As the saying goes, "Nothing happens, no wisdom is gained." In the growth process of teachers, only by having the courage to face challenges can we truly grow. This is my sincere experience.
In September 2020, the Municipal Education Commission proposed that our kindergarten should make full use of the natural environment and carry out 1 to 2 hours of large-scale outdoor activities for children every morning. As soon as the spirit was conveyed, it immediately triggered discussions among the teachers: "Child care is all about short periods of time. How should life, games, learning, and sports be reflected in large chunks of time?" "What about spending large chunks of time outdoors? How to ensure the living needs of children? "How to support outdoor activities?" "Children are always outdoors, there will be many emergencies, and even safety problems will arise." "Such outdoor activities are different from the previous form. "Compared with each other, what are the advantages and special values?"... The teachers' voices were full of resistance and doubts, which also made me deeply feel: the development of large-scale outdoor activities in the kindergarten will It will be a challenge.
Theoretical support gave me guidance for the challenge
"Why do tutoring classes need to carry out large-scale activities?" I think the solution to this problem should be to break through the root of the resistance of the team members. Therefore, I sought the support of professional theoretical books, and after repeatedly reading the book "Practice and Research on the Educational Activities of Infants and Young Children Aged 0-3", I found the direction from it. The book points out the unique value of outdoor activities for infants and young children in child care, and also proposes that child care should allocate areas according to the physiology, interests, and ability development of infants and young children. All of these provide important information for our child care. Guidelines for the development of outdoor activities have been provided.
I organized teachers to study this book carefully together, understand the spirit of it, and realize the important value and significance of outdoor activities for the growth of children in kindergarten. Drawing on the time schedule in the book, we adjusted the time schedule of the day care class and set 9:00 to 10:45 every day as the time for most outdoor activities. Study, life, games, and sports are all flexibly integrated into it. Teachers We can adjust the time of each activity according to the needs of the children, and also adjust the order of each activity according to weather and other conditions. At the same time, based on field research, we staggered the outdoor activity venue needs of children of other ages in the kindergarten. We used grass slopes, plastic venues , and sand pools as special venues for child care outdoor activities. We adopted a class rotation system and formulated a "child care outdoor activity system". Venue Schedule”.
"The right time, the right location, the right people and the right people", you can finally try outdoor activities in Tuban!
Practical research gave me the confidence to challenge
"How to play outdoor activities? Do you need to put out game materials? How to put them out?" After discussing with the team members, we decided to "remain unchanged in the face of changes" and take the children out. Observe their gameplay and play needs on outdoor venues and then support them with environment and materials.
One day, four children in my class crowded into the laundry room of Little Bear’s house in the classroom and played picnic games. From time to time, shouts of “He stepped on me” and “Don’t squeeze me” were heard. It turned out that the laundry room was small and limited. their game. Therefore, in response to the needs of the children, we helped the children move the "picnic" to the plastic field in front of the classroom. Once a few picnic mats were placed, the children spread their arms and legs, some holding pots, hats, and barbecue grills , some use small carts to load dolls and bottles, some use trailers to load cakes and vegetables, and some even move tents out, barbecue, share "delicious food", push the dolls for a walk, and make The house...the venue suddenly became lively. The "picnic" moved by
gave me an important revelation: children prefer outdoor activities, and the boundaries of walls are broken. Children can enjoy games casually and without burden in a free and vast natural environment. Get a happy experience.
I discussed this attempt and discovery with the teachers in the group. Everyone unanimously recognized the approach of "moving out" and tried it one after another.
As the saying goes, "Nothing happens, no wisdom is gained." In the growth process of teachers, only by having the courage to face challenges can we truly grow. This is my sincere experience.
