6 summary reports on children’s game training

Summary Report of Children’s Game Training 1

1. Role Games

In role games, the role is the center of the game. In the game, children play an imaginary role and recombine the existing ideas in their minds in an imaginary way, thereby reflecting their understanding of social life and participating in adult social life. Children often have problems of one kind or another during games and argue endlessly about them. For our children in the top class, we must not only carry out moral education so that they know how to be humble to each other, but also focus on cultivating children's cooperation awareness during this semester.

First, use game rules to induce cooperative behavior in children. The proposing of rules not only provides requirements for children's activities, but also provides a hint for children's behavior and their games. For example, in the doll house, we guide children to establish rules like this: "Children should discuss before starting the game to determine what role they will play before playing. Parents, grandparents, and children are a family, and everyone should care about them. You cannot do whatever you want with family matters and family members." Children are required to propose the roles they want to play and negotiate with each other. Use "family" to clarify the relationship between them, implying that they should cooperate in behavior.

Second, teachers actively participate in children’s games. Teachers' participation in children's activities can stimulate children's interest in games and set a good example for children. For example: Once, I was the "mother" and Jinjie was the "father" in the doll's house. When I got up in the morning, I said to Jin Jie: "I will dress the child, and you go buy breakfast." When he came back, he said to me: "I bought a cake." After breakfast, I glanced at my watch and said, "Oops. , I'm going to be late, I won't have time to send the baby off," Jin Jie said, "You go quickly, I'll go and send him off." At the beginning, Jinjie interacted with me passively, but later he became active and coordinated our behavior.

In addition, due to the young age of children, their main motivation for participating in roles is interest and activity. Therefore, when organizing role games this semester, on the basis of setting up scenes to stimulate children's interest in activities, we should pay attention to guiding and encouraging children to boldly try to gain experience, and gradually understand themselves from personal experience. Only in this way can spontaneous and active activities be gradually transformed into active activities, which is conducive to the development of children's own potential. For example, in the role-playing game "Little Mouse Bakery", our children can choose and use various materials to make the specialty cakes they want. In the game, they were free to use materials to make whatever they wanted, and everyone had a great time. It can be seen that in the game, children gain experience through their own experience and choose methods that feel good to them. This allows them to master skills better and faster, and at the same time, it enhances their interest and interest in role-playing games. confidence.

2. Educational corner games

Educational corner games break through the situation in traditional education where children are in a passive and static state. Instead of teachers telling children knowledge, they make children passive and static. Rather, teachers design and provide environments for children to operate, especially various activity materials, so that children can actively develop in the interaction with the environment. Combined with the "Regional Activity Suggestions" put forward in the "Series", the development status of the educational corner games in our class this semester.

First of all, the setting of the educational area corner game is flexible. We set it up based on the content of the theme activity and considered many aspects: For example, in the theme activity of "Science Around Us", we set up the art area, science area, language area, puzzle area, construction area, etc. In the theme activity of "I Found Spring", there are living area, art area, language area, construction area, puzzle area, science area, etc.

Secondly, the creation of each corner is also based on the specific situation of the theme. The language area usually places some books, cards, finger puppets and other materials related to the theme, some interesting pictures and some children's songs imitated by children, and also places some blank paper, pencils and other exercise items; the art area puts some things in addition to some In addition to the regular practice supplies for young children, such as scissors, plasticine, colored paper, oil pastels, etc., some demonstration pictures of simple handicrafts are also provided, and children are encouraged to paste paintings and other works that they are satisfied with; some are usually provided in the science area. Children operate materials, which are related to the theme; usually the construction area is based on the theme.

3. Morning self-selected activities

In addition to role games and educational corner games, morning self-selected activities are also part of children’s games in the kindergarten. It is the beginning of one-day educational and teaching activities in kindergarten. Therefore, daily morning activities must be carefully organized to be purposeful and planned so that every child can actively and happily participate and gain new gains every day. In order to allow children to carry out morning activities easily and happily, we have adopted the method of allowing children to freely combine and choose freely. For example: if some children are willing to draw, let them freely imagine and paint; if some children like to play with colored clay, let them freely pinch and shape images; if they like to play with building blocks, they can build tall buildings at will. Therefore, we will prepare in advance and be well aware of the children's interests and hobbies, and prepare various activity materials before the children come to the kindergarten, so that the children can be involved in the activities as soon as they arrive at the kindergarten.

