Kindergarten how to configure teaching toys scientifically? The company is the most outstanding supplier of children's toys in Wenzhou area. Below, Xiao Bian has compiled a piece of knowledge about how kindergartens can best teach toys. Please read it carefully: Toys are close partners of children. Educators have more or less pointed out the importance of toys and games for children’s physical and mental development in research and exploration of children’s education. “Education and education†has always been people’s education, especially It is ideal for early childhood education. Children's learning has its own characteristics. It requires visual, auditory, fluent, touch and other senses to participate together in order to achieve the best results. Young children can learn to play with teaching aids, can play in the middle school, learning to play, this way can not only meet the needs of children's games, but also allow children to play with the teaching aids to establish the relationship between real things and abstract concepts. For kindergartens, it is very important to have a good safety clearance for playing with teaching aids, guide teachers to use play aids efficiently, and allow children to learn, self-explore, self-discover, and self-improvement in the interaction with toys. ※ Keywords: Careful purchase First, the kindergarten to buy configuration toys should be cautious Toys can enrich the child's imagination, expand the child's vision, but also increase the child's knowledge. As a director, when purchasing toys, it is necessary to pay attention to the following aspects to ensure the safety and suitability of toys. 1, the logo should be clear and complete Toy packaging or tag should be marked on the plant name site, to adapt to the age range, and in a prominent place, indicate the use of standards, methods of use and precautions. 2, pay attention to the toy accessories For active children, attention should be paid to checking whether there are any notes on the small parts inside the toy to prevent the child from swallowing it, causing choking hazards. 3, pay attention to material issues Because kindergarten children are small and their body resistance is poor, toys made of materials that are harmful to children's bodies should be eliminated. For example, flash toys can easily harm children's eyes. Children are curious and have poor self-protection skills. Try not to purchase such toys. Second, configure different toys for children in different stages: 1, small class TIPS Children in small classes like to continue to exercise in their surroundings. They like to practice classification and begin to have a strong interest in controlling objects and solving problems. They also like to listen to tapes. Recommended toys: push-pull and ride toys, small three-wheel bicycles, inflatable toys (such as: ball), crayons, brushes, color clay, game supplies, food toys and utensil toys, doll furniture, simple puzzles, shape classification toys , building blocks, wading pools, sandboxes and toys that can be used in conjunction, rhythm-type instruments, picture books, tapes, and CD players. 2, in the class TIPS Middle-school children like to share with their children, especially imaginative games and simple games. They like to imitate adults' behaviors, such as shopping with homemade “moneyâ€, imitating receiving money and making phone calls, and also assuming some places on their own. Such as shops, hospitals and so on. Children use toys to express confidence and emotions. It is recommended to choose toys: decorative articles and accessories, small vehicles, puppets, household chores, shops and medical toys, simple chess, fine arts (such as: crayons, brushes, color mud, paper), farms, villages, families and other toy sets , Spell insert toys, puzzles, story books. 3, Taipan TIPS The learning of large children is carried out during the play process. They seek new information, new experiences, and new challenges. They have a strong sense of fairness. They like the society most. Children in this age group are the most vulnerable to the influence of their peers. Strong gender distinction. Selected toys: chess, sports equipment, video games, models and handicrafts, scientific components, doll houses, spell-assembled toys, jigsaw puzzles, building blocks, tape drives, various books, roller shoes with protection devices, and skates. (Jia Junfeng's author: Shanxi Datong City, Zuoyuan County West Street Primary School Affiliated Kindergarten) ※ Keywords: Scientific use First, follow the children's physical and mental development use teaching toys In early childhood teaching activities, not only teachers need to have a certain teaching ability, they have to master the corresponding teaching methods, but also need to use the corresponding play teaching aids to assist teaching and complete the teaching tasks. Therefore, in early childhood teaching activities, it is necessary to use teaching aids and other related learning equipment for teaching. Play teaching aids as an auxiliary tool for young children learning, it plays an auxiliary role in teaching, is a means to guide and promote children's learning. As teachers how to properly use play aids, how can they be placed to promote teaching? Second, according to the children's age characteristics, educational goals and content selection of toys In organizing educational activities, teachers should use play aids according to their age characteristics, activity goals, and content. They should not only consider the links in which play aids are