In September 2020, the Municipal Education Commission proposed that our kindergarten should make full use of the natural environment and carry out 1 to 2 hours of large-scale outdoor activities for children every morning. As soon as the spirit was conveyed, it immediately triggered discussions among the teachers: "Child care is all about short periods of time. How should life, games, learning, and sports be reflected in large chunks of time?" "What about spending large chunks of time outdoors? How to ensure the living needs of children? "How to support outdoor activities?" "Children are always outdoors, there will be many emergencies, and even safety problems will arise." "Such outdoor activities are different from the previous form. "Compared with each other, what are the advantages and special values?"... The teachers' voices were full of resistance and doubts, which also made me deeply feel: the development of large-scale outdoor activities in the kindergarten will It will be a challenge.
Theoretical support gave me guidance for the challenge
"Why do tutoring classes need to carry out large-scale activities?" I think the solution to this problem should be to break through the root of the resistance of the team members. Therefore, I sought the support of professional theoretical books, and after repeatedly reading the book "Practice and Research on the Educational Activities of Infants and Young Children Aged 0-3", I found the direction from it. The book points out the unique value of outdoor activities for infants and young children in child care, and also proposes that child care should allocate areas according to the physiology, interests, and ability development of infants and young children. All of these provide important information for our child care. Guidelines for the development of outdoor activities have been provided.
I organized teachers to study this book carefully together, understand the spirit of it, and realize the important value and significance of outdoor activities for the growth of children in kindergarten. Drawing on the time schedule in the book, we adjusted the time schedule of the day care class and set 9:00 to 10:45 every day as the time for most outdoor activities. Study, life, games, and sports are all flexibly integrated into it. Teachers We can adjust the time of each activity according to the needs of the children, and also adjust the order of each activity according to weather and other conditions. At the same time, based on field research, we staggered the outdoor activity venue needs of children of other ages in the kindergarten. We used grass slopes, plastic venues , and sand pools as special venues for child care outdoor activities. We adopted a class rotation system and formulated a "child care outdoor activity system". Venue Schedule”.
"The right time, the right location, the right people and the right people", you can finally try outdoor activities in Tuban!
Practical research gave me the confidence to challenge
"How to play outdoor activities? Do you need to put out game materials? How to put them out?" After discussing with the team members, we decided to "remain unchanged in the face of changes" and take the children out. Observe their gameplay and play needs on outdoor venues and then support them with environment and materials.
One day, four children in my class crowded into the laundry room of Little Bear’s house in the classroom and played picnic games. From time to time, shouts of “He stepped on me” and “Don’t squeeze me” were heard. It turned out that the laundry room was small and limited. their game. Therefore, in response to the needs of the children, we helped the children move the "picnic" to the plastic field in front of the classroom. Once a few picnic mats were placed, the children spread their arms and legs, some holding pots, hats, and barbecue grills , some use small carts to load dolls and bottles, some use trailers to load cakes and vegetables, and some even move tents out, barbecue, share "delicious food", push the dolls for a walk, and make The house...the venue suddenly became lively. The "picnic" moved by
gave me an important revelation: children prefer outdoor activities, and the boundaries of walls are broken. Children can enjoy games casually and without burden in a free and vast natural environment. Get a happy experience.
I discussed this attempt and discovery with the teachers in the group. Everyone unanimously recognized the approach of "moving out" and tried it one after another.But various problems also began to emerge: "Children move freely in and out of a large amount of materials, and teachers cannot pay attention to each child in time." "To ensure the safety of children, moving from the classroom to outdoor plastic venues is more suitable for short distances. Others What to do with the venue? "The process of moving in and out consumes a lot of children's play time"... The team members brainstormed and finally reached an agreement on "site specificity" to explore the main functions and values of the three venues and arrange them nearby. Appropriate materials were put in place. As a result, you can always see "architects" busy building castles, trains, etc. on the plastic field; you can always see children digging for treasures and transporting sand and water in the sand pool; and you can always see "architects" flashing on the grassy slopes. Delivering express delivery, picnicking, opening a shop, and exploring the jungle”.
continues to study and adjust, and children finally have more confidence in outdoor games.
Expert advice gave me a new direction to challenge
The outdoor activities of the kindergarten are in full swing, and we are immersed in the success of "self-righteousness". At this time, leaders and experts’ “warm warnings” are often a “timely rain” that gives us a new direction for our challenges.