During the activity, we pay attention to each child's interest, personality and language development level, and communication skills with peers, so that we can teach according to individual needs and help the children solve the problems they encounter during the activity so that the activity can proceed smoothly.

Whether it is role-playing games, educational corner games, or morning optional activities, we will conduct a summary evaluation after the activity. There are many ways to evaluate, sometimes it is done by the whole class, sometimes it is group discussion, you can also let the children evaluate by themselves, and the teacher can give guidance, etc. Children's independent evaluation is mainly to encourage children to express what they see, hear, feel and experience in the game, and communicate and share with their peers, such as: using teachers' encouraging words to encourage children, "The building you built is really high. Can you tell us about your construction experience? You had a lot of fun playing the game. Can you tell us the happiest and most interesting thing about your game? "What problems did I find?" What else should we do to play better in the future? Who do I think plays well and who doesn’t play well?” Another example: “Which group of children is the fastest to pack up toys today?” based on the teacher’s overall evaluation. "I found that when changing games, some children did not pack away the toys from the original game and move to another game. This should not happen again in the next activity." "What new skills have you learned?" What else needs to be done to make the game more enjoyable next time?" and so on.

Of course, there are still some problems that we need to pay attention to and improve in the game activities this semester. For example, when assigning game roles and game tasks, we will designate a few children with strong abilities as the person in charge, and the person in charge will invite others. We found that when the person in charge walked around the class calling for their partners, most of the children looked at them nervously, raised their little hands high, and kept saying: "Me, me!" However, every time they were called, There are always a few people who are summoned away, and the rest are often those with poor routine habits or weak abilities. The remaining children are often arranged separately by their teachers: they go to read books or play with sculptures. Frustration, sadness, dissatisfaction, all kinds of expressions will immediately appear on the faces of these children, and those children who are called may not be satisfied with the roles assigned by teachers or small leaders.

In practice, we have realized that games arouse children's interest in learning and increase their life knowledge. In future game activities, we will strengthen the observation and guidance of children's games, so that children can grow and learn happily in games!

Summary Report of Children’s Game Training 2

I remember that just after school started, 23 innocent children came to our class, and I saw their childhood selves in their bright smiling faces. As time goes by, the finger game activities in my class have also been carried out. Children who have no experience in finger games seem to have no way to start. In order to better guide them, we have made efforts and now summarize this semester through finger games as follows:

1. According to the actual situation of children, cultivate children’s interest in finger games

Due to lack of experience, in the environment of finger games, my class adopts an indiscriminate arrangement. The types of input are within the scope of the children's experience. For example: according to the needs of small class children in life, cognition and self-development, There are some finger games in the area corner such as "Little Quilt". In the expression area corner, children are guided to discover and create beauty (building blocks/autumn leaves floating), and learn with purpose, so that children can learn in a rich activity environment. , has full autonomy in activities, and allows children to explore and learn and develop in activities in their own way. This further improves children's interest in finger games.

2. Infiltrating moral education into finger games

Children in small classes need to be further cultivated in terms of politeness. During games, we pay attention to the penetration of this aspect. For example, when playing with building blocks, There is a finger game about building blocks. In response to this phenomenon, we put this link into the finger game. When we went to the doll's house as a guest, there was a finger game about the quilt. With this link, children like to enter the calling game very much. While playing the game, they read the finger game. From the finger game, they learned a lot about polite terms.

3. Give full play to the autonomy of children's participation, let them learn while playing and have fun while learning

In order to fully hand over the rights to children in finger games, we are choosing finger games Sometimes, there is one person playing, two people playing, multiple people playing, etc., allowing children to choose independently, play with their good friends while learning, and learn through play.

4. Personal participation to cultivate children’s communication skills

In the game, we advocate personal participation so that there is no distance between ourselves and the children, so that the children can play without any psychological burden. Play. Teacher participation can guide children to learn the most basic communication skills and solve problems by themselves. Achieve perfect results. Let the children form their own companions to develop their communication skills.

5. Future plans

In future finger games, we will pay more attention to the cultivation of children's finger game abilities, so that children's finger game levels can be improved on the original basis. be further improved. Carry out more comprehensive finger games to give full play to the autonomy of children's participation.

Summary Report of Children's Game Training 3

In order to further implement the "Insisting on Games as the Basics" in the "Guidelines for Kindergarten Education" and "Guidelines for Learning and Development of Children Aged 3-6" "Activities, with games as the main way of life and learning for children" is an important guiding ideology, giving full play to the educational and interactive functions of environmental materials, allowing children to freely choose and act independently according to their own needs in a relatively relaxed and casual atmosphere. In order to promote the healthy and harmonious development of children's physical and mental health, this semester we continue to study and observe games in the activity area. My class wants to use two days to open an activity area game for all teachers in the park.