used, but also consider how to use them to receive good teaching results. Do not choose to play with too many types of teaching aids, or inappropriate style can not play a role in improving the effectiveness of teaching, or because of improper use of scattered children's attention and affect the effectiveness of teaching. The author has seen such an example. In order to attract the attention of young children in class, a teacher showed a role doll in the introduction. She told young children to invite a “little guest†today, but she taught in the next lesson. There is no contact with this "guest" in the event, as if the "guest" had passed from the future. Some young children look at the teacher and look at the "guest" again. Their expression is very puzzled. Since such play aids have nothing to do with activities, don't show them. Some teachers also prepared a lot of teaching aids in the classroom, from multimedia courseware to dolls, operation cards, and headwear. The children had a great time at the event, but they had no effect on the children’s knowledge, experience, ability and emotion. It can be seen that excessive use of play aids will distract attention from children's learning content and have not received good teaching results. The use of play aids should not be excessive, nor can they be oversimplified, and should be used properly according to their teaching content, links, and reasonable arrangements to give full play to the auxiliary role of play aids. Third, the selection of suitable toys to ensure quality Different levels of young children have different levels of development, and there are gaps in cognitive ability, hands-on ability, and interpersonal communication. Children of different ages have different requirements for playing with teaching aids. In the story classes for children in small and medium classes, they tend to look at pictures and hand puppet performances, while young children in large classes are suitable for performing pictures and wearing headwear and performing roles. In general, the learning styles of small and medium-sized children are learned through observation, imitation, experience, and games. Children in large classes learn by observing, imitating, operating, experiencing, and interacting with others (teachers, peers). The play aids provided for young children in small and medium classes need to be both beautiful and interesting, but also to mobilize the children's various senses so that they can learn in experience and play. The play aids provided for children in large classes must meet the needs of children's hands-on operations and promote mutual cooperation, mutual communication, and learning together. The number of toys to be taught should be appropriate and ensure quality and safety. At present, there are many play-table options available in kindergartens, some of which are purchased from the market, some of which are made by teachers using waste materials, or are directly presented to children using natural materials (sand, soil, water, etc.). Regardless of the type of material, the safety and quality of the material should be considered first. If it is a waste product, it should be used after disinfection. If it is purchased on the market, it depends on whether it contains harmful substances and whether it meets the quality and safety standards. Avoid using young children to bite or beat toys during use. At the same time, the number of playing aids should be reasonable and distributed evenly to avoid disputes among children. Toys or materials used by children of large class ages need to cooperate, teachers should actively guide, cooperate and cooperate to foster awareness of sharing and cooperation among children. Fourth, giving full play to the guiding role of preschool teachers in using play aids The full play of the role played by teaching aids in teaching activities can not be separated from the guidance of preschool teachers. Teachers should be good at observing children's learning attitudes, cognitive abilities, and individual differences among children during the learning process, so that they can adapt to local conditions and properly and reasonably recommend the use of play aids. Teachers play a good role in the demonstration, while encouraging, inspiring, and guiding young children in the use of play teaching tools in the process of innovative play. Preschool teachers need to record, analyze, and summarize the use effects of each child's play aid and accumulate experience for better play of the role of play aids. The configuration and use of play aids should follow the physical and mental development characteristics of children, and according to the requirements of educational goals and content, they should be properly selected and correctly guided to give full play to the promoting role of play aids in education and teaching activities. The placement and storage of the toys should be based on classroom teaching and the needs of children, in order to further stimulate children's interest in learning, to develop children's hands-on ability to promote the children's overall coordinated development. (Qiao Li's Author: Baotou Preschool Education Administration Office, Baotou, Inner Mongolia Autonomous Region, No. 2 Kindergarten) ※ How to choose the teaching aids First, play the teaching aid artistically In regional activities, the delivery of materials is both important and complex. Its importance is reflected in the lack of materials, which will affect the normal development of regional activities. The complexity is reflected