Routine is not only the guarantee of children's normal daily activities, but also the guarantee of their healthy growth. Therefore, teachers in our school should attach great importance to routine training. Take regular training as a part of promoting kindergarten development and make it persistent. Make our kindergarten children form consistent requirements from admission to graduation:
I. Hygienic practices
1, eating routine:
(1) Use tableware correctly, with a bowl in one hand and a spoon in the other, and eat with a spoon. The class of CUHK will eat with chopsticks.
(2) Take a bite of rice, take a bite of rice. Don't pour all the food into the bowl. No hurry, no delay. There is no food left and no food spilled. Keep the desktop and floor clean.
(3) Eat quietly and intently, don't look around, don't talk loudly, and don't make a long speech.
(4) Clean the desktop after meals, pour the bones and vegetable residues into the trash can, and wipe the desktop with a rag.
(5) Rinse your mouth with your own cup, don't play with water, rinse your mouth correctly, and put the cup back in the designated position.
(6) Wipe your mouth with a napkin, gently take the chair and sit in the designated position. Quiet activities do not affect others' eating.
(7) Wash your hands before and after eating fruit. Don't put the fruit on the table. Clean the peel and throw it at the designated place.
2, drinking water routine:
(1) Hold the cup handle, don't play with the cup, and don't put your hand into the cup mouth.
(2) You can receive a proper amount of water, neither too much nor too little, and don't spill water on the ground.
(3) After receiving water, leave the water receiving area for drinking, and the children in line wait outside the rice line without pushing or squeezing.
(4) Drink water yourself when you are thirsty.
3. Toilet routine:
(1, hand washing: first roll up your sleeves-wet your hands-wipe soap-rub your back-rinse-put your hands together-open the towel and wipe it clean. Wash your hands after defecation and before meals. Wash your hands whenever you get dirty.
(2) Wash your face: roll up your sleeves-wet the towel with water-wring it out-open the towel to wash your face, back of your hand and neck-scrub the towel-wring it out-hang it back.
(3) Go to the toilet: Boys and girls go to the toilet separately. Boys should not spill urine on others or outside the toilet. Take paper when defecating, don't waste paper, and wash your hands after defecating.
4. Health knowledge:
(1) Knowing whether your body is clean, you can pat the dust on your body when an adult reminds you. Knowing that the ground is dirty is not just lying on the ground.
(2) Cut your nails, have a haircut and take a bath frequently.
(3) Don't suck your fingers, don't bite your fingers, and don't wipe your eyes with dirty hands.
(4) Use paper towels correctly and blow your nose.
(5) Do not spit or urinate.
(6) Don't put things in your mouth or nose.
(7) Can use trash cans and throw garbage into garbage bags.
(8) Keep the desktop and walls clean, especially in art class without crayons and watercolors.
(9) Will pick up toys and supplies, don't throw toys on the ground, don't bite or play with learning tools.
Second, behavior habits and practices
1, nap routine:
(1) Go to the toilet, urinate and wash your face and hands before going to bed.
(2) Quietly enter the bedroom and tidy up your shoes.
(3) Go to bed gently, undress yourself, put your clothes neatly in the designated place, and take off your socks when you sleep in winter.
(4) Sleep in a correct posture, lying on your side or supine, and not sleeping on your stomach or with your head covered.
(5) Listen to the story quietly and fall asleep, don't play with things and don't suck your fingers.
(6) Get up quietly and get dressed quickly, shoes and socks.
(7) Wash your face and go to the toilet after getting up.
2. Sitting habit:
(1) You can move the chair, holding the back of the chair with one hand and supporting the chair body with the other, so handle it gently. When you turn the chair, you should pick it up and set it up before you sit down. Don't make noise when you put the chair. Tao likes tables and chairs.
(2) Sitting posture in class: The feet are naturally close together and flat. Put your hands naturally, and you can lean back gently when you are sitting for a long time.
(3) Sitting posture for painting and writing: keep an appropriate distance between the upper body and the table, keep your feet flat naturally, keep the upper body not skewed, and keep an appropriate distance between your eyes and objects.
(4) Avoid incorrect sitting posture: lean back; Leaning on the table; Tilt your feet when sitting; Bend over and sit.
3. Courtesy convention:
(1) Take the initiative to say "good morning" to teachers and children when you come to the park and "goodbye" to parents, and take the initiative to say "goodbye" to teachers and children when you leave the park.
(2) Will take the initiative to say hello to the guests.
(3) Learn to use polite expressions: please, thank you, hello, sorry, never mind, etc.
4. Routine of going up and down stairs:
(1) Go up and down the stairs and turn left. Look at the footprints up and down. One follows the other without pushing or squeezing.
(2) Go up and down the stairs step by step, without running or jumping.
5. Park routine:
(1) Enter the park on time (7.30 minutes ago)
(2) Parents should send them to class for morning check-up.
