Kindergarten area games divide the activity area into several types of areas such as construction, art, puzzle, role, performance, sports, etc., and put in corresponding materials for children to operate and explore. Regional game activities, because of their loose and free game atmosphere and ample opportunities for independent choice, are a process of free discovery and exploration. They play a unique role in meeting the individual needs of children and developing their personality potential. They are a platform for children to be truly interested, easily engaged, and capable. Favorite activities that last and develop. In order to develop rich and interesting regional games, kindergartens must first create a loose, reasonable, and scientific game environment for children. The creation of the game environment is closely related to the arrangement of game locations, the division of game content, and the arrangement of game features. connect. Therefore, on the basis of exploring the creation of a regional environment for young children, I studied the setting of the game space environment, considering the characteristics of my hometown, and the placement of game materials to establish a harmonious, free, and distinctive game environment to further improve the quality of games in the kindergarten and promote children's play. Be proactive in your development.

"Kindergartens use games as their basic activities" are the basic requirements for kindergartens in the early childhood education regulations "Kindergarten Work Regulations" and "Kindergarten Education Guidance Outline". Games are the main way for children to actively learn, and they are also an important form of education for children's all-round development. Kindergarten area games divide the activity area into several types of areas such as construction, art, puzzle, role, performance, sports, etc., and put in corresponding materials for children to operate and explore. Regional game activities, because of their loose and free game atmosphere and ample opportunities for independent choice, are a process of free discovery and exploration. They play a unique role in meeting the individual needs of children and developing their personality potential. They are a platform for children to be truly interested, easily engaged, and capable. Favorite activities that last and develop.

With the development of regional games, I also encountered some problems and confusion in the game. The following are several cases:

1. Games in a single area must be "fine"

Case 1: The monthly game observation activity in the park has begun. The first thing that catches the eye is The music area of ??the middle class: the ceiling is covered with colorful curtains; the cabinets against the wall are filled with props for various music games, such as gongs and drums, bells, ribbons, clothing, hats, hats, etc.; on the head Wearing various headgear, very warm. I saw a group of children listening to music and dancing. Some of them sang, some danced, and some performed. A small "concert" began... The observing teacher was also very happy to see it, and also Sing and dance along with the kids. Twenty minutes have passed, and the originally lively small stage has now become chaotic. Some children are seen lying on the ground, some are even chatting, and the entire small stage is "a mess". The originally orderly stage has become chaotic. The order of the game is gone.

I think the reason for the disorder in this game is due to the game locale itself. In this game, the teacher uses various waste materials to reprocess them into props for various music games. This is very imaginative and creative. However, the teacher ignores the order of the children in the game and originally thought that "children can Show your style on the beautiful stage." However, because the teacher did not consider the seating arrangement during the game, this is one of the reasons for the messy game. Providing comfortable and beautiful floor mats can certainly bring beautiful enjoyment to children during games, but letting children sing, dance, and play gongs and drums on the floor mats will seem crowded to a certain extent and does not divide the children's things. It will take a long time , the children's patience and enthusiasm disappeared. The orderly game is gone.

Seating considerations in zone games are important. First of all, we should consider the age characteristics of children. Children in middle classes have a certain degree of maturity in thinking, so they will not copy the teacher's arrangements. They can sit how the teacher arranges them. Instead, they use the only game materials to recreate the game. However, in the game, their space is small, the layout is unreasonable, and they will be messy. Teachers should consider the distribution of various roles in the game and arrange the positions of each role. For example: dancing children can dance on the floor mat, and children playing gongs and drums can stand in a circle outside the floor mat or form various teams according to the children's own wishes. At the same time, an audience seat can be placed at the front of the small stage, so that A formal "stage" is formed, allowing the performing children to feel that they are actors, the protagonists, and the leaders of the entire stage, giving the performing children a stronger desire to perform their roles, and allowing the singing and dancing children to With greater interest, the whole stage appears more orderly and dazzling.

