Kindergarten? Kindergarten each area? Design Ideas
Kindergarten? The area of the park? Play area? The play area includes a playground, a playground, a building block, a playground, a playground, and a playground. The play area, the blocks, the sand, and the sandboxes are all in the same place. The area includes a play area, a blocking area, a sand play area, a play area, a language play area, and a playground. The play area includes the following The play area includes the following areas The play areas include the following Science Discovery Area The first is a new area for the students to play. The first is a new area of the school where you can learn how to use the language, the puzzle, and the manipulative area. The following is a list of the most popular areas of the world. Play Area (?) ? The design of the play area 1. The content of the activities young? The most familiar place? is the family, the first contact and understanding of labor is housework. Therefore, it is the most familiar place for young children. No matter what age class they are in, dolls' houses are always the center of their games. Theme of the game. The theme of the game is the family. This has led to the expansion of activities that reflect social activities, such as restaurants, supermarkets, and other places of interest. Theme-based activities such as restaurants, supermarkets, hospitals, post offices, libraries, etc. are also used. The activities include restaurants, supermarkets, hospitals, post offices, libraries, bus stops, museums, and so on. The class will also be able to organize activities that reflect social activities such as restaurants, supermarkets, hospitals, post offices, libraries, train stations, museums, etc. The theme of the play area of the class is family, family, family, family, family, family, family, family. The theme of the play area is based on family activities. The theme of the play area in this class is based on family activities. In the middle class, the theme of the play area is based on family activities. In the middle class, there are activities that reflect social activities. In the middle class, the theme of the play area is reflecting social activities. The themes of the playgroups in this class are more varied. The themes of the play area are more varied.
(?) All age classes? The guidance of the play activities for the? The proper instruction of play lies mainly in helping young children? The main purpose is to help the children to play according to their wishes and imagination. The main reason for this is to help the youngest children to make the most of their wishes and imaginations. The main purpose is to help the children to develop the game according to their wishes and imagination, and to give full play to the children's wishes and imagination. It is important to help the children to play according to their wishes and imagination, to give full play to their enthusiasm, initiative and creativity, and to enable them to play with great interest without reluctance. They can play with great interest and without reluctance. In the game, they can learn, develop their emotions and abilities. The first thing you need to do is to get your hands on some of the most popular products and services in the world, and you'll be able to do that. 1. The first is to make sure that you have a good understanding of what is happening in the world and how it works. The children in the classroom are very happy with the way they play. The first is to play a game with a child, but they often forget about it. Games are very interesting, but they often forget about them. The first thing I'd like to say is that I don't know what to do. Therefore, it is very important for the The class is very interested in games, but they often forget about them. The guidance for the children in the class should be focused on enhancing their ability to play the game. games, the instruction should focus on enhancing their? awareness. Teachers can do this by providing signposts, such as a mom's head. such as mom's head, dad's? The teacher can also provide a sign for the father's head, the mother's head, and the father's head. machine, and the doctor's head, and the doctor's head, and the doctor's head. The teacher can provide the children with symbols such as mom's head, dad's machine, and the doctor's The children will be able to recognize the symbols of their mother's head, their father's machine, the doctor's coat, the stethoscope, and so on. The children will be able to understand the meaning of the word "medicine". The most important thing to do is to make sure that you have a good understanding of what is happening in the world. It can also be done through the use of language. The inspiration of the language and the The addition of a few words can also be used to remind them of the importance of the subject matter. to remind them. For example, the "mom" of the doll's house ran away to play somewhere else, and then the teacher can say to her: "Your baby? The teacher can say to her: "Your baby? Your baby is crying at home. You're crying at home, so go home and check it out." And inspire her to take her baby with her when she goes out. You