On this day, the children in my class were playing on the grassy slope. Teacher Xu, the business principal, came over to inspect and observe. After a while, she asked me a question: "This site is so rich in hardware facilities and natural resources. What do you think of these Are resources fully utilized? Are children's sensory exploration of nature satisfied? "I suddenly realized that our outdoor activities did not mobilize children to interact and explore with the environment, and the advantages of light, shadow, sound, color, and trees were not fully utilized. It fully reflects and does not meet the sensory needs of children in kindergarten. Under the recommendation of Teacher Xu, I exchanged views with the team members, and after studying the book "Kindergarten Outdoor Exploration and Learning", I decided to adjust the grassy slope environment and materials to highlight the multiple opportunities for children's sensory exploration. So in grass slope games, we often see: when passing by the glass plank road, children often inadvertently knock the hanging jars with their little hands, making a "ding, ding, clang" sound; children like to shake under the spider climbing frame Listen to the "clattering" sound of the hanging "treasure bottles"; in the pirate ship, there are always children in twos and threes sticking to the colored cellophane windows, observing the colorful world through them; outside the glass window of the classroom balcony, several children Either dip your hands or a brush into paint and doodle on it, turning it into a sea of colorful handprints... The children are more engaged, cheerful and creative in playing.
In a teaching evaluation activity for young and middle-aged teachers, the judges and experts watched the scene of our grass slope game. Among them, the graffiti game caught their attention: Mengmeng dipped the paint in her brush and stood in front of the fence and painted herself. Painting from top to bottom repeatedly, bending down from time to time to paint the bottom of the fence. After the game, the expert teacher asked me, "Mengmeng never showed any happy emotions from beginning to end when she was graffiti. If you were asked to hold a pen and graffiti against a fence, stand, and bend down from time to time to graffiti, you would be happy." "?" This sentence awakened the dreamer: After creating the game environment and materials, we need to more carefully observe the movements and expressions of children interacting with them, and think from the perspective of children, this environment is really what children like. What you want? I immediately reported back to the team members, learned from them, and discussed solutions. We provided canvases and graffiti tools that were more convenient for successful operation: rollers, daily rubbings, watering cans, etc. Facts have also proven that environments and materials that are easier to operate and produce results are more popular with young children.
"The road is long and long, and I will search high and low!" As the leader of the teaching and research team, I first need to stand firm, have the awareness and challenging spirit of a course leader, dare to break through in the face of difficulties, and have the courage to jump out of my comfort zone. Secondly, we must have the awareness of continuous learning. "When three people are walking together, there must be a teacher." Books, companions, leaders, and experts will all give different guidance, confidence, and direction in the process of challenging difficulties. Only in this way can we lead the team members to go deeper. Understand and realize the core of the course of outdoor activities for kindergarten students, and grow along the way in the process of challenges.
(Gu Yuehua, teacher at Fengxian District Experimental·Jinbei United Kindergarten, leader of the kindergarten teaching and research team.Won the Fengxian District administrative award, and has been rated as an outstanding class teacher in Nanqiao Town, Fengxian District many times. The paper participated in the paper evaluation of the China Preschool Education Research Association and won the first and second prizes. Educational motto: Work diligently, live happily, be an upright person, and do things conscientiously. )
Special editor: Shen Qiting Yang Fan
Reviewer: Lai Liming
link
New growth essay - an ideological salon that leads the innovative development of Fengxian education
Purpose:
We insist on cultivating people with morality, comprehensive development, diversified growth, and cultivating morality and intelligence Socialist builders and successors for the comprehensive development of physical, artistic and labor; we promote the simultaneous development of and five educations, the integration of knowledge and action, and the integration of students; we believe that every student has the potential for growth, self-development, and diversity; we Promote a classroom culture that inspires every student's learning potential and fills the classroom with learning vitality; a class culture that inspires every student's growth potential and fills the class with a sense of growth; inspires the vitality of every student and teacher; and makes the campus a humanistic home. Management culture.
