Kindergarten Corner Activity Programs (Collection of 9)
In order to make sure that things or work go smoothly, it is necessary for us to formulate a program in advance, which can clarify a general direction for an action. So the question comes, how should the program be written? Here is my help to organize the kindergarten corner activity program, I hope it can help you.
Kindergarten corner activity program 1
First, the activity area creation background this semester, we mainly study two contents, one is to explore the large class age group of young children in the regional activity environment creation facing the problem of small space. The second is to reveal the design and placement of materials in the creation of regional activity environments in the context of the theme of the children in the older age group. Through a semester of practice and research, we have practice and research, we have some insights. The actual situation of small space in this garden, this semester, the focus of this class is firstly on "what space can be utilized, how to make full use of the space". The first thing that we did was to find out how to utilize the space in a way that would make the best use of it.
(a) Make good use of three-dimensional space. Kindergarten regional environment, to make full use of the indoor and outdoor floors, walls and space, as much as possible, to provide children with knowledge or information to stimulate the opportunities and conditions, in order to improve the children's ability to learn unconsciously.
1, in the indoor and outdoor ground can be a variety of graphics and grids, numbers and so on. In the regional activities, children can negotiate with their peers, set the rules of the game, and play together. In the process of the game, the development of children's sense of rules, promote the development of children's cooperation ability.
2, the space layout is mainly through the hanging of a variety of educational and decorative items to achieve we hung a few homemade ornaments on the roof, the children and parents of homemade mooncake box lanterns hanging up. This not only decorates the environment, but also develops children's self-confidence and sense of achievement.
3, make good use of the wall, let the wall decorations become a record of the children's learning process and results. In the past, the wall decorations are mostly the teacher's business, the role of the wall decorations is mainly to decorate and beautify the classroom, the children rarely participate in wall decorations, they rarely interact with the wall decorations. This semester, when we set up wall decorations, we mainly focus on children's participation, fully mobilize children's enthusiasm, let them draw teachers, draw good friends and decorate. This promotes the progress of the theme. The wall decorations in my class have become a record of the children's learning process and results.
(2) make full use of the cupboards, desktops and windows, windows, creating a conducive to the development of children's regional activities in the environment. For example: the corner of the use of each cabinet to put daily necessities, drinks labeled.
(C) make good use of outdoor space. In order to realize the resource **** enjoyment, in the outdoor activities, the use of large playground, and level ground for children to use.
Second, the activities of the area set up to explain 1, the library area: the park issued and the children bring their own books, according to the curriculum needs to provide word cards, paper dolls, literacy toys materials. Bookshelves, book bags, small chairs, small tables and other facilities.
2, construction area: more than four kinds of plastic puzzle toys, waste materials 2 to 3 kinds, each quantity is conducive to 5 to 6 children to play games {cardboard boxes, paper tubes, cans, etc. }.
3, art area: the garden issued a variety of art tools {pens, scissors, clay board, brushes, colored pencils} and other materials, according to the curriculum needs to collect semi-finished products, waste materials and so on.
4, puzzle area: children's games chess, five pieces, cards, etc., according to the need for children to collect a variety of grains, chopsticks, wool, etc., the teacher's homemade puzzle area materials "semi-finished products.
5, corner area: children collected a variety of waste items cartons, milk cartons, mineral water bottles, etc., and a variety of simulated vegetables and fruits, a variety of stationery supplies.
Three, the name of the activity area 1, the library area: happy book bar.
2, construction area: I am a small architect.
3, art and craft area: small hands.
4, puzzle area: puzzle area.
5, corner area: moon class super market.
Fourth, the activities of the area target book area:
1, reading to keep quiet, do not speak loudly, do not affect others.
2, pay attention to eye health, eyes and books to maintain a certain distance, sit upright, read the book to be timely finishing, placed neatly.
3, interested in the text, can be inspired by adults to recognize and read Chinese characters, willing to learn to speak Mandarin, initially developed a good habit of caring for books, can initially look at the main content of the East picture books, and be able to perform.
Constructive Area:
1, to build a more complex, large-scale theme of the composition of the building.
2. Be able to design and construct their own.
3. Build with peers and solve problems in the process.
4. Be happy to build on the original presentation of the work and continue to create around the theme.
Art and craft area:
1, interested in hands-on work, willing to do their own work by hands-on work 2, able to use scissors correctly, correctly distinguish between the various types of lines, production activities.
3, in the production activities are not afraid of difficulties, to help each other, to obtain the experience of success.
