A brief analysis of the creation of stone-related environments and the production of toy teaching aids in kindergartens

A brief analysis of the creation of stone-related environments and the production of toy teaching aids in kindergartens is as follows:

In the creation of kindergarten environment, the production of toy teaching aids is a very important part. Teachers can use innovative thinking and local materials to make puzzles, backgammon, tic-tac-toe, traffic signs, ice tiles and other raw materials with the help of paper boxes, paints, paints, etc. Tea pots and other toy teaching aids use novel and cute games to mobilize children's potential initiative and stimulate their imagination and creativity.

For example, use rocks to make rockets. First prepare a piece of white paper with a rocket pattern on it, color the rocket, then cut out the rocket according to the outline, secure the plastic straw and paper tube with tape on the back, blow hard, and the rocket will take off. You can also use stones and straws to make a maze. Prepare a small box, straws, glue, cardboard, and scissors. Give the box a makeover, wrap a circle of tape on it, cover it with colored cardboard, and cut the straws into long and short pieces. , placed in the box together with the stones, it is a maze game that children like.

Principles of creating an environment for young children

1. The principle of consistency between environment and educational goals

The principle of consistency between environment and educational goals refers to the principles for creating an environment. To reflect the educational nature of the environment, that is, the goals of environmental design must be consistent with the educational goals of the kindergarten and meet the needs of children's all-round development. When creating an environment, we must use goals as the basis and implement educational goals into monthly plans, weekly plans, daily plans, and each specific activity.

2. Principle of development suitability

From the perspective of general age characteristics, children in small classes, middle classes, and large classes have obvious differences in physical and mental development characteristics, and the environment they need is also different. Not quite the same. Therefore, teachers should provide appropriate development environments for children according to their different age characteristics. At the same time, the creation of the environment must not only take into account the diversity of children, but also pay attention to the individual differences of children, so that each child can maximize his improvement and development in a different environment.

3. Participatory principle

The participatory principle means that the creation process of the environment is a process in which children and teachers cooperate and participate together. The significance of allowing children to participate in the environment creation process is reflected in: cultivating children's subjective spirit; developing children's subjective consciousness; cultivating children's sense of responsibility; cultivating children's cooperative spirit.

4. The principle of openness

The principle of openness means that when creating a kindergarten environment, large and small environments should be organically combined to form an open early childhood education system. Through the cooperation between large and small environments, mainly the cooperation between schools, families and communities, we can learn from each other's strengths and make up for each other's weaknesses, and work together to cultivate children that meet the requirements of the new era.

5. The principle of economy

The principle of economy means that when creating a kindergarten environment, the actual conditions of kindergartens in different regions and conditions should be taken into consideration, so as to adapt measures to local conditions and make things simple. The specific way to implement the principle of economy is to spend less and do more. We should pay attention to spending money on the development of children and improving the quality of education based on the actual situation of the region and kindergarten.