can take your baby with you when you go out. or as a "guest". to her house to make the "mom" come back to her. You can also bring the "mom" back to the house. The children in the class are often playing the same roles at the same time. Often, the children in the class play the same role at the same time. For example, a doll's house may have 2 or 3 dolls. A doll's house may have two or three "moms" or several "dads". There may be two or three "moms" or several "dads" in a doll house. This is due to the age characteristics of young children. This is due to the age characteristics of young children. Teachers should not be involved. Teachers should not be involved in this, but should just let it happen. The middle class is the most popular class in the world. The children in the middle class are always playing games. They play games while thinking about what to do next. They are not yet able to plan, discuss and design the process of the game in advance. They do not have the ability to plan, discuss and design the game process in advance. Therefore, the guidance for middle class children's games should focus on deepening their understanding of the game. Therefore, the guidance for the intermediate children's games should focus on deepening their understanding of the game and requiring them to be able to reflect the game correctly. They should be able to correctly reflect the The children should be able to reflect more correctly the unique characteristics of the game. The children should be able to reflect more correctly the unique behavior and language of the children. and can perform creatively. For example, in the game "in the hospital", the children start to "nurse". At the beginning of the game, the "nurse" only knows how to give the "sick" a drink. only knows how to give injections, give medicine, and take body measurements to the "sick". injections, give out medicine, and take temperature. Later on, the teacher inspired them to think about what to do. The teacher inspired them to think about what they should do. Think about how the nurse should treat the sick. How should they treat the sick? What can he do to take care of them? How else could he take care of them? So the nurse thought of helping the sick. Then he thought of assisting the sick, telling them to take their medicine, and accompanying them. They can take medication, tell them to take their medicine, and accompany them for checkups. The game plot. In the game, the teacher should also? The teacher should also encourage the children to play with the game, inspire the children to play with the game. *** with the game, inspire young? Create other games that are related to the fixation. Other activities related to fixation are also encouraged by the teacher. and reinforce the themes through the activities. The activities will strengthen the relationship between the themes and the children. The interaction and relationship between them from? Increase the collective and interactive nature of the game. The collective and interactive nature of the game. 3. Classes The children in the classroom are not only interested in the game, they are also interested in the game. The children in this class are more experienced in playing games, reflecting more diverse themes. games are more experienced, reflecting more diverse themes, and the content of the games is full, innovative, and? The content of the games is rich, new and innovative. The content of the games is rich, innovative and varied, reflecting a certain degree of socialization, and are unique. They can play alone. They can design the plot of the game before playing the game. They can design the plot of the game before playing, and distribute the game through mutual consultation and coordination. Therefore, the focus of the class's play instruction should be on the children's social skills. The focus of the class should be on stimulating young children's creative sense of play and cultivating young children's creative sense of play. In the game? Problem solving, problem solving, problem solving, problem solving, problem solving and problem solving. The ability to solve problems in the game is also emphasized. The main focus of the instruction should be on stimulating the young children's creative sense of play and cultivating their problem-solving and shielding abilities. In the Classes Playing games can be a great way to The children can be motivated to play. To make toys for playing games. Make toys. For example, make mailboxes, post boxes, mail bags, stamps, and seals for the post office, cards for the library, and library cards, cameras, photographs for the photo studio. For example, make mailboxes, post boxes, stamps, stamps, stamps for the post office, cards, library cards for the library, cameras, photos for the photo studio, and so on. For example, making cards and library cards for libraries, cameras and photographs for photo studios, etc. Library cards, library cards, and camera and photo albums for photo studios. We make cards and cards for libraries, and cameras and pictures for photo studios. The company also produces cards and library cards for libraries and cameras and photographs for photo studios.