in the need to satisfy children's interest in exploring, but also to ensure that children achieve and education goals. Consistent exploration results. Kindergarten managers how to guide the teachers to scientifically play the play aids in the regional activities to meet the development needs of children at different levels is a problem worthy of our in-depth discussion. Second, playing with teaching aids placed in line with the development of children Understand the characteristics, needs and interests of children, and change them dynamically. The small hands of small class children do not have strength, and the development of movements is inconsistent. The large clips of soft balls placed in the living areas are used to train young children to develop small muscles. However, after playing for a period of time, the children had no interest in the material. After I discovered that, I replaced the soft ball with a ball of yarn and table tennis. The child had a strong interest. After a while, the young child is already familiar with the action of the clip. I have also put in a small clip to increase the difficulty. The goal is set with the needs of the young child. The delivery of materials should have educational value. The learning characteristics of young children are to play in school and play in secondary schools. Therefore, the delivery of materials should be purposeful and aim at the development of children at this stage. In order to make materials interact with young children effectively and enable young children to actively study, we have added beading activities in the living area to not only develop children's small muscle movements, develop hand-eye coordination, but also enable young children to recognize different materials through operations. Third, play with teaching aids placed to consider interacting with young children Playing a variety of teaching aids can stimulate children's interest in learning and exploring their desires. In practice, materials for young children are flat and three-dimensional; there are real beads, beans, bags, forks, chopsticks, food, plates, bottles, boxes, clips, pins, cards, and fake animal and plant models. , panel, graphics card, three-dimensional graphics. There are books and pictures in the language area. There are various wooden toys in the construction area. There are all kinds of operable toys made of cloth in the cloth area. The doll houses have real and manufactured furniture and utensils. The art area has various kinds of The paper, color, and performance areas include headdresses, hand puppets, and musical instruments. These materials allow young children to choose freely and study independently. Provide individualized learning opportunities for young children. Children themselves have individual differences. Teachers should respect individual differences, respect and accept the views and interests of each child, and make children feel safe. Give each child incentive evaluation, so that children have a successful experience in the exploration activities. According to the difference in the level of children's development, we take care of the whole material as well as individual children. 4. Creating a warm, cooperative and interesting regional environment with toys Children imitate and like games. In order to meet the desire of young children to explore and learn, I have increased the number of materials when they are placed. For example, Doll House offers several dolls and tableware; the Art Zone provides multiple seals and templates to avoid disputes and conflicts among children. Providing materials for the games should be gamified and have scenes to attract young children to play. For example, in the activity of young children's exploration of magnets, I designed a tortoise-and-rabbit racing scene, where young children explore stories while telling stories, thus enriching their experience. Teachers should be good at observing children and understanding young children and provide young children with regional materials that enable them to actively explore, actively discover, and actively learn, create different scenarios, conditions, and occasions, and give enough time for children to discover things using play aids. Continue to consolidate and deepen its own experience. (Zhou Huirong's author: No.2 Kindergarten, Zigui County, Hubei Province) ※ Key words: brain development First, homemade toys "relay" finished toys At present, many domestic kindergartens provide toys with more finished products and less self-restraint; they are expensive and have a single function; they create small spaces and are not challenging. Will this cause children to lose their hands and brains? The use of the natural resources of the local ecology and the influence of geographical, historical, and cultural cultures is a quick and easy way to educate children. I park is located in the suburbs, first, taking into account the limitations of capital investment, and then consider the use of special resources, each year on the basis of adding some hardware, we focus on the use of discarded items as the main material for the development of toys. The place where we live is the hometown of Mr. Mo Yan, the hometown of Hong Kong. It has a unique geographical environment and a long history. Among them, clay sculpture and paper cutting in “High Density four treasures†(Mao cavity, ash painting, clay sculpture, and paper cutting) can become a special resource for children's learning and exploration. Through the organization and introduction of the local education