and Promotion Table of the Art Design Area of the Small Class
In the reference materials, the observation records of the art design area of the small class mentioned that when observing the activities of the art design area of the small class, there were records of the observation of children's behavior, analysis, and guidance strategies. From the perspective of children's behavior, children could boldly try various tools and paint to express themselves. For example, Jingxuan showed the painting level of the Graffiti-stage and the symbolic stage in the process of painting. She transferred the experience of " Little Tadpoles Looking for Mother " to painting. Under the guidance of the teacher's questions, she had a certain sense of purpose in painting. She also showed strong concentration, persistence and good language expression. After analyzing these behaviors, the guiding strategies include providing suitable tools, paint and watercolor pens to meet the needs of creation; creating a relaxed atmosphere through smiling and encouraging words; cleverly using questions to lead children to enrich their imagination and develop their language skills; displaying works to let children experience the joy of success. At the same time, in future regional activities, children should be given enough time to create, learn to observe and wait for children's development and provide necessary help. These contents could be used as a reference for the reflection of the observation and promotion table in the art district of the small class, so as to better promote the development of children in the art district. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation and reflection on the immoral behavior of kindergarten teachers
'Observation and Reflection on the Immoral Act of a Young Teacher' was mainly a reflection on the immoral acts of a young teacher after observation. However, you didn't specifically mention any immoral behavior. If it was just a title like that, it would probably target some of the kindergarten teachers 'behaviors that violated professional ethics, such as child abuse or unfair treatment of children. Then, they would observe and study them, and finally reflect on them. They might want to improve the behavior of kindergarten teachers or raise the moral standards of the kindergarten teacher industry through reflection. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observation Record and Reflection in the Reading Area of the Small Class
The following is the observation record and reflection on the small class reading area: ** 1. Observe the background ** The purpose was to understand the activities of the children in the reading area, analyze the children's reading interests, reading habits, and the development level of reading ability, and provide reference for the creation of the reading area environment and activity design. The observation targets were the children in the small class of a kindergarten, and the observation time was free time in the morning. ** 2. Observation Record ** 1. ** Reading interest ** - Most children were interested in the reading area and could take the initiative to choose books and share them with their peers. Some children could choose books according to the book cover or title, so they had a certain ability to choose books. - A small number of children were not interested in reading and were more inclined to choose toys or other activities. 2. ** Reading Habits ** - Most children could sit quietly in the reading area and read, but some children had bad reading habits. Some children walked around while reading, or flipped through the book but did not really read. Some children would open the book and share it with their peers, while others liked to read alone. 3. ** Reading Ability ** - There were differences in children's reading ability. Some children can read simple picture books and tell the story independently, while others need help from adults or peers. At the same time, some children could imitate the dialogue of the characters in the book and show a certain role-playing ability. ** 3. Analysis and Reflection ** 1. ** Cultivation of reading interest ** - For children who are not interested, they can introduce reading activities with strong interaction, such as role-playing and storytelling to stimulate interest. - It provided a variety of books, including picture books with rich plots and simple Chinese characters to meet different reading needs. 2. ** Forming a Reading Habit ** - Teachers should guide children to develop good reading habits and teach them how to flip through books, read books, and take good care of books. - Through the arrangement of the reading area environment, such as setting up reading corners, providing comfortable seats, etc., to create an environment conducive to reading. 3. ** Reading ability increased ** - For children with weak reading ability, they can improve their reading ability through one-on-one guidance or group activities. - To provide more opportunities for children to practice oral expression, such as sharing reading experiences, retelling stories, etc. to improve their language skills. Through this observation, analysis, and reflection, I realized that the performance and development level of the children in the reading area provided valuable feedback for the reading education of the kindergarten. In the future, we need to further improve the environment of the reading area and enrich the reading activities to promote the comprehensive development of children's interest and ability in reading. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design intention of the sunflower in the art design area