Entering the second semester of middle class, we strive to be both diverse and unique, both continuity and innovation in terms of environment creation, game material placement, and game development in the activity area. , paying attention to the layering and suitability of material gameplay.

What the teacher in my class does this semester when adding materials to the activity area is: we will buy whatever we can buy on Taobao, even if the teacher pays for it himself. Rather than spending a lot of time and energy on making activity area materials, teachers are freed up to spend more time and energy organizing children's games, observing children's performance in games, participating in children's games, and improving children's Game quality and depth. Almost all the materials purchased for my class this semester were purchased online, including the performance area, art area, puzzle area, etc., which cost nearly 200 yuan.

Now I will introduce some areas of my class to you.

First of all, we added a new "Performance Area", Inspirational, built a small stage, set up auditoriums, and provided many props and costumes for performances, such as grass skirts, garlands, and masks. , headwear, and also trained a capable young host. The young host is responsible for arranging the performers, reporting the program sequence, collecting tickets from the audience, and playing music. The little host is like a little teacher, managing and arranging the performance area to proceed in an orderly manner. Young actors who choose the performance area can dress up for their own entertainment, show themselves openly, and exercise their ability to express themselves. Free people can go to the performance area to buy tickets and watch wonderful performances. The children are very happy, having fun performing and watching.

We feel that an important feature of this performance area, and also one of our main guiding ideas when setting up, is to use the creation of the environment to arouse children's desire to perform, so that they can naturally enter the situation. First of all, we tried our best to invest a lot of materials for the children to choose to make them interested in the performance; and we put the performance area in the idle teacher's office, where it is quieter and less crowded, allowing the actors to perform to their heart's content without being disturbed. Others interfere without interfering with other areas.

Another distinctive area in our class is the "construction area". In the small class, we only provided the children with Wangzai milk cans and put many lines on the ground with sticky notes to form a maze. The children first build according to the marked lines on the ground, one by one or one large and one small, and then slowly develop to independent construction, building up the heights layer by layer, or from more to less. The bastion is high.

In the first semester of middle school, the children's abilities have improved, and the difficulty must be increased appropriately to attract more interest from the children, so we added a new material-shoe box cover. This stimulated the children's creativity. The children spontaneously created a variety of building methods. They combined milk cans and shoe box lids to build high buildings and built various forms of castles.

Now it is In the second semester of middle class, the children have grown up and their abilities have improved. Only by further increasing the difficulty of the game can we better utilize the children's creativity and imagination, so we changed the game materials again. I discarded all the broken shoe box lids that the children played with last semester and collected many large and small rectangular cartons, including various milk packaging boxes, wool packaging boxes, tea packaging boxes, and larger milk powder cans, etc. wait. The children really like to use cardboard boxes and cans to build and build, and they play very creatively. The children's creative works include "Fighter", "Great Wall", and "Luxury Battleship". The chefs and waiters in the dim sum shop have uniform costumes and hats, which makes the children more engaged in playing. In order to make it easier for customers to order, we have added a new ordering menu, allowing the waiter to use the ordering menu to let customers order. We also remind our waiters to be enthusiastic and considerate when receiving customers. In the game, the business of the snack shop is the most "prosperous", and the children play it in a decent way, just like the real thing!

The language area has put forward new requirements for the children. The teacher has posted a lot of photos of story charts so that the children can practice looking at the pictures and telling stories. The children were also allowed to perform story performances with puppets. The games in this area exercise children's language skills and develop their ability to read pictures and make up stories.

Many children learned to tie their shoes during the sports meeting. In order to consolidate the children’s interest in tying their shoes, we added a lot of shoe boards in the skill area to allow the children to simulate putting on shoelaces. Tie shoelaces to exercise children's hands-on ability and self-care ability.

Although the children all tie their shoelaces, they don't know how to wear them, so they all learn very seriously. However, wearing shoelaces on the left side sometimes, sometimes on the right side, sometimes upwards, sometimes downwards is not easy to learn, so you have to be patient. oh!

In the skillful area, we also added materials woven from paper strips, which were also available in previous classes. This time we just added a hollow border to the woven materials, which makes the materials more beautiful. , it is easier to attract children.