Three, language? Book reading area (?) Language? The design of the book reading area 1. activities in this area? In this area, book reading is the main focus, with? Some language games, such as solitaire puzzles, games, and other games. Games, such as solitaire puzzles, collage narratives, connecting words and sentences, making up stories, discussion and conversation, etc. 2. Provision of materials The activities in the book reading area are mainly for formal teaching activities. Therefore, the language is not the same as that in the formal teaching activities. The game can be a repetition or extension of the game in the formal teaching activities, teachers should provide the young children with more materials. Teachers should provide more materials for the children. The teacher should provide the children with more games. Teachers should provide the children with more pictures and cards. The teacher should provide the children with more pictures, cards, and other manipulative materials. Teachers should provide children with manipulative materials such as pictures and cards. The book reading program should provide a variety of materials for the children. Provide a rich variety of books, a sufficient number of books. The types of books that can be provided are: ① story books. ② magazines, pictorials. Such as "Look and Talk" ③ knowledge books. Such as "young? Ten Thousand Reasons", "Tropical Fish Picture", "Picture Literacy", "Tropical Fish Picture". All", "Look at the picture to read words", "traffic", "traffic", "traffic", "traffic", "traffic", "traffic", "traffic". The whole of the book. The whole" and so on. ④? The book is made by the school. The children can make books. Combining the usual educational and teaching activities, the books are made by the children. The book is drawn. If possible, the language is not the same as the language. The book reading area can also provide the same number of language books as the limited number of books. The number of books in the reading area is the same as the number of books in the language. A repeating machine or a portable computer can be used to read or listen to the books. Listening (with a This is to avoid the risk of interfering with each other's work), as well as the recording of the content of the book. The book reading area may also be provided with the same number of language repeaters or cassette tapes (with a "machine" to avoid interruptions), and tapes (which may be of the same content as the book). The teacher may have recorded the book. The teacher may have made the recording.) The books read by the children in the classroom should be illustrated. The books for the class should have simple pictures and colorful pictures. The books should be simple and colorful. Brightly colored. The books should be based on family activities, children's activities, and the environment. The books should be based on family activities and children's activities. The school is the best place to read books. The main focus is on family life, kindergarten life, and animal life. The main content is about animals. The plot should not be complicated or too long. The middle grade children can read the following You can read some books about the world. Some of the books are about The story is about the life of a child. The story should be about the life of a child and his or her family. Things to do and see. Books. The length of the books can be increased. For younger children, books with simple instructions can be read. For example, books with simple words can be read, and the scientific content of the books can be increased to provide more knowledge and information. The scientific content of the books can be increased by providing more knowledge books and some fables. The content of the books can be more scientific, and more knowledge books and fables can be provided. 3. Setting up the language of the space. The book reading area should be the quietest of all the areas. The book reading area should be the quietest of all areas and should be well lit. The reading area should be the quietest of all the areas and should be well lit. Therefore, it is suitable to be located by the window. The reading area should be set up by the window, far away from the music performance area, the reading area, and the reading area. It should be located by the window, away from the music performance area, play area and other noisy places. The play area is the noisiest place in the world. In the language Book reading area on the ground can be laid on a beautiful, soft foam cushions, on the table on the beautiful flower cloth, etc., for young children? The reading area can be covered with a beautiful, soft foam mat and a beautiful floral cloth on the table. A relaxed, comfortable reading environment. (?) The language of each age class is the same as the language of the children in the classroom. The guidance requirements for the book reading area 1. The class is responsible for The teacher will use a variety of methods to help the children in the reading area. Teachers often use direct instruction. Direct Instruction Teachers can use direct instruction through language modeling, inspiring questions, and specific explanations. Through language modeling, inspiring questions, and specific explanations, teachers develop their listening, speaking, reading, and writing skills and language skills. They can develop their listening, speaking, reading and writing skills and their language skills. The teacher will also develop their listening, speaking, reading and writing skills and language expression skills. The young children are required to be able to express themselves in their own language. In the language games, they are able to play with the children. They can play games and learn to listen to others. They learn to listen to other people's speeches. They can also learn to listen to other children's speeches, cultivate their good habits of listening to stories, reading books and reading quietly, and their interest in language activities. In the middle class, they are required to be able to read, write, and write in the language of their choice. In the middle class, they are required to be able to read and write in a more complete sentence. They are required to be able to speak in more complete sentences and in a more coherent manner, and to be able to speak independently. They are required to be able to speak more coherently in complete sentences, to read books of interest, and to understand pictures. They can read books of interest and understand the contents of pictures. They can read books of interest independently and understand the contents of pictures. They can listen politely to others. They can listen to others politely. The class listens attentively to others. The class can listen attentively to other people's speeches, and can talk coherently about things and pictures. The class can listen carefully to others. They can create poems with their peers and are interested in the words in the book. They are interested in the words in the book.