(3) Take the initiative to say hello to the people you meet and say goodbye to your parents.
(4) When entering the morning exercise venue, don't stop, look around or run on the way, and go up and down the stairs according to the rules of upper left and lower right.
6. Daily walking:
(1) Under the guidance of the teacher, one follows the other, without running, jumping, pushing or shouting.
(2) Obey the traffic rules that pedestrians walk on the right to avoid crowding.
(3) Observe the things around you carefully under the guidance of the teacher.
Third, the regularization of learning activities.
1, morning exercise, morning exercise routine:
(1) Say hello to teachers and children.
(2) Put away the schoolbag as required.
(3) Take part in morning exercises happily.
(4) After hearing the morning exercise music, queue up quickly and do exercises seriously. When doing exercises, the eyes look at the teacher's demonstration and dance, and the ears listen to the rhythm and change of music. Action in place, run fast, do not procrastinate, do not be lazy.
(5) Have room order after morning exercises, don't talk loudly, and don't run on the stairs in the corridor.
2. Playground routines:
(1) Take off your clothes before playing, and put on your own clothes after the teacher reminds you.
(2) correctly play with large toys:
A, slide: from the stairs, under the skateboard, sit and slide, and put your feet down first.
B, can listen to the teacher's command to queue up quickly and clean up the team room.
C, keep large toys, optional toys, need to put them back after playing.
D, take good care of the toys in the activity room and play in a friendly and cooperative way.
3. Physical game routines:
(1) Take good care of all kinds of sports equipment and learn to use it correctly.
(2) Friendly, cooperative and consultative use of various tools.
(3) Carry out sports activities seriously, do not take part in activities for no reason, and learn to take off your clothes before and after the activities. (Small class children finish under the teacher's reminder)
4. Routine of teaching activities:
(1) Listen quietly and don't interrupt others' speeches at will.
(2) Raise your hand when answering questions individually. When answering questions, the voice is moderate, generous and not distorted.
(3) Without permission, you can't fiddle with the learning tools and school supplies on the desktop at will.
Content: Requirements for the creation of kindergarten environment
1. Create links related to the topic according to children's age characteristics.
Exploration of Life Source Theme Games of Times Games
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Children in small classes have a narrow living range, and candy stores are stronger.
Imitate the wishes of the family. Beautiful candy, delicious snacks, snack house
Will get their attention. Wawajia
fish
↓ ↓ ↓
The scope of children's life is gradually expanding, and they are no longer satisfied with imitating the drink shop at home.
Life of the middle class. They are eager to participate in social life, watching curiously in adult KFC.
Daily activities such as eating, wearing, living and traveling under the leadership of leaders. Gong * * Bus Station Barber Shop
Brands, drink shops and farmer's scales all make their children's wear stores.
Strong curiosity. centre
farmers'market
↓ ↓ ↓
With the expansion of communication and the conscious guidance of adults, children have traveled all over the studio.
Cloth all aspects of social life. Step by step keen observation and inquiry shoes city.
Desire makes them no longer satisfied with simple feelings, but more willing to know the truth and study bookstores.
In fact, Daban prefers to show what he has seen and heard in his own way. post office
Their exploration of the post office went deep into the observation of stamps and they were interested in shoe cities.
Explore the measurement, design, design and super of each pair of shoes.
Repair, maintenance and operation. florist's
tea bar
Chat bar
gift shop
2. According to the characteristics of kindergarten curriculum, create different structural environments.
(1) Grasp children's interests in time and generate corresponding regional activities.
Interest is the best source to stimulate children's learning motivation. Therefore, our teachers should pay attention to observe, understand and grasp children's interests and generate activities in time according to their values.
Question: What should teachers do in children's regional activities? How come?
Practice tells us that teachers' excessive restrictions or giving up guidance are not conducive to children's development. Teachers should observe children in all directions at any time, understand their performance in activities, grasp their attitude, seize the opportunity of guidance, and adopt various flexible ways to intervene and guide according to actual needs, so that children's personality and creativity can be actively and fully developed under the full premise. Therefore, teachers should be observers, supporters and guides.
(2) Be good at discovering the resources of life and forming corresponding regional activities.
Colorful life content is an inexhaustible resource for children to learn and an inexhaustible educational resource for teachers. Therefore, many of our regional activities can come from kindergarten life.
(3) Carry out corresponding regional activities in combination with the theme activities.
Most of our kindergartens organize courses in the form of theme activities. Kindergarten theme activities are comprehensive, open, lively, active, humanistic, aesthetic and interesting, which is conducive to the integration of away content. Therefore, while offering theme activities, we should pay attention to setting up corresponding regional activities according to the theme objectives and children's needs, and tap its potential educational functions. "Home" is the safest and most relaxing place, especially for children who have just entered the park. Taking the "leather doll" as an example, the teacher creates a soft and warm "home" environment by placing leather dolls and sponge cushions in the "doll's home", and makes the children feel relaxed and friendly by decorating the dolls with clothes and other home-like game activities.