We also bought a lot of "babies" for the children on Taobao, and the children loved playing with them. There are puzzle beads and various puzzles of different difficulties in the puzzle area; three-dimensional creative hand-pasted paintings and mosaic stickers in the art area.

Summary Report 4 of Children’s Game Training

In order to create a good cooperative atmosphere for children and parents, inspirational, and create a positive and hard-working sports spirit, let the children Exercise in games and grow in exercise. During the activity, parents and children can dance together and play interactive games to better promote the healthy and happy growth of children. It aims to bring parent-child communication closer, so that children can gain real happiness while playing with their parents, and strengthen the parent-child bond. The close emotions between each other, between parents, and between parents and kindergarten! To this end, the Oil Pump Factory Kindergarten launched a "Happy Childhood" parent-child game theme activity on December 15.

The first to appear was the five-star red flag, the garden emblem and the colorful flag team. The bright five-star red flag leads the way in front! Accompanied by the drumbeat of the times, four flag bearers came towards us with bright five-star red flags. This is a vibrant, united and energetic team.

Next up are our little contestants. Look! They were all dressed up and ready to try! With light steps, everyone was smiling, lively and in high spirits. This is a united and progressive group. They thrive in the sunshine, rain and dew, and the teacher's sincere teachings guide their way forward. I believe they will become the brightest pearls on the field today.

Sports make them more confident, and games give them more smiles. Come on, children!

Summary Report of Children’s Game Training 5

1. Create an interactive wall environment

The teacher’s wall is the place where children see the most every day. The most effective way to attract children's attention. The creation of the wall environment is quietly changing with the constant changes in teachers' concepts. It is not like before that too much emphasis was placed on the exquisiteness, beauty, and completeness of the works; nor is it like before where children's thinking and behavior are dependent on the teacher's thinking and behavior. Nowadays, the wall environment vividly, intuitively and truly reproduces the zero-distance dialogue between teachers and children, the intimate relationship between children and teachers, and the emotional atmosphere between children from many aspects such as the source of content and the generation of themes. .

①Interaction between environment and teaching

The learning activities in the new textbooks are presented in the form of themes. We believe that children are the masters of the environment and should be allowed to design the theme environment according to their own wishes and ideas. Such an environment has deeper educational significance for children. There is a theme in the new textbooks for the upper class: "The Language of Nature". Based on this theme, children have generated many small themes, such as: "Travel of Small Water Droplets", "Spring in the Eyes", "Weather Theater", etc. After a heated discussion, the children decided to complete this theme activity through division of labor and cooperation through drawing, cutting, pasting, and recording. In the theme of "Little Water Drop Travel", the children drew the happy appearance of the little water drop dancing and traveling, and compared themselves to the little water drop. They asked their peers to guess where the little water drop traveled. It was very interesting and humorous, and the children completely It is expressed according to its own painting language.

②Environment and interaction between teachers and students

Children’s understanding of things is formed through their own perceptions and activities. Therefore, the construction of the classroom environment allows children to gain knowledge and experience through active activities. , improve capabilities and create conditions. At the same time, children's activity performance provides a basis for the reconstruction of the classroom environment.

For example: The middle class carried out the theme study of "I Love My Family". Under the guidance of the teacher, the children developed the desire to turn the activity room into "home". After discussing with the teacher, the children decided to turn half of the classroom into a "home". The teacher and the children moved in colorful building blocks and built them together, finally completing a small "home" with a living room, bedroom, kitchen, and toilet.

2. Create an open-minded game environment

Children’s development is realized in the interaction with the environment, and games are children’s independent and spontaneous interaction with space, materials, Playmates interact with each other in situational activities, so the game environment has become one of the most direct factors affecting children's game behavior. Therefore, our kindergarten has created an open game environment that is conducive to stimulating children's diverse experiences and conducive to children's interaction with them.

① Diversification of game forms

Our park has many corridors and larger spaces. According to this feature, we have created art galleries, The Science Corridor, the Musical Instrument Corridor, and the Building Corridor break the convention that children can only play at specified times in the past. They have tried to allow children to play games anytime and anywhere when they come to or leave the kindergarten, making all spaces become children's playgrounds. A place for games.

All children can freely choose the content of the game according to their own wishes and needs. This method allows us to further expand the space for games, fully embody the autonomy and independence of games, expand children's communication areas, improve children's communication skills, thereby promoting their social development.