We explore new growth education and create the most suitable quality education for each student's new era and new growth.
requirements:
1. Theme content:
focuses on innovative exploration, empirical results and rational thinking in education and humanities. The content must be original and you are responsible for the article.
2. Writing length: does not seek to be large but comprehensive, and welcomes education and humanities essays that are easy-going, eloquent, and concise in length. It is best to choose some suitable pictures, etc., which should be highly readable, and should not be written as an academic paper or summary report. The number of words should be controlled at around 2,000 (1500-2500).
3. The call for papers is for: current and retired Fengxian educators in , as well as insightful people from all walks of life who care about and support the development of Fengxian education.
4. Publication channels: is published every weekend on the "Fengxian Education Official WeChat" and at the same time on the Fengxian Education Network. It selects parts to be published on "Fengxian Education" and "Fengxian Education Work Briefing", and actively Recommended by media publications at all levels. It will be compiled into a book in due course.
5. Submission email: [email protected]. Please be sure to include your name, organization and contact information on the manuscript.
021-37597011
Fengxian Education Hotline
working days 8:30-11:00 and 14:00-17:00
021-67137151
admissions examination hotline
working days 8:30-11:00 and 13:00-16:30
400- 920-8761
Fengxian District family education and adolescent psychology
consultation hotline
provides 24-hour consultation services
Fengxian District education system units hotline
main service hours: 8:00-20:00
(click to view details)
Fengxian Education
http ://www.fengxian.gov.cn/jyj
Weibo ID: Shanghai Fengxian Education
Won the Fengxian District administrative award, and has been rated as an outstanding class teacher in Nanqiao Town, Fengxian District many times. The paper participated in the paper evaluation of the China Preschool Education Research Association and won the first and second prizes. Educational motto: Work diligently, live happily, be an upright person, and do things conscientiously. )Special editor: Shen Qiting Yang Fan
Reviewer: Lai Liming
link
New growth essay - an ideological salon that leads the innovative development of Fengxian education
Purpose:
We insist on cultivating people with morality, comprehensive development, diversified growth, and cultivating morality and intelligence Socialist builders and successors for the comprehensive development of physical, artistic and labor; we promote the simultaneous development of and five educations, the integration of knowledge and action, and the integration of students; we believe that every student has the potential for growth, self-development, and diversity; we Promote a classroom culture that inspires every student's learning potential and fills the classroom with learning vitality; a class culture that inspires every student's growth potential and fills the class with a sense of growth; inspires the vitality of every student and teacher; and makes the campus a humanistic home. Management culture.
We explore new growth education and create the most suitable quality education for each student's new era and new growth.
requirements:
1. Theme content:
focuses on innovative exploration, empirical results and rational thinking in education and humanities. The content must be original and you are responsible for the article.
2. Writing length: does not seek to be large but comprehensive, and welcomes education and humanities essays that are easy-going, eloquent, and concise in length. It is best to choose some suitable pictures, etc., which should be highly readable, and should not be written as an academic paper or summary report. The number of words should be controlled at around 2,000 (1500-2500).
3. The call for papers is for: current and retired Fengxian educators in , as well as insightful people from all walks of life who care about and support the development of Fengxian education.
4. Publication channels: is published every weekend on the "Fengxian Education Official WeChat" and at the same time on the Fengxian Education Network. It selects parts to be published on "Fengxian Education" and "Fengxian Education Work Briefing", and actively Recommended by media publications at all levels. It will be compiled into a book in due course.
5. Submission email: [email protected]. Please be sure to include your name, organization and contact information on the manuscript.
021-37597011
Fengxian Education Hotline
working days 8:30-11:00 and 14:00-17:00
021-67137151
admissions examination hotline
working days 8:30-11:00 and 13:00-16:30
400- 920-8761
Fengxian District family education and adolescent psychology
consultation hotline
provides 24-hour consultation services
Fengxian District education system units hotline
main service hours: 8:00-20:00
(click to view details)
Fengxian Education
http ://www.fengxian.gov.cn/jyj
Weibo ID: Shanghai Fengxian Education
