The significance and goal of the small class activity, teaching plan and reflectionThe following is a report on the significance, goals, lesson plans, and reflections of the small class:
##I. The significance of the activity
1. * * Mental adaptation **
- For children in small classes, entering the kindergarten was an important stage in their transition from a family environment to a collective life. The kindergarten activities can help children reduce separation anxiety, gradually adapt to being separated from their families, build trust in the kindergarten environment and teachers, and make them feel safe and comfortable psychologically.
- Children began to learn to independently cope with various situations in the new environment during the kindergarten activities, which helped to improve their psychological resilience and self-regulation ability.
2. * * Social development **
- The kindergarten activities provided opportunities for children to interact with their peers. In this process, children learn basic social skills such as sharing, cooperation, and obeying rules, which will promote the development of children's language skills. They can express their needs, thoughts, and feelings through communication.
- Children began to realize that they were a member of a group. Cultivating a sense of community was of great significance to their future social interaction and teamwork.
3. * * Cultivate a code of conduct **
- The kindergarten had a different set of codes of conduct from the family. The kindergarten activities could guide children to understand and adapt to these codes. For example, learning to line up, treat others politely, abide by classroom discipline, etc., lay the foundation for children to form good behavior habits.
- Teachers could correct children's bad behavior in time during the kindergarten activities, and cultivate positive and healthy behavior patterns through positive guidance and strengthening.
##2. Target
1. * * Life Skills **
- Help children master basic self-care skills, such as dressing, undressing, washing hands, going to the toilet, eating, etc. For example, learn to use tableware correctly, develop good eating habits, not picky about food, and not lose rice grains.
- Let the children understand the daily life process of the kindergarten, know when to do what things, such as nap time, play time, etc., to improve the children's time management awareness.
2. * * In terms of cognitive development **
- He wanted to know his own gender, further understand himself, and develop his self-awareness. Able to distinguish the differences between boys and girls from their appearances, master the correct toilet methods for boys and girls, etc.
- Guide the children to understand the surrounding environment, including classrooms, activity rooms, playgrounds, etc., familiarize them with the facilities and equipment of the kindergarten, and stimulate their curiosity and desire to explore.
3. * * Emotional and social aspects **
- Cultivate positive emotional experiences in children, such as happiness, confidence, friendliness, etc. Let the children feel the joy of kindergarten life in the kindergarten activities, like the kindergarten, and be willing to interact with teachers and peers.
- To develop children's social skills, learn to get along well with their peers, share toys, cooperate in games, and improve children's interpersonal skills.
##3. Teaching Plan
###(1) Teaching plan for the kindergarten activity: Meet new friends
1. * * Activity Target **
- Emotional goal: reduce the anxiety of children entering kindergarten, let children feel the warmth of kindergarten, and be willing to interact with peers and teachers.
- Awareness goal: Know some of the classmates and teachers in the class, and know the name of the class you are in.
- [Skill objective: Able to introduce oneself simply and learn to use polite language.]
2. * * Event preparation **
- Make small cards with the children's names and some small sticker.
- The classroom was cozy and comfortable, with a small area suitable for children to interact with.
3. * * Event process **
- Welcome (10 minutes)
- The teacher stood at the door of the classroom enthusiastically, welcoming every child. Greet the child with a friendly language and smile, such as "Good morning, baby!" Welcome to our class!"
- Each child was given a small sticker as a small reward for entering the park.
- Getting to Know the Teachers (10 minutes)
- The teacher introduced herself."Hello, children. I'm your Teacher Li. I'll play games with you in the future and learn skills." He then briefly introduced his duties, such as taking care of everyone's meals and sleeping.
- Guide the children to greet the teacher and say,"Hello, teacher."
- Getting to Know Your Companions (20 minutes)
- The teacher held a small card with the child's name written on it and read out the names one by one. The child was asked to stand up and say,"Hello, everyone. My name is × × ×."
- The children were organized to play simple games, such as "Find Friends." The teacher said,"Let's find a child who wears the same color as us to be friends." After the children found their friends, they introduced themselves to each other, and the teacher encouraged and guided them.
- Class Introduction (10 minutes)
- The teacher took the children around the classroom and introduced the various areas of the classroom, such as the library corner, the toy area, the afternoon nap area, and so on.
- Tell the name of the kindergarten class, such as "This is our primary class. This is where we will study and play together in the future."
###(2) Teaching plan for the small class's kindergarten activity: Life Skills Little Talent
1. * * Activity Target **
- Emotional goal: Cultivate the child's self-confidence in doing things independently, so that the child can be proud of his ability to complete life tasks.
- Awareness goal: Understand the basic steps of life skills such as washing hands and dressing.
- [Skill objective: Learn how to wash hands and dress properly.]
2. * * Event preparation **
- Hand-washing steps, a few pieces of children's clothes.
- Small towels, soap, and other hand washing products.
3. * * Event process **
- Hand-washing session (15 minutes)
- The teacher led the child to the sink and showed him the steps to wash his hands.
- The teacher explained the steps of washing hands as he demonstrated. He rolled up his sleeves, turned on the faucet, wet his hands, applied soap, rubbed his palms and hands, and rubbed his fingers. Then, he rinsed them with water and finally dried them with a small towel.
- Let the children imitate the practice of washing their hands, and the teacher will patrol and guide them to correct the wrong movements of the children in time.
- Dressing (25 minutes)
- The teacher took out the children's clothes and showed them how to put them on.
- First, he turned the clothes upside down, found the collar, put his head in, then stretched out one arm, then the other arm, and finally pulled the clothes neatly.
- Let the children try to dress themselves. For children who have difficulties, the teacher will give appropriate help. Children should be encouraged to help each other. For example, one child can help another child to zip up their clothes.
##IV. Reflection on the Event
1. * * Success **
- In the activities of meeting new friends, through the reward of small sticker and friendly interaction, most of the children's anxiety was reduced. They were able to actively participate in the activities and take the initiative to greet the teachers and peers, achieving their emotional goals.
- In the Life Skills Talent Program, the children had a clear understanding of the basic steps of washing hands and dressing. Under the guidance of the teacher, many children were able to complete the actions of washing hands and dressing independently, achieving the skill goal.
2. * * Inadequacies **
- In the activities of getting to know their peers, due to the large number of children, time was a little tight, and some children had not fully interacted with other peers.
- In the Life Skills Talent Program, the teachers did not pay enough attention to the weaker children. They did not give them enough time and patience to help them master the skills.
3. * * Modification measures **
- In future activities, the time of the activities should be arranged more reasonably, especially in the interaction segment of the children. Enough time should be given to ensure that every child could participate fully.
- For children with weaker abilities, teachers should develop a customized guidance plan, pay more attention to their needs in the activities, provide more practice opportunities, and encourage children with stronger abilities to form a helping pair with them and make progress together.
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