② Diversification of game materials

When placing materials, we consider that it is not enough to only provide current operating materials for young children. The diversification of operating materials and the placement of materials will also directly affect children's play behavior. In the small class stage, we focus on cultivating children's living abilities and create attractive and interesting situations when providing game materials, thereby stimulating children's desire to participate in games.

For example: In order to exercise the flexibility of young children's small muscles and practice the skills of using a "small spoon", a game scene of "Feeding the baby animals" was designed. Based on the characteristics of the animals, the baby animals were made with their mouths open. The big mouth looks like it wants to eat. The children liked it very much after seeing it. They immediately picked up the "little spoon", selected different foods, and put it into the mouths of the baby animals. Because teachers create a living environment, children will not get bored and their hands-on skills can be practiced and consolidated in games.

In the middle and upper class levels, we provide various types of low-structure materials to promote the improvement of children's play level through the environment. For example, when making "Insect Family" in the expression area, the teacher took into account the differences in children's development levels and provided them with a variety of materials, including gouache paint, watercolor pens, oil pastels, paper clips, toothpicks, milk cartons, and a Sex disks, post-it notes, paper with various colors, etc., allow children to choose their favorite expression methods independently. In the independent environment created by teachers, children's needs for exploration and imagination are unknowingly satisfied.

3. Create a relaxed and harmonious psychological environment

As the "Second Curriculum Reform" continues to deepen, we gradually realize that the creation of a psychological environment is more important than the creation of a physical environment. important. Good teacher-child relationship and student-student relationship should become the main content of creating a psychological environment. First of all, the relationship between teachers and children has been transformed from traditional authority to that of equal partners with children; secondly, the teacher's guidance style has been transformed from command and command to conversation and discussion with children; thirdly, the teacher's teaching behavior has also changed. From direct intervention and intervention to psychological suggestion and inspiration. Only when teachers' concepts are transformed into behaviors can they consciously create an environment with a high degree of psychological freedom. For example: in the top class activity "Natural Measurement", children can choose from various materials such as small wooden bridges, cotton swabs, game sticks, ropes, building blocks, snowflakes and other materials to measure square chair surfaces, rectangular tabletops and objects that cannot be measured with the naked eye. Recognize the shape of something to measure. From the differences in the measurement materials chosen by the children, the measurement methods used, and the recording methods, it can be found that the children have their own ideas. During the activities, the teacher does not evaluate the children based on the appropriateness of the methods they use, but sets the evaluation target on whether the children actively think and explore deeply during the activities; whether they can use their unique way of thinking to find answers; and whether they can communicate regularly with their peers. And provide reasonable answers to questions; whether you can express yourself boldly in group communication, etc.

In the activities, the role of the teacher is not only to provide material support and help to the children when they need it, but also to appear as a fellow explorer to listen and understand what the children are thinking. Think about minimizing the distance with young children. During the activities, teachers should always look at each child with an open mind and an encouraging perspective, actively guide children to establish an equal and harmonious peer relationship, and always set an example, treating every child equally and fairly, without blaming or favoring. , do not discriminate, do not give up, and let every child feel from the bottom of his heart that he is welcomed by his peers and teachers. Only in this way can a good psychology of mutual respect, mutual understanding, willingness to listen, and mutual growth be created in the child group. Atmosphere.

At the same time, we should also realize that the physical environment and the psychological environment are two indispensable aspects in environmental creation. The creation of the physical environment is inseparable from the grasp of psychological factors, and in the creation of the psychological environment, sometimes the physical environment also plays a role in fueling the fire. Therefore, only by organically integrating the two, can such an environment have a profound and profound impact on the development of young children. Meaningful impact. In today's work, we will still follow the principle of "child development first". Establish a correct view of children and education, and create a new environment that is more suitable for children's development and stimulates their creative potential.

Summary report of early childhood game training 6

Our kindergarten has only been in operation for a short time and has many teachers who have transferred to another job. Although we have rich educational and teaching experience, we lack early childhood education knowledge. Teachers are accustomed to presenting teaching content in the traditional primary school way, and are accustomed to using group activities based on subject-based teaching. As a result, the entire activity lacks an overall conception and arrangement that adapts to the age characteristics of children, and often separates "class" and "games". The separation of teaching and games in kindergarten curricula makes it difficult for education and teaching to implement the educational principle of "taking games as the basic activities of kindergartens".

After a recent period of practice and discussion, the themed game activities created by our kindergarten can break the limitations of teachers’ subject-specific teaching, change teachers’ educational ideas, change teachers’ teaching methods, satisfy children’s desire for knowledge, and cultivate children spirit of exploration.

