Educational value of natural corner in kindergarten

Kindergarten natural corner can promote the development of children's social communication and cooperation ability. The activities of the Nature Corner provide children with an opportunity to communicate with their peers, so that children can communicate and discuss with other children in the process of discovering and exploring problems, and jointly find out solutions to problems. Let's briefly analyze the educational value of the natural corner in kindergarten. Welcome to reading.

The natural corner is the window for children to know about nature, which provides an activity place for children to contact, observe for a long time, manage by themselves and operate by hands. There, children can see how tadpoles become frogs, how snails give birth to "dolls" and collect various leaves and seeds for exhibition. Sometimes, children feel happy and proud that the seeds they planted have sprouted; Sometimes, it is sad for careless management and withered flowers, and anxious for experiencing failure. All these have added childlike interest, increased knowledge, broadened horizons and stimulated curiosity for children. At the same time, through management, they learned simple labor skills, sprouted love for animals and plants, and cultivated good feelings of loving nature. Our countryside is endowed with unique natural conditions, convenient materials and complete varieties. The careful setting and scientific management of the natural corner can not only beautify the indoor environment, but also be the position for children to learn and explore. It plays an obvious role in cultivating children's observation, expression, thinking, labor and creativity. In addition, children's awareness of protecting the ecological environment can be cultivated from an early age.

First, the creation of natural angle can cultivate children's hands-on operation ability, attention and observation.

Animals and plants in natural corners are constantly growing and changing. This provides convenient conditions for cultivating children's attention and observation. For example, every morning, children enter the activity room and take the initiative to observe and manage the natural corner. When they saw that the soil in the flowerpot was dry, they watered it. When the water in the fish pond is mixed, they change the water and feed the small animals. In the past, careless and inattentive children would observe that chrysanthemums were in full bloom at the top of the stem, withered but their petals did not fall off. In order to further cultivate children's attention and observation, and guide children to write observation diaries, at first, children will only talk with their mouths, and three or four people will gather together to talk to each other. The language is short and unclear, and they don't know how to write an observation diary or what symbols to use. Later, I gradually guided my children to record with simple symbols or signs and transition to record with maps. Organize children to design animal and plant growth diaries, and record the daily growth and changes of animals and plants with simple symbols or signs. A child with strong ability can write it down in the form of a picture, record the date and weather of each day, and finally bind it into a book with the titles of Planting Diary and bloom, and draw a beautiful cover. Every child has his own animals and plants. There are many kinds, and the small ones are all children's favorite. Encourage children to change water to feed every day, insist on watering and weeding the planted seedlings, and take turns to bring small animals home to feed on weekends, so that children are interested in exploring the mysteries of nature. This interest and curiosity urge children to further participate, observe and explore.

Second, the creation of natural corners enriches children's knowledge, broadens their horizons and improves their painting ability.

Observation from a natural perspective cannot be completed overnight, so we must persevere. On the one hand, teachers should encourage children to observe the natural angle spontaneously every day, and let them report new discoveries and ask new questions. On the other hand, it is necessary to establish a system for children to take turns to take care of animals and plants from a natural perspective and learn to keep records. Some children with poor ability can record with symbols at first, and those with strong ability can draw directly with pictures. For example, children eager to learn and imitate know that when planting soybeans, garlic and onions, the seeds should be soaked in water for several hours before planting, then watered, planted and covered with soil. After planting, they should observe it every day, keep it in their diaries, and carefully count one day and two days. On the third day, soybeans grow two buds from the soil. Moreover, onions and garlic germinated on the fifth day, and many small white roots grew on the seventh day. The whole recording process center makes children full of hope and expectation, fully arouses their enthusiasm and participation, and is more effective than rigid picture teaching AIDS for children's education.

Effect. Another example is: children observe grasshoppers and mantis with six legs, two pairs of wings and a pair of antennae, and record them according to their appearance characteristics, knowing that they belong to insects; There is also the process of snails breeding one by one from the side of the lid; Shrimp grows bigger every time it is peeled ... and gains a lot of knowledge about nature.

Third, create a natural perspective and cultivate children's sense of unity and cooperation.