department, we got in touch with the village-run kindergartens in the places where these characteristics originated, organized teacher learning, brought back the techniques and experiences of clay sculpture and paper cutting, and promoted the teachers and students of the entire park. Clay sculpture is an art form that children love to see, and mud is also a good natural toy. Because the mud is not easy to pick, we use flour, vegetable oils and pigments to reconcile the toughness and color of the "face mud" for children's creativity. Nowadays, a piece of dough is in the hands of children. It will soon be a vivid gadget, filled with innocent figures, animals, plants, and food. The young children in the small class worked out corn husks. Their handicrafts were placed in the teaching toys room for the children to visit and appreciate. When the middle school children were engaged in the art activities, they could bring the corn husks, plates, mats, etc. Come out and perform secondary processing or coloring and beautification; large classes of young children assist teachers in setting up the environment and then hang these beautiful “works†on the wall. The environment becomes a silent teacher. It also meets the child's desire for challenge and enhances the child's self-confidence. The use of outdoor toy equipment can better reflect the level of toy delivery and child care capabilities. Such as cans made of bar, for children to jump or drill. Setting different heights and difficulties according to the age characteristics of young children helps provide goals and challenges for the development of children's movements, and interaction between the levels helps children's sports skills to improve and develop. Unused materials and toys are stored in the Educational Toys Room. They are classified and accounted for by a dedicated administrator. The park is shared and managed. The use and development of teaching toys do not happen overnight. It requires us to dive into our hearts and continue to discover the mysteries and charms that accompany our children. Teachers have become mature and wise because of their self-made teaching aids. Kindergartens have a certain amount of cultural heritage because of their self-control activities. The children's kindergarten life is also easy and enjoyable because of the self-made play aids. Self-made teaching aids have become one of the characteristics of the Park of our park, and it is also an important and lively part of the construction of this course. (Ma Yanhua Wang Haiyan Author: Kangyin Kindergarten, Gaomi City, Shandong Province) Second, the key to driving off the doll is at the source Article 16 of the "Regulations on the Management of Kindergartens" stipulates that "Kindergarten shall use the game as its basic activity content." Toys are the main carrier of games, but are kindergarten toys safe? Kindergarten toys come from three sources. One is purchasing, the other is donation, and the third is self-control. To purchase toys, we must select products that have been produced by regular enterprises, have passed national safety and quality certification, and meet national standards and related industry standards. The key to the safety of toys is the source. Kindergartens should absolutely prohibit the purchase of "three nos" products and toys made from toxic and harmful substances. Toys that receive donations must first pass the safety inspection, and must be rejected for those toys whose roads are unknown, whose quality is unqualified, or whose functions are not applicable. Teachers make use of natural objects and waste materials to make toys that can reduce the cost of reuse, but also improve the teachers' sense of innovation and hands-on capabilities. However, the hidden dangers of self-made toys are not small, teachers should raise their awareness of safety, pay attention to the following aspects: First, the selection of toys should be non-toxic health, eliminate the use of fragile, flammable and easily stripped of waste materials; The size of self-made toys should be appropriate, so children will not be able to hold them or injure their children due to improper operation. At least children must be able to swallow small items at least. Third, shape should be smooth and smooth, avoid sharp angle toys and toys with sharp edges; The paints and coatings used should be non-toxic, non-irritating, and resistant to shedding. Third, toy safety in addition to the source, but also pay attention to process management. We must establish a sound toy safety inspection mechanism, regularly check the safety of toys, regularly clean and disinfect toys, and periodically eliminate, destroy, and update toys. When cleaning and disinfecting toys, choose the appropriate method according to the material of the toy. To guide children to master the correct way to play with toys, such as children play with the ball, the gas must be filled properly, the force can not be too fierce, children can not push each other to avoid children stepping on the ball and fall. We must also strengthen kindergarten safety management. Toys should be kept in separate stores. For more information, please return to the company's official website of Sports Equipment Co., Ltd. Advisory telephone. The company's pleasure and dedication to serve you! Factory address: No. 16, Chuangqiang Road, Lucheng District, Wenzhou City Light Industry Park. Cypress Oil,Lavender Essential Oil,Natural Essential Oils,Blend Essential Oil Set Ji'An ZhongXiang Natural Plants Co.,Ltd. , https://www.jazxnaturaloils.com