4. Develop a good routine of handmade activities.
Puzzle area:
1, the correct use of a variety of materials (tangrams, numbers, shapes, etc.), to explore a variety of ways to play, to give play to the creativity of a multi-purpose.
2, activities with a purpose, operation seriously.
3. Being able to talk about the process and results of their own operations, and having a desire to explore.
4. Can pack up play materials consciously and in an organized way.
Corner area:
1, actively participate in role play, Fuzhou snack game has a strong interest.
Learning to negotiate the allocation of roles, proactive interaction with peers, friendly cooperation, can solve the game in the 'problem.
2. Can correctly reflect the social responsibilities of the role and the social relationship between the roles.
In the game can abide by the rules of the game, can correctly use polite language in the game, categorization and packing game materials.
3. Understand the food customs of their hometowns and develop the feeling of loving their hometowns.
Fifth, the material put in the description of the book area:
1, the activity room in the small table and small chairs; 2, the full display of the book cover of the bookshelf or the book bag; 3, regular replacement of books, to maintain the interest in reading the source of the book: the kindergarten side of the provision of the expansion of the parents to donate, or the children can be brought from home to the kindergarten book, 4, Book changes: If there are a large number of books, should only display a part of the time, and then regularly replaced, all the books are placed in the library area, will dazzle the children, there is no way to choose, generally every 2-3 weeks to change.
5, the organization of the book: books should be the most attractive way to display, if the cover is damaged or torn off, we must repair or replace, a damaged book not only can not arouse the interest of young children, and suggest that young children's books are not important.
Kindergarten corner activity program 2 First, the purpose of the activity: At present, the corner activity has been popularized by the city's various types of kindergartens, but there is the phenomenon of the corner set up formally, cluttered piling up the phenomenon of the decorative, etc., in order to further regulate the city's various types of kindergartens at all levels of the corner of the set up, the materials put and the guidance on the corner of the district, specially held this The site exchange activities to promote the corner of the city's kindergarten activities as a major form of regular curriculum, in order to improve the effectiveness of the corner of the activities, so as to correct the tendency of early childhood education, elementary school, disciplinary, knowledge, and the continuous implementation of the spirit of the Guide. Second, the exchange of objects: All levels and types of kindergartens in the city Third, the exchange of methods: 1, requiring all levels and types of kindergartens to participate in all and according to the "Xinmi City, kindergartens, district corner activities evaluation standards" to prepare. The first step was to prepare for the event. 2, unified time by the provincial and municipal demonstration garden business director group on-site exchange of guidance. 3, according to the exchange of information and review the results of the final establishment of the "corner activities demonstration garden" for naming and recognition. Fourth, the exchange process: 1, the director of the business of kindergarten corner activities and this semester's research theme. 2, the group to check the corner activities related information files. 3, the field visit to the corner of the creation and activities carried out. 4, centralized feedback, exchange of guidance. 5, the person in charge of each group to summarize the activities, send electronic manuscripts (graphs, text) to the Municipal Teaching and Research Office. To give full play to the positive role of the corner activities on early childhood education, enhance the teachers' ability to create the environment, show early childhood teachers advanced educational concepts, enrich the means of kindergarten education and teaching, and greater interest in stimulating young children's games. Decided to carry out this corner of the creation of the evaluation activities, aimed at promoting the level of kindergarten games through such activities, in the process of mutual observation and discussion to open up the thinking of teachers, enhance mutual learning. Second, the evaluation time: November 9, 20xx Third, the evaluation rules: 1, the class area playground arrangement is reasonable; the boundaries between the areas are clear. (6 points) 2, the game environment set up novel; each area logo eye-catching; there is a certain more effective self-governance environment to help children establish a good order of play; can strive to create a larger play space for children. (20 points) 3, according to the age characteristics of children and the existing life experience, to create appropriate, appropriate amount of play area; the content of the game is rich, diversified; time regulation, reasonable arrangement, to meet the needs of young children's games; for young children love, young children's high rate of participation in the game. (40 points) 4. There is a certain amount of integration of the class's games with the existing thematic curriculum. (6 points) 5. The play materials are abundant, with finished and semi-finished toys to complement the games; the manipulative play materials reflect a certain degree of hierarchy and independent selectivity. (8 points) 6, the children play in good order; in the game basically to achieve the proper goal. (10 points) 7. The teacher's guidance and intervention are appropriate, and