Some flowers in natural corners should be cut in spring; Some flowers need transplanting; Some flowers need small pots for big pots; Other flowers, such as chrysanthemums, should be planted and hybridized, which is a good opportunity to educate and cultivate children to unite and cooperate, love labor and change the weakness of the only child. It is a good time for autumn chrysanthemum before the "ear seed" of the lunar solar term. The chrysanthemum bud at this time is the root that bloomed last autumn and the new bud that came out this spring. The cutting of chrysanthemum is to cut off these buds and branches, then cut them into segments according to the spacing between two or three layers of leaves, and then cut them into disks according to the variety and color of chrysanthemum. And it takes five months of management time to bloom in autumn. In order to cultivate children's spirit of unity and cooperation, we should first decompose and demonstrate the steps of cutting, and then let them negotiate freely, join groups freely and divide their work freely. After the children agree, they will cooperate with each other and work enthusiastically. You cultivate the soil, I water it, you trim it, I trim it; You planted my basin; I sweep the floor and I take the iron dustpan. Help each other, unite and cooperate, and cooperate very tacitly. In free, active, relaxed and happy activities, children know that they are a member of the group and that their peers should understand and cooperate with each other. The arrogant and self-centered temper of the only child in the past has disappeared.

Through practice, we find that the environment in the corner of nature broadens children's horizons, increases children's knowledge, stimulates children's curiosity, and cultivates children's healthy and uplifting good feelings and good ideology and morality. We feel that nature, a rich and colorful material world, deserves our serious exploration and utilization. We believe that with the deepening of research, the continuous enrichment of experience and the continuous updating of teaching concepts, we will certainly explore more and more effective teaching methods, make full use of the activity textbook "Nature and Society", use natural materials to carry out teaching activities, and create a better environment that is more suitable for teaching content. Let children get real feelings and rich knowledge in this vast field of rural areas.

Expanding reading: a summary of the creation of natural corner in kindergarten

Nature is an important resource for preschool education. By creating a nature with reasonable structure, health, safety, beautification, childlike innocence and education, children can know all kinds of things, gain all kinds of feelings and understand all kinds of phenomena in contact with nature, and let children live in their own world. In the past school year, our garden made efforts to create a world for children with the goal of "making children masters of nature". And achieved remarkable results. Now focus on the following aspects to sum up.

First, provide children with effective operational materials.

The circular creation of homework materials was provided by teachers in the past, and children's acceptance of learning gradually evolved to rely on children's personal practice for discovery learning, thus promoting children's development more effectively. Teachers in our kindergarten can basically change this concept. In the process of creating homework materials for young children, they can establish a "child-oriented, child-centered" concept of children and education, and gradually improve themselves to transform high-level educational goals into low-level educational goals, and make a physical transition to the content and requirements of educational goals in homework materials. In order to cultivate children's task consciousness, the teacher classifies the material settings in each area and puts them into weights; So as to meet the needs of children's activities, focus on supporting children's independent activities, active exploration, operation and full experience, and mobilize and motivate children to achieve positive and effective development in the continuous active interaction with nature.

Second, help teachers improve their skills of natural creation and encourage them to innovate constantly.

Activity area is one of the important contents of kindergarten's natural creation, which provides conditions for children to learn independently in life and operation. For this work, our garden adopts a non-quantitative evaluation method, that is, let the class teacher introduce the natural creation of the activity area of the class and introduce your creative intention and concept to everyone. All the teachers discussed the natural creation of class activity area, and made a careful analysis of the setting of each area and the material transfer in the activity area, and put forward some suggestions. Through discussion, the teacher not only helped others, but also improved himself.

Third, let children create their own "children's world".

In the past, our natural creations were all planned and produced unilaterally by teachers, and children only participated in a small part. After the natural layout, let the children act as spectators. Obviously, in this process, the child is passive. Although the nature created is reasonable in structure and layout, harmonious in color and pleasing to the eye, it fails to embody the spirit of taking children as the center in terms of the height and intention of natural creation. After repeated study, discussion, trial and improvement, adhering to the research and exploration results of last semester, our garden requires teachers to immediately change their concepts and the way of creating nature in the past, and create a happy world with children in line with the principle of "children-oriented". We finally tasted the sweetness of success.

At present, the ways of creating activity rooms in each class are: the works posted on the wall are mostly pictures cut and pasted by children or some activity materials collected by children, and the free "graffiti wall" is for children to create freely. Free decoration materials are basically the result of children's efforts. Teachers design the background and children imagine the specific content in various forms. It not only mobilizes children's multiple senses, promotes all children's comprehensive, harmonious and active development, but also satisfies children's preferences, needs and interests from the perspective of children, so that children can enjoy an aesthetic edification and improve their aesthetic ability.

The perfection of the overall layout of nature creation in kindergartens requires us to explore hard in practice, as long as we have a goal in mind-"all for children" to create a better life nature for children. I believe that children's natural creation work must be to achieve better results.