So, how can teachers effectively carry out themed game activities?

1. Determine the theme plan on the basis of understanding children’s interests and needs

When choosing thematic games, you should always consider The development and needs of young children should be given top priority. The subject matter should be derived from the children's life experience, can arouse children's interest in learning, effectively stimulate children's enthusiasm for participation and positive performance, and can be selected based on the existing resources of kindergartens and parents, such as: The sophomore class in our kindergarten carried out the themed series of activities "Special Me", which originated from the teacher's careful observation of the children. In daily activities, teachers find that children are very concerned about others' evaluations of themselves. How to guide children to correctly understand themselves and accept themselves is very important. By carrying out the theme activity of "Special Me", children learn the skills of appreciating themselves and others, laying a good foundation for them to face life more confidently in the future.

2. Develop a theme grid diagram before implementation to combine generation and preset.

The theme grid is a curriculum blueprint for teachers to carry out around the theme. It integrates a variety of game activities and provides great flexibility for children to carry out activities. Therefore, teachers must master the skills and methods of preparing thematic grid diagrams. A general theme grid consists of two parts: preset and generation. When presetting the topic, teachers should put forward a series of assumptions about the topic based on their understanding of the overall teaching objectives, knowledge of children's existing experience and ability levels, and prediction of children's potential levels and interests. It can be said that it integrates teachers' theoretical knowledge, teaching experience and teachers' existing observations and understanding of children. For example, the theme activity "Spinning World" of the freshman class was preset by the teacher in the "Homemade Rotating Frisbee" game activity, and the children understood the principle of spinning with the help of human power. In the game "I use a top to draw", children use the principle of top rotation to draw. They initially understand the trajectories of typhoons and tops, recognize the principle of similarity between typhoons and tops, and stimulate children's desire to explore the principle of rotation. The creation of the theme grid does not require it to be complete at the beginning, but it must be gradually added and modified as the game develops and changes.

3. Create a game environment suitable for the theme activities.

A prepared game environment can play a positive role in promoting the development of themed game activities. Therefore, after the theme games are determined, teachers in each class should first make full use of the layout of each class to display theme wall decorations that are suitable for the theme, so that children can understand the theme of the activities at this stage at a glance. Secondly, it is necessary to collect and produce relevant materials related to the theme activities to create good conditions for children to interact with the theme environment. For example, the first class of middle school carried out the theme activity of "Chinese Children" and created wall decorations such as "The People of the Nation Are One Family", "Map of China", "The Great Wall", etc., and guided children to use various waste items to make the Great Wall Castle, and use colorful and colorful Foam plastics allow children to paste different colors on different provinces on the map, so that children can know how many provinces there are in the country through hands-on operations. The creation of a game environment not only expands children's knowledge and records their growth, but is also the best way for children to feel success and joy.

4. Enrich children’s relevant experiences through various channels

Life experience is the basis of children’s games. Therefore, after determining the theme content, teachers should make full use of various opportunities to enrich children's relevant experiences. They can look for books and pictures related to the theme that are suitable for children to read to enrich children's knowledge. They can organize children to go out of school to contact society, To practice. For example, you can take children to nature to feel spring, to supermarkets to learn about various candies and daily necessities, and to villages to feel the changes in their hometown.

5. Make rational use of garden space and use various waste items to enrich children’s game materials

Our garden and activity area are limited. How to use the activity space scientifically and rationally affects The effect of thematic game activities. For example, the teacher of Class 3 of Secondary School makes clever use of space. Puppet performance stands and props are placed at the corner of the corridor on the second floor. Children can combine the content of the themed games and play "puppet show" games at any time. For another example, the freshman class, sophomore class, and middle school class 2 pasted milk boxes on the wall of the corridor and cleverly set up a question column to allow the children to use their own expressions to record the problems discovered during the activity and put them in their own corresponding In the box, the teacher sorts out the questions raised by the children and provides a basis for the expansion and generation of game themes.

Toy materials are essential materials for children to play and play a vital role in their development. Therefore, when carrying out thematic games, attention should be paid to the collection and utilization of toy materials. For example, paint used tires with bright colors and let children play tire rolling games to learn the principles of rolling. Use various boxes to make treasure chests to help children learn numbers, find similar types, and sort. Coke bottles are used to make small strollers, which are used to train children's pushing and pulling abilities. The toys made of these materials are durable and fun, and children can have fun playing them.