Fourth, the beauty of the area (?). The area of beauty (?) The design of the area 1. The design of the area 1. The content of the activities in the beauty? The area can be entered into the? The flat The activities in this area are modeling, such as painting (color pencil drawing, coloring, painting, etc.). Color, ink, paint, etc. Ink painting, finger painting, brush painting, topography, etc.). Finger painting, brush painting, topography, etc.), cutting and pasting of natural materials (sand, leaves, eggshells, etc.), and other materials. Natural materials (sand, leaves, eggshells, etc.) such as cutting and pasting, tearing and pasting;? Physical modeling, such as kneading clay, drawing and painting, paper, sticking, etc. Dough, paper, glue, etc. (e.g., clay, dough, paper, glue, etc.). Natural material modeling, such as painting, drawing, painting, etc. Painting, drawing, etc. Painting, etc.; waste materials, such as cardboard boxes, cans, paper cups, etc.; and combining with the festival to make decorations, such as colorful rings, lanterns, etc. 2. The materials provided are various kinds of paper, color pencils, paints, cuttings, pastes, rubbers and other materials. The material is a variety of paper, colored pencils, paints, cuttings, paste, acorns and other materials. Clay and so on is the beauty of? Area necessary materials, but not the only? The material. The activities in the area are colorful and varied. The activities of the district are colorful and beautiful. The materials used in the art center are also very colorful. The activities in the district are colorful, and the materials in the district are also colorful. A lot, need teachers to spend time and fine It is necessary for teachers to spend time and effort to collect, prepare, and provide the materials in order to make sure that they are full and sufficient. 3. The area is? It is an operation-oriented area. The area needs to be set up in a place with plenty of light. The light of the ground. In addition, it is often used in the beauty activities. The activities often involve a lot of light, so they should be close to the center of the room. It should also be close to the source of the light, so that it is easy for the children to use it. It should be close to the source of the light, so that it is easy for the children to use it in their activities. It is easy for the children to utilize it in their activities. The beauty zone is a place where the children can enjoy the beauty of the world. The beauty zone is a relatively quiet area. It is a relatively quiet area. It is appropriate to be adjacent to the language and book reading area. The book reading area is adjacent to the language area. (?) The art area for each age group is integrated with the formal art education program. Instruction in the art area is integrated with formal art education activities. The activities in the art area emphasize the process of manipulation and the sense of participation. The activities in the art area place more emphasis on the process of manipulation and the sense of participation. In the art area, the focus should be on the process of manipulation and the sense of participation. The activities in the art area should emphasize the process of manipulation and the sense of participation. The activities in the art area should focus on inspiring and guiding the young children. The activities in the beauty area should focus on inspiring and guiding the children to utilize their imagination. The children should be encouraged and guided to utilize their imagination and to develop their own ideas. Creativity. But letting young children To let the young children play creativity is not the same as not to promote creativity. It doesn't mean that they don't have to be creative. Skills The instruction of the youngest children in the classroom. Skillful and accurate use of the tools will allow children to be creative. Skillful and accurate use of equipment allows young children to be more creative. The skillful and accurate use of tools allows children to better utilize their creativity. The classroom is a great place to learn how to use these tools. The classroom is a great place to learn how to use the tools. The classroom is a great place for children to learn how to create. The children's ability to create is a key factor in the development of the child's personality. The muscles of these children are not yet mature enough for them to develop. Their development is not yet mature, so their aesthetic activities tend to be centered on sensory perception and movement. Most of their activities are centered on sensing the movement of colors. They are not yet mature in their development, so their aesthetic activities mostly revolve around the perception of the movement of colors. Teachers should not demand that they do their drawings and paintings neatly. Teachers should not require them to paint neatly and evenly, as this will make them fearful of painting. This will make them fearful and not dare to draw. This will make them afraid to draw and create. This will make them afraid to draw and create boldly. Their guidance should focus on developing their interest and confidence in drawing. The instruction should focus on developing their interest in drawing and their confidence in drawing. They should also be taught how to use their own skills to create their own artwork. They should be taught how to use the tools and materials. The instruction should focus on developing their interest in painting and their confidence to paint boldly, as well as teaching them how to use tools and materials. The teacher's role in this is to teach them how to use the tools and materials and how to use them. Teachers need to be more aware of the importance of this period. The teacher needs to provide direct instruction and guidance during this period. Direct instruction and modeling are needed to help young children learn how to use the materials. The teacher needs to provide direct instruction