the evaluation can focus on promoting the children's creativity. (10 points) Fourth, the composition of the jury: the director and the class teacher Fifth, the awards: The winner of the prize, and the rest of the prize for participation. VI. Scoring table: I. Materials provided Spoons (large, medium and small) "lying" doll face, tray, jujubes, cashews, White lentils, adzuki beans, rice, etc. Second, operating level recommendations a. Spoon red dates, cashews with a large spoon. (Doll mouth large). b. Spoon white lentils and adzuki beans with large and small spoons (doll mouth medium). In addition to small muscle exercises, try to see which one is easier to use with the small and large spoons. c. Spoon rice or small colored beads with large, medium and small spoons (small doll mouth). In addition to small muscle exercises, explore which one of the large, medium, and small spoons is more appropriate for feeding a small-mouthed doll. III. Hints Focus of observation: a. Whether the children can operate with hand-eye coordination, and whether they can control the stability of the hand. b. Which children are not yet able to skillfully use the spoon and are prone to spilling. Suggestions: a. The "lying" doll face can be changed to a "standing" doll face to increase the distance and difficulty. b. You can also switch to chopsticks and small and large clips: chopsticks can also start with objects that have convex and concave shapes (such as cashews), and move from large to small and from rough to smooth. Clamps can also be explored as large, medium and small clamps for different objects. Peeling Beans (Life Work) (Small Group) I. Materials Provided a. Fava beans (soaked beforehand), maozu beans or four-seasonal beans, etc. b. Several small pots (for peeled beans and bean shells); c. Scissors and small tools such as a bean peeler. Second, the operation of the level of the proposal The first level: the children peeled beans with their hands (can be peeled beans, then peeled beans or seasonal beans). The second level: timely provision of scissors, bean peeler and other small tools for children to choose to use. The third level: when most of the children can skillfully peel the beans, according to the children's different levels, provide a set of small pots with numbers within 10, so that the children can peel the number of beans and the number on the pots can be one-to-one correspondence and put into the small pots. Three tips: observation focus and guidance suggestions a. Small children are young, just started peeling the beans, will bite with their teeth, pulling hard often peeling the skin of the beans, the teacher can be replaced in time with the sprouting of the beans, so that the children from the cracks of the peeling, the rate of success will be greatly improved. b. In the observation, we found that the children in the peeling of beans or beans will have a variety of peeling methods: some are twisted after peeling; some are pulled off both sides of the stem peeling; and there will be a fingernail cut the skin after peeling. Teachers should pay attention to observe with the continuation of the activities of the timely provision of scissors, bean peeler and other small tools, so that children try their own hands and minds. c. When most of the children have operated, you can let a few children with different methods of peeling beans to demonstrate, we *** with the discussion, which peeling method is fast and good, which peeling method is not pleasing to the eye, to help the children accumulate experience. d. Let the children take the peeled beans to the kitchen room and ask the aunts to help make dishes for tasting activities. I. Activity objectives: 1, practice inserting and pulling pegs of fine movements, the development of hand-eye coordination. 2, use rubber bands to creatively make graphic drawings on the template. 3. Cultivate children's patience and concentration. Second, the activities of the materials: packed in a box pegs, painted with a variety of images of plastic squares, white paper, templates, colorful rubber bands, record the point map Third, the level of the operation: The first level; with the thumb, forefinger pick up the pegs, align the The image of the outline line of the image of a point inserted down, until the entire image of the outline line of the entire image of the full inserted. (As photo 1) Level 2: Draw your own image, design a pattern, and use the pegs to insert the outline lines to form a peg painting. (As photo 2) Layer 3: Make a graphic drawing with rubber bands at the corresponding position on the plastic board as shown in the template. (As photo 3) Layer 4: Make two or more graphic paintings as shown in the template. (e.g., photo 4) Level 5: Conceptualize your own ideas, creatively compose your drawings, and record them. (such as photo 5) Fourth, observation and guidance: 1, remind the children to choose different colors to regularly illustrate the pegs. 2. Encourage children to design their own patterns for the insertion of boards, praise those seriously focused, patient children. 3. Encourage children to design their own pictures and cultivate their creativity. At the same time, the graphic drawings made by the children can be used as templates for the activities of the less capable children. V. Tips 1. To ensure the durability of the item, the image drawing should be sealed plastic. 2, this activity is suitable for one person to play, but also suitable for a group of two people. In order to enhance the fun, can encourage children to carry out competition. 