If it was the design intent of Sunflower in the art design area of the kindergarten, there might be the following points: 1. ** Cultivate the aesthetic ability **: Sunflowers have bright colors and unique shapes. By letting the children come into contact with art activities related to sunflowers, such as painting, handwork, etc., they can feel the beauty and shape the children's aesthetic ability. 2. ** Training operation ability **: Children can use different tools and materials to create sunflower-related works, such as scissors, paste, crayons, origami, etc. Different operations can train children's hand fine movements and other operational abilities. 3. ** Stimulate creativity **: Children are encouraged to use sunflowers as the theme and freely use materials to create. It can be in different forms such as painting and paper work. This helps to stimulate children's creativity and allow them to freely express their emotions and understanding. 4. ** Creating an artistic atmosphere **: Sunflowers are a common and artistic theme. Setting up creative activities related to sunflowers in the art design area will help create an artistic atmosphere and let children feel the artistic atmosphere in this environment. If it was for older students (7 - 12 years old), the design intent of the Sunflowers in the art design area: 1. ** Increase creative ability **: Create with sunflowers as the theme, refer to the material of sunflowers and create independently. For example, combine sunflowers with other objects to create, which can improve the student's creative ability. 2. ** Enhancing observation skills **: During the creation process, students need to observe the characteristics of sunflower petals, flower discs, leaves, etc. This will help to enhance their observation skills. 3. ** Learning color matching and composition **: Sunflowers have bright colors. Students can learn to use different shades of yellow to express the color changes of the petals. At the same time, pay attention to the position, size, front and back, spatial relationship and other composition elements of the sunflowers in the picture to improve the comprehensive ability of organizing and designing the picture. From the perspective of flower design, the intention of designing the sunflower theme was as follows: 1. ** Visual effect creation **: Sunflowers themselves have a strong visual impact. Through color matching (such as yellow flowers and green leaves), shape design (such as using leaves to design the shape) and other means, you can create a three-dimensional, vivid visual effect. 2. ** Transmitting emotional atmosphere **: Sunflowers give people a bright, hopeful and energetic feeling. They can create a positive emotional atmosphere in the venue and have a positive impact on the environment. 3. ** Create ornamental value **: Through reasonable selection of land, composition arrangement, maintenance and other measures, the sunflowers will grow healthily in the flower border, creating a creative visual effect, increasing ornamental value and the meaning of collection. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the rules of diet in the kindergarten area
" Reflection and summary of the teaching plan for the rules of diet in the kindergarten area." In terms of lesson plans, the lesson plans for regional eating rules should be clear about the content of the rules, such as being quiet when eating, queuing up for food, eating according to the amount, and so on. Teaching methods may include using stories, nursery rhymes, or role-playing to help children understand the rules. Thinking about it, there might be some problems. For example, whether the teaching method could really be fully understood by the children, and whether there were any parts that were too boring or complicated. When executing the rules, whether the requirements for children were too high or too low. In conclusion, he had to continue to maintain the good points. It was good to teach in a lively way. The inadequacies needed to be improved. For example, the teaching content should be adjusted according to the children's acceptance level, so that the teaching of diet rules in the kindergarten area could be more perfect. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten's outdoor environment art area
The art area in the outdoor environment of the kindergarten was a space full of creativity and vitality, providing opportunities for children to create and express themselves. The art district was set up in various ways. Some of the kindergarten would design an outdoor art creation area to provide activities such as painting and craftsmanship. In this area, there might be a painting wall where children could freely paint and express their creativity. There might also be sculptures, molds, etc. to facilitate children's three-dimensional creation. There were also outdoor art areas that were connected to woodworking workshops. Clay sculptures and woodworking were the main featured activities, providing children with a variety of artistic creation experiences. The existence of the art district had a positive significance for the development of children. It was in line with the idea put forward in the Guide to Learning and Development for Children Aged 3 - 6, which was that art was a unique way for children to express their understanding and emotional attitudes towards the world around them. Every child had a seed of beauty in their heart, and the outdoor art design area was a happy place for children to experience art and express their creation, which could stimulate countless creative inspirations for children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Design and Reflection on the Introduction of Whisper Teaching Plan in the kindergarten
The following is a kindergarten whisper lesson plan import design: ** 1. Introduction of the design plan ** 1. ** Scenery import ** - The teacher whispers to any child in the class (for example, saying,"Today, the teacher found a very interesting little bug in the flower bed outside our classroom."). Make sure your voice is low and mysterious to attract the attention of other children. - Then he asked the class,"Children, what was the teacher doing just now?" Guide the child to answer "whisper". - "Then what is a whisper?" she asked. Let the children freely express their understanding of whispers. The teacher concluded,"Whispering is talking quietly. The voice is very small. Only the speaker and the listener can hear it. No one else can hear it. Today, let's play together and learn some interesting activities about whispering." 2. ** Story import ** - The teacher began to tell a short story."Once upon a time, there were two good friends, a little squirrel and a little rabbit. One day, the little squirrel found a tree full of big red fruits, but the tree was deep in the forest, and only he knew. The squirrel wanted to tell the rabbit the good news, but it didn't want other animals to hear it. What would it do? That's right, it secretly told the little rabbit this secret. Today, we're going to be like little squirrels and little rabbits, whispering to each other." 