and modeling to help the children They need to help the children to master the correct operation methods and skills. In the middle class, children in the middle class have already mastered the skills they need to learn. The middle class has already mastered a certain amount of skills. They have mastered a certain amount of skills in the use of tools and materials. The teacher should focus on instructing them on how to fully utilize the tools and materials. Teachers should focus on instructing them on how to fully utilize the tools, materials and performance skills. Teachers should focus on instructing them how to fully utilize the tools, materials and skills, reduce direct instruction, and actively encourage them to use their imagination. Teachers should focus on instructing them how to fully utilize the tools, materials and techniques, reduce direct instruction, and actively encourage them to use their imagination to create unique works. Teachers should focus on instructing them on how to make full use of the tools, materials and techniques, reduce direct instruction, and actively encourage them to utilize their imagination to create unique works. Classes The children's ability to manipulate is also important. The children's ability to manipulate and express themselves is also important in this class. The children's ability to manipulate, express, and create. The children's ability to manipulate, express, and create are all increasing. The children's ability to manipulate, express, and create have all been improved. The teacher should not be afraid of the children's ability to perform and create. At this stage, the teacher should let the young children move around. Allow young children to move around. When there are new activities, teachers should not rush to teach the children. When a new kind of activity appears, the teacher should not rush to teach the children how to do it. Teachers should not rush to teach young children how to do it, but should let them explore and try it out first. The teacher should let the children explore and try it out first, and the teacher should only observe the children in the role of a counselor. The teacher only observes the children's activities as a counselor. The teacher only observes the activities of the children as a counselor and gives them support and help when appropriate. The teacher only observes the activities of the children as a counselor and gives support and help when appropriate. The teacher should observe the activities of the young children and give support and help when appropriate. The teacher will be able to help you with the activities of the young children.
V. Scientific Discovery Area (?) The design of the scientific discovery area 1. The content of the activities The following activities can be designed in the scientific discovery area: (1) activities for the senses. Such as touching objects of different textures, smelling different ? taste, taste different things, and distinguish similar sounds. objects, distinguish similar sounds, etc. etc. (2) Sound activities. Such as the propagation of sound, the production of sound, the production of sound, the production of sound, the production of sound, the production of sound. The production of sound. The different kinds of sounds. etc. (3) The activity of light. Such as mirrors, reflections, kaleidoscopes, mirrors, etc. reflections, kaleidoscopes, ha-ha mirrors, etc. (4) Electrical activities. Such as connecting simple circuits, disassembling? flashlight, etc. (5) Magnetic activities. Such as exploring which objects can be magnetized, taking advantage of the ? properties of magnets to make compasses, various magnet games, etc. (6)? Activities of magnetism. Such as "see-saw", "balance" activities, experiments on rolling objects, and so on. (7)? The activities of the "see-saw", "balance", experiments with rolling objects, etc. (7)? Activities in the science discovery area should be integrated with formal activities. Activities in the science discovery area should be combined with formal science education activities. Activities that are taught in formal science education can be taught in the Science Discovery Zone. Activities that are carried out in formal science education can be extended in the science discovery area. For example, after the educational activity of "installing batteries", teachers can provide all kinds of batteries and materials to the science discovery area for children to continue to manipulate and explore. The materials of the scientific discovery area should be provided according to the specific content of the activities, paying attention to the safety and operability of the materials. 3. The setting of the site of the scientific discovery area is suitable for setting in the light, close to the center of the room, the room is suitable for setting in the light, the room is suitable for setting in the light, the room is suitable for setting in the light. The science discovery area is suitable to be set in a place with sufficient light and close to the source. The place is suitable for setting the scientific discovery area in the place with sufficient light and close to the source of light. (?) Guidelines for science discovery area in all age classes 1. In the classroom, the science discovery area is designed for the development of young children. In this class, the science discovery area focuses on the development of young children's sensory perception. The main goal of the science discovery area is to develop young children's sense of perception. The main goal of the science discovery area is to develop young children's sense of perception. Therefore, the teacher's guidance focuses on guiding young children to develop their sense of perception and arouse their interest in participating in scientific activities. The teacher's guidance focuses on guiding young children to perceive and arouse their interest in participating in scientific activities. For example, in the activity of