3, can display the work of the children's conception, in order to continuously improve their interest in activities. I. Situation Analysis: Role-play activities are the children's favorite, since the corner game activities carried out by the children's welcome and love. Game activities are young children through imagination, creative imitation of real life activities, it provides children with imitation, for them to form a good social interaction ability to lay the foundation. In the gradual development of play activities, the children's ability to communicate and express their language have obviously improved. The children are aware of the rules in the process of play and are able to devote themselves to their roles in the games. In this semester, the children are not very clear about the rules and roles of the game, the scope of the game is relatively limited, and the communication with peers is relatively weak. Through these aspects, combined with their life experience, the teacher appeared as a participant and an inspirer in the game activities, enlightened the children's thinking, and enabled them to use their brains to solve the problems they encountered in the game, overcoming the obstacles of the game, and promoting the deepening of the game theme and improving the children's problem-solving skills. The deepening of the theme of the game improves the children's ability to solve and deal with problems. So that they can actively participate in the activities to promote the deepening of the game theme, this semester is mainly for young children to actively participate in the game activities during the game, divided into roles, performances, so that the children in the process of the game will be waste materials, semi-finished products for processing, that is, hands-on and brain. Second, the region's general objectives: 1, to encourage children to participate in a variety of games, can be attracted to a variety of materials to actively participate in the activities, to experience the fun of the game activities. 2, learn to be friendly with others, cooperate with each other, know how to sympathize with others, care for others, do not fight, do not grab toys, care for toys. 3, activities can be enthusiastic and active and peer interaction, and peer **** with the consultation to solve the problems arising in the activities, dare to express their views and requirements. 4. Enrich the children's life experience, deepen the theme of the game, and cultivate the children's ability to solve problems independently. 5, preliminary for young children to allocate roles and mastery of the rules. In the activity, can consciously abide by the rules of the activity, learn to independently, more orderly clean up, arrange the toys and activity materials. 6, through the hospital role play to promote children in the process of operation to exercise their language skills. Third, the game is ready: 1, painting with some of the tools such as paint, rice paper and color pencils; music area to prepare musical instruments, etc., the construction area to prepare for the clear water blocks. Weaving area ready line, card strips, twine, etc., a number of animal models. 2, with a cardboard box made of medical boxes, made of waste items stethoscope, syringe, thermometer. Search for pill bottles and make pills from foam, cardboard and playdough. Fourth, specific measures: This semester to carry out the corners: small hospitals, construction area, art and craft area, weaving area,, music area. 1, to enrich the social experience of young children on the basis of inspiring young children to produce new game themes, and cultivate the independence of young children to play. 2. Cultivate children's desire for self-presentation. 3, mobilize children to collect waste materials and semi-finished products to enrich the game materials. 4, observe the children's performance in the game, make timely evaluation, the teacher in an appropriate way to participate in guiding the game, prompting the children to deepen the theme of the game, the plot continues to develop. 5, guide the children in the role of the game to establish and abide by the rules, so as to cultivate children's sense of responsibility. 6, through the difficulties encountered in the game, to improve the children's problem-solving ability 7, in the evaluation activities, the teacher should let the children in the game evaluation to be solved, and be able to organize and share the experience in the evaluation. A kindergarten corner game content The area of the corner game includes role dolls house, constructive area, reading area, music performance game area, art and crafts area, science and discovery area, nature corner, puzzle area, operation area, play sand and water area. The principles of the design and guidance of corner games The design and guidance of corner games should follow the following three principles: the principle of appropriateness, the principle of development, the principle of holistic. The arrangement of the corners of each age group Small class: doll's house, construction area, reading area, artwork area, nature corner, operation area. Middle class: doll's house, construction area, reading area, artwork area, nature corner, operation area. Big class: doll's house, construction area, reading area, artwork area, science discovery area, puzzle area. Kindergarten: performance play area, construction area, reading area, artwork area, science discovery area, puzzle area. Fourth, the time of each age level into the area Into the area of time: the small class every day to ensure 2 hours, the middle class every day to ensure 1 ? hours, the big class every day to ensure 1 hour, the early childhood convergence class every day to ensure 40 minutes. Reference time: before and after meals, afternoon playtime, leaving activities, etc. Advancement time: before and after meals. V. Requirements for regional activities 1. Teachers in each class design regional activities that are suitable for the characteristics of the children in their class and update the regional materials according to the replacement of thematic activities. 