Case 2: In the game, the bank is the core of the entire game, and the bank’s job is to collect and deposit money. In the games in the small class, the children were very active in going to the bank to collect and save money. Some children ran quickly and said, "I want to withdraw two dollars!" Then they quickly ran to the place of work. At this time A large number of children will imitate the child's behavior. They will not line up, but crowd in. Some children will wait quietly in line and abide by the rules of the game.

This case gives us a good sign. In life, these children waiting in line are also civilized and polite. In the game, these children still play based on their existing experiences in life.

For children who do not line up to withdraw money or who run rampant, I suggest placing a stool in front of the bank counter so that the child can sit down when withdrawing money and depositing money, and the children behind will also line up accordingly. At the same time, the bank should not be located next to a language area that is too quiet, as this will affect the development of other areas. Since the bank is the core leadership of the entire activity and can drive the development of all regions without affecting the development of other regions, the position of the bank is also extremely important. I think that if conditions permit, try to place them in "busy areas". For example, the class corridors are all for tourism and should be placed in the corridors. This will not affect the development of tabletop games inside, and at the same time, it can be easily Good to promote the development of tabletop games.

2. Multiple regional activities should be "quiet"

Case 3: After lunch, the children in my class started playing regional games. Some went to the library corner to read fairy tale books, some went to the construction area to build building blocks, some went to the puzzle area to play games with friends, and some performed performances opposite the mirror... The children played happily and attentively in the games they chose. However, the children performing became more and more lively, the children in other areas became restless, and the classroom suddenly became noisy. The children who were reading were covering their ears, and the children in the puzzle area gradually ran away. The game seemed very noisy.

I feel that children cannot be at ease with their own games, mainly due to the setting of the area and the layout is unreasonable. The lively performance area and the quiet library corner are arranged in the same room, and at the same time. The singing and gongs and drums from the performance area are transmitted to other quiet areas, which to a certain extent causes interference to children who like to read quietly. , so children who read books and play chess will not be able to play games normally. Therefore, regional games such as puzzle area, performance area, construction area, language area, art area, doll house, etc. should have a reasonable layout. In settings, we should divide games into two categories, quiet and lively. For example: the language area, puzzle area, and art area can be placed in a relatively quiet area, and the performance area, construction area, and doll's house, which are relatively lively, can be placed outside the classroom. The two large areas do not interfere with each other. And they are interconnected and jointly promote the development of the entire game.

3. The entire regional activity must be "closed"

Regional activities are games that children like. When choosing regional games, we often encounter this phenomenon: some areas Children are particularly interested and actively participate (such as doll houses, supermarkets, etc.); while some areas are not visited by anyone (such as handicraft areas, science areas), so in order to solve the problem of uneven distribution, teachers often use "activity area allocation" "The blame method" means that teachers forcefully designate children's activity areas. This violates the purpose of setting up regional activities and also affects the in-depth development of regional activities. In fact, children's choice of regional activities is related to the "metabolism" of the content in the activity area. For example, in the science area, when sufficient "rocking" materials are provided, there are often very few children participating. However, after the "rocking" materials are reduced, the sounds emitted by the objects stimulate the children's desire to explore, making the activity more exciting. After a drastic change, children rushed into the science area, greatly exceeding the number of people allowed in the area. Therefore, we pay attention to the scientific amount of materials and combine them with the needs of the activities, so that each area activity can become a strong magnetic field to attract young children.

Games are part of young children’s lives. In the early childhood stage, "life is games and games are life." Games not only bring fun to young children, but also promote their physical, cognitive, social and other aspects of development. The environment setting of regional games can provide children with an optimized environment and opportunities that are conducive to children's activities and performance. By reasonably arranging various activities and providing sufficient materials that can stimulate children's activities, a harmonious, free and relaxed environment can be established. atmosphere. Children can move according to their own wishes, learn to interact with others, develop their personality, and at the same time cultivate autonomy, self-discipline, and good behavioral habits. In constant reflection on practice, I realized that we must learn to observe, learn from children sincerely, and truly understand the hearts of children. As the famous Chinese educator Mr. Tao Xingzhi said, teachers must "become children" and communicate with children. Young children enjoy "fun".

So, I think it is very important to arrange the layout of the game. Only by arranging the layout of the area can you enjoy the game in the ocean of games.