perceiving taste, the teacher provides the children with sour, sweet, bitter, salty and bitter ingredients. Provide the children with a variety of sour, sweet, bitter, salty and other rich? The teacher will provide the children with a variety of rich substances such as sour, sweet, bitter and salty. In order to encourage the children to try, the teacher can do it. To encourage the children to try, the teacher can do the following The teacher can do this. modeling, and take a sample of a child's favorite toy. Sample The teacher can try the object and make a face. The teacher can make an expression and let the children guess. Let the children guess what they are eating. The teacher will be able to guess what he or she is eating. In this way, the young children will be mobilized, they will find it very interesting and enjoy it. The interest of young children will be mobilized, they will find it very interesting, and they will be happy to try. 2. The middle class youngsters have been interested in scientific discovery activities for a long time. There is already a certain interest in scientific discovery activities. They have a certain interest in scientific discovery activities. The movement of the young children can be realized by the operation of the science discovery activities. The operation ability of young children has also been improved. The children's ability to operate has also been improved. Therefore, in the middle class, the teacher's guidance should be focused on the importance of the activity. The teacher should encourage the children to express the results of the operation. 3. The teacher should focus on encouraging the children to express the results of the operation. 3. Classes The scientific discovery activities of the class are based on young children's exploratory activities. The class has a strong interest in science activities. They have a strong interest in science activities and can't help but touch and move the materials they manipulate. They can't help but touch and move the materials. They are eager to touch and move the materials. At this time, teachers should let the young children? Let the young children operate the materials, and focus on letting the young children operate the materials. By operating, the guidance focuses on letting the young children? The experience of the operation will be transformed into the knowledge and skills mastered. The teacher should let the young children? The knowledge and skills of the children are not only the knowledge and skills of the children, but also the knowledge and skills of the children.
VI. Puzzle area (?) The design of the puzzle area 1. The content of the activities (1) the content of math. There are counting, calculating, classifying, sorting, equating, measuring and so on. (2) Compositional modeling. There are shapes? Composition, shape puzzle folding composition, ? ribbons, paper clip puzzles, etc. (3) Chess and playing cards, etc. 2. Provision of materials (1) Materials for math. Such as calculators, sorting boards, sorting boxes, counting cards, equation problems, rulers, pens, etc. (2) Composition modeling materials. Such as tangrams, ? Ho puzzles,? Tendon composition and so on. (3) Chess. Such as? Chess, Flying Chess, Checkers, Chess, Go, etc. Chess, checkers, chess, Go, etc.. (4) playing cards and other cards. 3. The venue should be set up to choose a relatively quiet place? The site should be set up in a relatively quiet place, suitable with the language, the book reading area, the beauty of the world. Book reading area, the United States, the United States of America, the United States of America, the United States of America. The area is adjacent to the book reading area and the beauty area. (?) Guidance for the Puzzle Area for All Age ClassesThe activities in the puzzle area include math, which is a continuation of the formal teaching activities, and the guidance for it is basically the same as that for the formal teaching activities. Chess and poker games have certain ways of playing and rules. certain ways of playing and rules, and the instruction of them is ? It is a process of teaching and learning. 1. Classes The children in the classroom are not yet in the same age group as the children in the classroom. The children in this class do not yet have a sense of the rules. They do not yet have a certain sense of rules, and need constant reminders from the teacher during the game. At this time, the teacher should do a more detailed explanation and? The teacher should explain and model the rules in more detail to raise their awareness of the rules. The teacher should explain and model the rules in more detail to raise their awareness of the rules. However, it should be noted that the explanation should be dynamic, simple and visual. But it should be noted that the explanation should be dynamic, simple and graphic, and too much explanation will make the children lose interest in the game. For the middle class, the teacher should explain the rules in the course of the game to the children. Teachers should pay attention to observing their mastery of rules and enforcement during the game. The teacher should observe their mastery of the rules and enforcement of the rules in the course of the game. The teacher should also be aware of the rules of the game, and should be aware of the need to encourage children to play. The teacher should encourage the children to pay attention to the results of the game and to strengthen their ability to learn the rules. Pay attention to the results of the game, strengthen their awareness of the rules, so that they understand not according to the rules of the game won't be honored. 3. The children in this class have already developed their own rules and regulations. The children in this class have the ability to play alone. They have a strong sense of competition. They have a strong sense of competition. Teachers can ask them to strictly abide by the rules of the game and strive for good results.