Question: How to carry out corresponding regional activities in combination with the content of the theme activities? While carrying out theme activities, we should pay attention to setting up corresponding regional activities according to the theme objectives and children's needs to tap their potential educational functions.
3. Set the location of the activity area flexibly according to the characteristics of the activity room.
(1) Activity areas should be separated to avoid unnecessary interference and stabilize children's attention. Quiet areas such as language area, teaching area and art area should be relatively separated from construction area, music area and corners with large activity and noise.
(2) Pay attention to the light in the activity area, and set the activity area that needs light near the window or in a place with strong light, such as language area, science area, teaching area and art area.
(3) The main traffic roads in the activity room are unobstructed, so as to avoid crowding and collision when children go to the toilet and change areas. At the same time, teachers should first be able to cover every area, avoid observing dead corners, and ensure that children's activities can be checked at any time. This field consists of different cabinets, tables and other items, forming a relatively open field.
(4) To carry out regional activities, first of all, plan the region rationally, and don't empty it.
4. Arrange materials in a planned and hierarchical way.
There are differences among children in intelligence, knowledge, experience and hobbies, and regional activities are children's independent activities. Therefore, in regional activities, children should be provided with colorful choices according to the content of the activities. For example, in educational activities, in order to cultivate the ability of pasting, it is necessary to place wrapping paper, ribbons, seeds, leaves and other materials in the art area for children to choose to use.
From easy to difficult, from shallow to deep, orderly input materials. If children gradually lose interest in playing mud in the art area, they can put toothpicks, wooden sticks, cloth strips and other auxiliary materials in time to stimulate children's greater interest in playing mud and keep them fresh in the activities.
Pay attention to the hierarchy. We should give full consideration to children's age and personality, not only to children with fast development, but also to children with special needs, so as to match the teaching materials with the actual level of children and promote their all-round development. The materials placed in the same area at different ages should be different. For example, plasticine should also be put in the art area, models should be put in small classes, models should not be put in middle classes, and auxiliary materials such as sticks and wool can be provided in large classes.
Allow and encourage children to use materials across regions and create different kinds of materials at will.
5, feeding should be variable.
On the one hand, the same material should be played in a variety of ways, and children can do whatever they want. On the other hand, according to children's needs and interests, there may be different difficulties in the way of playing materials. Improve or abandon unsuitable materials, and excavate new materials. Because corner games need a lot of toy materials, in order to reduce the time and energy occupied by finding materials, it is necessary to find materials with multiple operability to achieve multiple goals. The process of children's operation and play is also the process of exploring-discovering the gameplay-exploring-discovering new gameplay. For children, it is challenging to provide multi-operation materials, constantly stimulating their creative desire and playing new methods. Such as: jigsaw puzzle area, colorful game sticks, children in the process of operation and fiddling, found that the game stick can not only put out all kinds of graphics, classified by color, but also play "guess" by two people, and many people can play "who takes more", which can tell the winner. For the children in the big class, the interest has been reached. It is in this process of continuous exploration-discovery-exploration-discovery that they construct their own cognition, get emotional satisfaction, experience success and promote development. Secondly, we also provide children with appropriate and more functional substitutes, that is, semi-finished materials. If the baby bottle, waste paper, cloth head and thread head are reprocessed, the function of this material will change.
6, can show the growth footprint of the environment
Children's interest lies in the courses produced by children. If these courses are not encouraged and supported by teachers, they may soon be unable to explore with the changes of the situation, or they may only stay at the original level. If teachers can discover children's generative curriculum in time and create a corresponding environment for them to discuss children's concerns in depth, they can not only meet children's needs, but also make the curriculum develop in a deeper direction.
Question: How to build a theme wall?
First, because they are influenced by comfortable environment rather than passive, they always respond to objective environment selectively according to their own interests, needs, knowledge, experience, ability and will, and actively interact with these environments. The environment created by teachers should be suitable for children's age characteristics, physical and mental development level, children's interests, abilities, knowledge and experience, and full of childlike innocence.
Second, the environment created by teachers should be rich. The more information the environment contains, the more attractive it is to children, and the more it can discourage children from actively obtaining a large amount of information. Therefore, multicultural information, ability and experience, intellectual and non-intellectual factors should be reflected as much as possible in the creation of kindergarten environment.
Thirdly, the environment created by teachers should be enlightening. The information provided in the environment should not only arouse children's observation, but also induce them to use this information for positive thinking and exploration, whether in form or content.
7. Providing conversion materials means providing waste materials.
Beautiful rural nature and waste items in daily life provide us with rich game materials; Soil, stones, corn, reed stalks, palm leaves, newspapers, cloth heads, tires, disks, cans, etc. Can become kindergarten curriculum resources in time, and we can carry out interesting regional activities by collecting these materials.