3. ** Game import ** - The teacher first prepared a small box with some small notes inside. The notes had simple instructions written on them (such as "touch your small nose","blink your big eyes", etc.). - The teacher invited a child to come to the front and quietly took out a piece of paper from the box. Then, the teacher whispered the instructions on the paper into the child's ear and asked the child to follow the instructions. - After he was done, the teacher asked the other children,"Do you know what the teacher just said to him? Why don't you know?" Guide the child to say that because it is whispered, it will lead to the theme of "whispering". ** 2. Reflection on the design proposal ** 1. ** Reflection on scenario introduction ** - ** Strengths ** - This kind of introduction method was very intuitive. The children could see the scene of the teacher whispering to their companions with their own eyes, which easily aroused their curiosity and attention. Children often had the experience of whispering in their daily lives, so they could quickly understand the teacher's behavior and participate in the discussion. - Setting up a scene was relatively simple. There was no need to prepare additional props. The operation was convenient and fast, and he could quickly get to the main topic. - ** Inadequacies and improvements ** - Perhaps for some children who were shy or not very observant, they might not immediately understand the teacher's intentions. In this case, after whispering to a child, he could invite the child to whisper to other children again, so that more children had the opportunity to experience it directly. 2. ** Reflection on Story Introduction ** - ** Strengths ** - The story introduction could stimulate the imagination of the child. The child could construct a picture of the squirrel and the rabbit in the forest in his mind, increasing the fun of the introduction. At the same time, the plot involved the sharing of secrets between good friends, which fitted well with the theme of "whispering" and could naturally lead to the follow-up activities. - The story could be told through different tones and expressions to enhance the appeal of the story and increase the participation of the child. - ** Inadequacies and improvements ** - The introduction of the story may take a relatively long time. If the child's attention is distracted during the storytelling process, it may affect the effect of the introduction. In order to avoid this situation, you can add some interaction in the story. For example, when talking about the squirrel discovering the fruit tree, ask the child,"If you were the squirrel, what would you do?" Let the child participate more deeply in the story. 3. ** Reflection on Game Introduction ** - ** Strengths ** - Games were a form of activity that children liked very much. Through the introduction of games, children could start activities in a relaxed and happy atmosphere. The mystery of the game (not knowing what the instructions on the note were) would stimulate the curiosity of the children and make them pay more attention to the interaction between the teacher and the children participating in the game. - This game could also allow children to experience the mystery of whispering, because only the children participating in the game knew the contents of the instructions. Other children did not know. - ** Inadequacies and improvements ** - If there were more children, each child would have fewer opportunities to participate in the game. Some children might feel lost because they did not participate in the game. They could consider playing the game in groups or increasing the number of rounds of the game to ensure that every child had the opportunity to participate. At the same time, when choosing the content of the instruction note, it should be based on the child's cognitive level and ability to ensure that the instructions are simple and easy to understand, so that the child can understand and execute them. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching design and reflection of odd and even numbers in kindergarten
##1. Teaching Design ###(1) Teaching objectives 1. Let the children like to participate in mathematics activities and experience the fun of mathematics activities. 2. Guide children to discover odd and even numbers in games and operations. 3. It allows children to distinguish between odd and even numbers within 10, and to complete the counting of single and even numbers within 10. ###(2) Teaching preparation 1. Number and stick 1 - 10, odd and even word cards. 2. Puppets of small animals (such as 1 kitten, 2 puppies, 3 ducklings, etc.) 3. The mystery bag contained several colored buttons, a number card from 1 to 10, and a number of watercolor pens. ###(3) Teaching process 1. ** Pre-activity, odd and even numbers found ** - Online rhythm: For example, review the numbers 1 - 10 in "Ten Indian Children" and consolidate the correspondence between numbers and quantities. - Guide the child to find his own organs, such as two eyes (even number concept), one nose (odd number concept), etc., and start to perceive the difference between one and two. 2. ** Distinguish odd and even numbers within 10 ** - The teacher introduced the game of numbers and sticks and demonstrated how to operate it. Take the number card in order of 1 - 10 and read it, then match the number with a small stick. Then, he placed the number sticks from 1 to 10 in pairs. The numbers that could find friends in pairs were even numbers (such as 2, 4, 6, and 8), and the remaining one was odd numbers (such as 1, 3, 5, and 7). Finally, he let the child identify him. 3. ** Life migration, further perception concept ** - ** Game "Find Friends": Show small animals. Children count the number and match it with a number card. Then, find friends in pairs. The number of animals that can find friends is even, and vice versa. - [Game "Mystery Bag": The child touches the colorful buttons from the mystery bag, counts the number with the number card, and then uses the method of finding friends to distinguish the odd and even numbers.] 4. ** Group game ** - The first group operated the counting stick and felt the odd and even numbers in the red and blue stripes. - The second group of games was "Hug". The children walked while reciting a nursery rhyme. The teacher showed the number card. In odd numbers, they hugged themselves, and in even numbers, they hugged their companions. - The third group of "paper exercises". Circle the small animals in pairs, use dots to indicate the number, and tell the result. The teacher will use a number card to indicate the number to distinguish between odd and even numbers. ##2. Reflection on Teaching ###(1) Strengths 1. ** Diverse teaching methods ** - Through a variety of games and operation activities, such as stick operation, animals looking for friends, mysterious bag touching, etc., children can learn the concept of odd and even numbers in a relaxed and happy atmosphere, avoiding boring theoretical explanations and increasing the participation of children. - Using the familiar body organs and small animals in daily life as examples, the abstract mathematical concepts were visualized for children to understand. 