2. Teachers should ensure that the activity time and quality of the children's activities in the area every day, and make relevant records. Six, the age of the regional activities content reference, purpose and teacher guidance A, the material to provide Spoons (large, medium, small) "lying" doll face, tray, dates, cashews, white lentils, red beans, rice and so on. , adzuki beans, rice, etc. Second, the operation level recommendations a. With a large spoon spoon dates, cashews. (Doll mouth large). b. Spoon white lentils and adzuki beans with a large and small spoon (doll mouth in). In addition to the small muscle exercises, try to see which one is more convenient to use the small and large spoons. c. Spoon rice or small colored beads (small doll's mouth) with large, medium and small spoons. In addition to small muscle exercises, explore which large, medium, and small spoons are more appropriate for feeding small-mouthed dolls. Three tips Observation focus: a. Whether the children can operate with hand-eye coordination, and whether they can control the stability of the hand. b. Which children are not yet able to skillfully use the spoon and are prone to spilling. Suggestions: a. The "lying" doll's face can be changed to a "standing" doll's face to increase the distance and difficulty. b. You can also switch to chopsticks and clips: chopsticks can also start with objects that have a convex or concave shape (such as cashews), and move from large to small, and from rough to smooth. Clamps can also explore large, medium and small clamps to hold different objects. Peeling beans (life work) (small group) I. Materials provided a. Broad beans (pre-soaked), wool beans or string beans, etc.; b. A number of small pots (used to put peeled beans and bean shells); c. Scissors and small tools such as bean peelers. Second, the operation of the level of recommendations The first level: the children peeled beans by hand (can be peeled first broad beans, and then peeled beans or seasonal beans). The second level: timely provision of scissors, bean peeler and other small tools for children to choose to use. The third level: when most of the children can skillfully peel the beans, according to the different levels of children, provide a set of small pots with numbers within 10, so that children can peel the number of beans and pots on the number can be a one-to-one correspondence and put in the small pots. Third, the prompt: observation focus and guidance recommendations a. Small children are small, the beginning of the peeling beans, will use their teeth to bite, pulling hard often peeling the skin of the beans, the teacher can be replaced in time with the sprouted beans, so that the children from the cracks to start peeling, the success rate will be greatly improved. b. In the observation, we found that young children in the peeling of beans or beans will have a variety of peeling: some are twisted after peeling; some are pulled off both sides of the stem peeling; there will be a fingernail cut the skin after peeling. Teachers should pay attention to observe with the continuation of the activities of the timely provision of scissors, peeling beans and other small tools, so that children try their own hands and minds. c. When most of the children have operated, you can let a few children with different methods of peeling beans to demonstrate, we *** with the discussion, which peeling method is fast and good, which peeling method is not pleasing to the eye, to help the children accumulate experience. d. Let the children take the peeled beans to the kitchen room, ask the aunt to help make dishes, tasting activities. Activity Objectives: 1, through the independent choice of activity materials and activity partners, to experience cooperation with peers and the emotion of success. 2, can focus, serious activities, good at exploring the play of materials. They have a good habit of tidying up and organizing. Activity focus: through the activities to experience the joy of interaction with others. Difficulties: To pack up the materials after the activity. Materials to put: Capable little hands: make willow, spring flowers, dress up the spring Little architects: construction schematic, a variety of building blocks, construction of the spring park Twisting skills: a variety of materials made of flowers, woolen thread, colorful paper, crumpled paper Discovery of the secret: observe the change of seeds and record The seeds of the seeds of the seeds and record the change of the seeds of the seeds of the seeds of the seeds of the seeds. Listening and talking: find friends for words, books, cards of children's songs, recordings of stories Brainstorming: cards of numbers, iron suction stones, matching shapes, measuring, weighing Small stage: small microphone, headdresses for performances, various musical instruments, rhythm cards Activity flow: stimulate interest - - hands-on - - share joy Activities: stimulate interest - - hands-on - - share joy The first step of the process: to stimulate interest - - hands-on - - - to stimulate interest - - hands-on - - - to stimulate interest See who can play well and have fun! Two, hands-on 1, the children according to the will of the self-selected activities and playmates. 2. Teachers observe the children's interaction with the new input materials and guide them. 3. Focus on the art and craft area, and encourage children to try and operate. Three, share the joy 1, the children say, where to play today? What did you play? How did you play? Did you encounter any difficulties while playing? How to solve it? 2, the children commented. Do you think he succeeded today? What is the most successful? (Why did not succeed? What do you think could have been done?) 3. Teachers re-affirm the children's flashpoints, triggering their interest in exploring again.