What are the papers directed by the kindergarten doll teacher?

The "Guidelines for Kindergarten Education" points out that in a day's life in kindergarten, we should create a relaxed, free and rich activity environment, respect children's interests and needs, and let them choose and develop independently. Children in small classes are young, emotionally volatile, easily stimulated and influenced by the environment, and emotionally dependent. Especially at the beginning of school, children come from different families, different living atmosphere and different personalities. They have never been with so many strangers. To them, they are outsiders and lonely. In all the regional activities in small classes, the most familiar and intimate play environment for children is the doll's house.

Doll's house game is a game activity that helps small class children get rid of separation anxiety and adapt to kindergarten life as soon as possible. It is also an important form of all-round development education for small class children. Its role in promoting children's development and its position in kindergarten education cannot be replaced and compared by other forms of education. We should make full use of dolls' family games to meet the needs of children's physical and mental development and promote their all-round development.

As the saying goes, beautiful flowers cannot be separated from the careful care of gardeners. Similarly, children in small classes can't get all-round development through dollhouse games without the correct guidance of teachers.

First, according to the different stages of children's development, create different doll family game environments.

At the beginning of school, children in small classes are in the stage of separation anxiety. The doll home environment created by the teacher must be as close to the children's life as possible, highlighting the sense of reality and warmth of "home" and making the children feel at home. For example, create a big family, with many cuddle dolls and other toys, a kitchen, a crib and so on. After the children basically adapt to the life in kindergarten, we adjust the game environment and materials according to their interests, and at the same time, according to their development, we adjust the materials in a planned way to create a separate "doll house" game area. Children can play in different doll houses according to their hobbies. For example, put more dolls in a doll house, dress children and feed different dolls; Put all kinds of ingredients in another doll's house to cook all kinds of delicious food for children and so on. You can also put some semi-finished toys in the doll's house, such as "fish skewers, mutton skewers and dried tofu skewers" made of foam paper that children can make by themselves.

Second, cultivate children's role awareness and develop role-related emotions and sense of responsibility.

A Doll's House is also a role game. Therefore, first of all, we should cultivate children's role consciousness and let them know who you are in the doll's house, what you should do and how to do it. For example:

Case: Yao Yao is feeding "baby" noodles in a doll's house. She kept stuffing noodles into the baby's mouth with her hands and had a good time ... The teacher asked, "What are you doing?" Yao Yao: "I am feeding the baby noodles." Teacher: "Who are you?" Yao Yao: "I am Ni Xinyao." Teacher: "What about the mother of the baby?" Yao Yao: "I don't know."

Analysis: For children in small classes, they haven't established a good sense of role and can't realize their role identity.

Measures: 1. In order to help children build role awareness, we ask parents to take some photos of family members' activities and stick them on the wall of the "doll house". Let the children have a look, talk and discuss their different identities, as well as what they are doing and how to do things.

2. Strengthen the role, reproduce life, and trigger the transfer of experience. Teachers can inspire questions: "When you were young, how did your parents feed you noodles? Is it fed directly by hand? What tools can I use to feed my baby? " You feed it so fast that the baby can swallow it in time? What should I do? ""This noodle is too spicy. what can I do? "In the interaction with teachers and peers, children gained experience and felt the fun of the game.

Third, cultivate children's communicative competence and improve their ability to cooperate with peers.

Small class children generally have a strong sense of self-centeredness, weak self-control ability and poor persistence. Due to family and social factors, most children in small classes will lack the experience of communicating with their peers and have a strong desire for exclusion. Conflicts in games are common, especially the competition for toy materials. Therefore, we must be fully prepared for the delivery of materials. Make use of children's psychological characteristics of conformity and let them experience the joy of common games. In terms of materials, there are many pieces in each category, such as dolls and clothes for dressing dolls, dolls for feeding dolls, vegetables and fruits for operation, as well as tableware, gas stoves and pots. All of them are placed in 3 to 4 pieces, trying to let children choose toy materials independently.

But in the process of playing games, we often find that some children like to play alone and have little contact with their peers. To this end, we will often play some games to promote children's communication. For example, entertaining guests. As a guest, the teacher enters the game situation and plays with children.

During the competition, the teacher rang the doorbell and said, "I'm a colleague of your mother's, and I'm visiting your home." The purpose is to suggest that children tell "Mom" that a guest is coming, and ask "Mom" to open the door so that two children who are playing can have a simple conversation. After entering the door, the teacher mentioned the topic: "I heard that your family moved to a new home, so I will come to your house to have a look." The purpose is to let the host introduce the rooms to the guests one by one, tell the guests the function of each room, let the children visit, and promote the children's ability to communicate calmly in front of others and speak things generously. For children who actively communicate, teachers can raise more topics and give more opportunities for communication. If you can ask: I heard that your family moved to a new home. Who can show me what rooms you have in your house? Whose room is this? What is this for? The guest stayed for a while, and the teacher brought up the topic again: "Oh, I'm a little tired. I am thirsty after talking for a long time. " The purpose is to guide children to be polite to guests. Finally, the teacher looked at his watch and was ready to leave. He asked, "It's getting late. I have to go, come back next time. " The purpose is to suggest that children use language to communicate actively and see off guests.

After the teacher's guest appearance is successful, the children will get a lot of inspiration. I will also imitate the teacher as a small guest, and the owner of the doll house has also learned how to entertain guests, which has promoted the communication between children.

Another example is entertaining guests. Teachers can create a scene for children to entertain guests. For example, today is baby XX's birthday, and we will invite many good friends to have dinner at home, but it is too hard for mom to cook, clean and decorate the house alone. Can dad, sister and brother come and help? With the appearance of this story, children can cooperate together, such as father helping mother cook, mother cooking, father helping to cut vegetables, and sister and brother can make some simple handmade doll houses, so there is cooperation between children. The game activities under the storyline can stimulate children's interest in the game, and children will gradually learn to work together unconsciously.

Fourth, cultivate children's related self-care ability and operational ability.

Children in small classes have not yet formed a good activity routine. For example, after the doll's house activity, the whole doll's house was in a mess and materials were thrown everywhere. ...

To this end, teachers can ask children to talk about what their home is like. For example, "Where are the baby's toys at home?" "Where does the baby play with toys?" "How are kitchen utensils such as gas stoves, rice cookers and ovens arranged?" "Where does Mom wash vegetables and cook?" Using the method of experience transfer, children are guided to classify and sort out the home game materials of dolls such as toys and kitchen utensils, so that children can learn how to play in the doll's home and make the doll's home game activities orderly; We can also paste pictures of correctly packaged toys on the wall of the doll's house according to the characteristics of small class children's concrete thinking in images to help children understand these routines; We also use the "small red flower reward and punishment method" to help children develop good game routines. For example, if children can consciously abide by the rules of the game, they can get a small red flower and accumulate it to five, so they can go to the supermarket to exchange an item they like; On the other hand, buckle a small red flower and you won't get what you want.

Teachers should fully consider the age characteristics of small-class children and their different development and changes in various stages, and consider their life experiences, existing knowledge and experience, interests, needs and abilities in the process of guiding the "doll's house" game in small classes. We should use appropriate game materials and game plots to improve, expand and deepen the existing knowledge, experience and ability, so that children can develop in an all-round way.