Seven, operation area (?) The design of the operation area activities 1. The content of the activities 1. The content of the activities can be arranged in the operation area are: (1)? Finger matching activities. Such as feeding dolls? objects, threading beads, tying buttons, braiding plastic tubes, ? objects inlaid activities, toys in the collocation, etc.. This kind of simple matching activity is suitable for children in the first semester of Kindergarten and Intermediate classes. The first semester of Kindergarten and Middle School is the best time for young children to learn how to work together. They are suitable for the first semester of Kindergarten and Middle School. (2) Fingerwork Finger, palm, and hand. Palm, palm, and wrist. Wrist activities. For example, screwing screws, opening bottle caps, tying fasteners, tying bow ties, tying buttons, tying shoelaces, embroidery, knitting, and other activities. (2) Finger/palm/wrist coordination activities such as screwing screws, opening bottle caps, tying and untying bows, tying buttons, tying shoelaces, embroidery, weaving, and knitting. Chopsticks Clamping objects, flipping ropes, and using a hammer. Hammer? Nails etc. This kind of cooperative activity is more delicate and has a certain degree of difficulty. It is suitable for the second semester of the middle class and the second semester of the first semester of the second semester of the second semester. The second half of the second semester and the first half of the second semester of the third semester. The materials are provided according to the specific activities arranged. 2. Provide materials according to the specific content of the activities. The materials in the manipulative area should be categorized and arranged in a way that is easy for the children to use. The materials in the manipulative area should be sorted and arranged in a way that is easy for the children to use, clean up and organize. The materials in the manipulative area should be sorted and placed in a way that makes it easy for the children to clean up and organize. The materials should be placed in a planned manner, from easy to easy. Certain planning, from easy to difficult, from simple to complex, from the operation of the time needed to need a short time to need a long time. 3. site setup operation area should be located in a place where there is sufficient light to provide a good environment for the children. The place should be set up in a well-lit area, suitable with the language. The operation area should be located in a place full of light, suitable for the language with the? Book reading area, the United States? Area, science discovery area and other quieter area? Adjacent. (?) Guidelines for Manipulative Areas in Classes of All Ages 1. ? Classes The classroom children will be able to use the area as they wish. As a result, the class will be able to work in the same area as the rest of the class. The muscles are not yet developed to the point where they are flexible enough to be used in the manipulative area. movements have not yet developed to the level of flexibility. They have not yet developed the degree of flexibility, and therefore, when entering the manipulative area, they only focus on trying to move the objects. When engaging in activities in the manipulative area, they only focus on trying to move and make things work. They can only focus on trying to move and manipulate the materials in the manipulative area. They do not care about the results. They do not care about the results. Teachers' guidance should also be based on their actual situation, with the main focus on stimulating their interest in operation, so that they can skillfully and finely manipulate their materials in the process of seemingly random fiddling. In the process of randomly manipulating the materials, they will be able to skillfully refine their motor skills. 2. On the basis of the class, the operation activities of the middle class children can be made more difficult and more complicated. The operation activities of the middle class can be made more difficult and more demanding. The same is true of object inlaying. The same is the mosaic of objects. The middle class can only ask to set objects according to simple contour lines, while the middle class can ask to set objects according to simple contour lines. In the middle grades, they are asked to make patterns of objects. The middle grades require that objects be inlaid in a pattern. In the same way, the same toy can be assembled, but the same toy can be assembled in the same way in the middle class. The middle school class is not required to put together figurative objects. do not ask to make figurative objects, but middle grades ask to make patterns of objects. The middle grades are not required to make figurative objects, but the middle grades are required to be able to make patterns. Instead, they are encouraged to focus on the outcome of the puzzle. They are motivated to focus on the outcome of the puzzle. 3. The class is more difficult to manipulate than the middle class. The difficulty of the manipulative activities in the classroom is higher than that in the middle class. The teacher should help the children to overcome and solve the difficulties in the operation process. The focus of the teacher's instruction is to help the children overcome and solve the difficulties in the operation process. In this class, teachers should let the youngest children to work out the difficulties in the manipulative activities. class, teachers should let the young children? The teacher should make sure that the children have a good sense of humor and are aware of the importance of the activities. The teacher should let the children have the opportunity to show their skills. The teacher should allow the youngest children to have the opportunity to demonstrate their skills. opportunities to operate boldly. When they encounter difficulties, they are encouraged to take part as? A participant. Not as a professor, but as a participant. They will be able to operate and explore with them and try to solve the problem. The method.