2. ** Pay attention to the active participation of young children ** - In each teaching segment, children were encouraged to operate by themselves, such as fiddling with small sticks, finding friends for small animals, touching buttons from mysterious bags, etc., so that children could actively explore and discover the characteristics of odd and even numbers during the process of hands-on operation, cultivating children's exploration ability. 3. ** Teaching process step by step ** - The teaching process started from the initial perception of the concept of odd and even, to the operation of the stick to define the definition of odd and even numbers, to the game migration in life, and finally to the group reinforcement practice. The process was interconnected, gradually deepening the understanding and mastery of the concept of odd and even numbers. ###(2) Deficiency and improvement 1. ** Not enough attention to individual differences ** - During the teaching process, some children might have a slower understanding of concepts, and the overall teaching progress was faster, which did not fully take into account the learning needs of these children. The improvement measures were to add more individual guidance sessions in the teaching process, or to provide targeted guidance to children who understood slower during group games. 2. ** The depth of expansion is limited ** - The teaching content was mainly limited to the understanding of odd and even numbers within 10. It did not involve deeper knowledge such as the nature of odd and even numbers. Later on, based on the concept of odd and even numbers within 10 that the children had mastered, they could expand it appropriately, such as simply introducing the rules of odd and even numbers in addition and substitution operations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Art design activity reflection class
The following are some key points to reflect on the art design activities: ** 1. Teaching Mode ** 1. ** Strengths ** - We should change the traditional teacher-teaching and child-learning model, reflect the main position of children, let children create independently, teachers should not take over, and respect children's imagination and creation. For example, in some art creation activities, teachers could guide children to freely express themselves according to their own life experience, rather than setting specific creative content and methods. - It was crucial to stimulate children's interest in creativity. Through interesting introductions, such as hand-shadow games, dances, etc., children's enthusiasm and initiative could be mobilized because interest was an important motivation for children to participate in activities. If there was a lack of interest, it would be difficult for the event to achieve its intended purpose. - When children created their own works, they often produced novel, unique, and imaginative works. These works usually came from their accumulated experience in life. 2. ** Flaws ** - When dividing the children into groups, the individual differences of the children should be taken into consideration. The children with strong and weak abilities should be grouped together, which would be beneficial to mutual promotion and common development. For example, when making complicated handmade creations, children with strong abilities could provide some ideas and help to children with weak abilities. - Teachers should not give too many instructions in manual creation. They should guide children to observe and explore more, and seek their own methods and cooperate with their peers in creation. ** 2. Children's attention span ** 1. In art design activities, such as folding paper, which required memorization of the operation steps, the child's concentration was very important. Children with low levels of attention development also had low levels of memory development. For example, when demonstrating folding paper, some children were unable to remember the steps if they were not focused. 2. Teachers should teach children how to pay attention, because intentional attention needs to overcome difficulties and consciously carry out. Children could use their own language to organize their attention or use their actions to guarantee it. At the same time, it was easier for children to maintain their intentional attention in game activities because there were clear tasks in the game. ** 3. Teacher's role ** 1. ** Before the event ** - Teachers should design activities according to the needs of children, play the role of planner, prepare materials and tools, and create an environment. At the same time, as an advocate, observer, and examiner, they should stimulate children's interest, observe and analyze children's interests, abilities, and needs in order to perfect the plan, adjust the materials, guide children to appreciate, and improve their aesthetic ability. 2. ** Active ** - He was both an organizer and a participant, organizing different forms of educational activities and giving different levels of guidance according to the level of early childhood development. For example, when children were drawing, the teacher could discuss the theme, layout, division of labor and cooperation with the children, and give suggestions in time if they found any shortcomings. 3. ** After the event ** - As an organizer and appreciator, he would organize evaluation activities, appreciate works with children, understand their inner world from the perspective of children, and encourage children to have new pursuits and desires for performance from a higher perspective, cultivate creativity and cultivate sentiment. ** 4. Materials and environment ** 1. It was important to provide enough materials for the children to choose from. Rich and diverse materials can stimulate the desire of young children to operate and encourage them to carry out creative activities. For example, in the vase decoration activity, watercolor pens, oil painting sticks, crayons, and other painting materials could be provided, as well as colored paper and other materials for tearing and sticking. 2. Creating a relaxed and free teaching environment can stimulate children's interest in drawing boldly. The spiritual environment of the kindergarten was of great significance to the development of children. Only in a safe, warm, equal, and free environment could children actively create art. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>