What are the essentials of sleep activities?

The implementation of curriculum is a multi-faceted operation process, including explicit curriculum, ideal curriculum, potential curriculum and hidden curriculum. Explicit curriculum refers to the purposeful and planned education and teaching activities carried out by kindergartens in practice. The educational objectives, teaching methods or strategies, teaching materials, material environment, management, rules and regulations of catering kindergartens can also be hidden in curriculum standards and outlines. Ideal curriculum is the direction that explicit curriculum theory should strive for. Hidden curriculum contains the theoretical orientations of education, children, knowledge, learning and development in philosophy, sociology and psychology, which restricts the operation of the whole curriculum. Potential curriculum refers to the experience gained by learners from school organization, school environment and teachers' teaching methods, including a series of attitudes, emotions, tendencies and values. Hidden curriculum refers to consciously avoiding knowledge, skills or processes that do not meet the educational objectives and cannot be taught to learners. These four levels of courses are interrelated and influence each other. "Without an ideal curriculum, there will be no integration and direction in the educational process", which is fragmented in a chaotic county; Without important courses, principles and plans become too ambitious to be realized; Without potential courses, courses will become a fool's paradise, only learning activities, no one receives education.

Therefore, the ways of education should be varied, and counties should be organically integrated into the education process. Judging from the current situation of education in China, the basic ways of education are: learning activities, game activities and life activities. These activities have special value in the development of children, play a specific role, and are also an indispensable link in the implementation of kindergarten curriculum. Therefore, the implementation of kindergarten curriculum should pay attention to all kinds of activities in children's daily life, and pay attention to the organic connection between various activities, and give play to the complementary role of these activities, so as to learn in life, learn to connect with life and use life in games, and games reflect life and learning, so that daily life can become a real educational whole. Organizing children's daily life is an important guarantee for entertaining and realizing all-round development of education. The concept, educational purpose, task, content and requirements embodied in the kindergarten education plan are mainly realized through various activities in children's daily life.

1, teaching activities

We emphasize the initiative of children in the process of education, but we can't weaken the positive influence of teachers on children. Because children's physical and mental development is immature, teachers have the responsibility and obligation to help and educate children. Kindergarten teaching activity is an activity that kindergarten teachers carry out all-round development education for children in a planned and organized way according to their interests and actual level, according to the educational purpose of kindergarten, and according to the educational content and basic requirements put forward by the syllabus. In the teaching process, teachers and children are emphasized, and the organic unity of teaching and learning, activities and guidance is advocated. We can't go from one extreme to the other-teachers dare not teach and ignore the necessary knowledge learning; When choosing the course content, we should take children's interests as the starting point, without considering what knowledge children must master, or how to help children sort out, expand and provide their natural and scattered daily experience, so as to make it universal and systematic. Although the kindergarten curriculum does not aim at imparting knowledge and does not emphasize systematic knowledge learning, it still needs to master some knowledge necessary for life to help children systematize the acquired knowledge and experience.

2. Activities of life

Life activities are an important part of children's activities in the garden. Including entering the park, eating, sleeping, washing, intermittent activities, free activities, leaving the park and other activities directly related to children's lives. For children, the development of body, the formation of basic living habits and living ability are the most important goals, so life activities play an important role in children's curriculum. At the same time, the activity contains rich educational content in many fields. Life activities are an important May Day for children to gain experience, experience life and learn social skills. Many educational goals and contents of kindergartens are achieved through daily life. Especially the cultivation of various living abilities and habits. Children's life in the garden will definitely make them feel safe and happy.

3. Game activities

It has become common sense that kindergartens take games as their basic activities. "Games are courses, and courses are games", which is a remarkable feature that distinguishes preschool education from school education. For young children, games are not only fun, but also a kind of study, work and life. Through various games, children can not only develop their motor skills, language skills, problem-solving ability, imagination and creativity, but also feel happiest when playing games. In the game, children can understand the relationship between individuals and the environment, release emotions and promote emotional and social development. Games can promote the healthy development of children's body and mind. Of course, not all games are beneficial to children's development. This requires teachers to help children in the game, become their game partners and help them make appropriate choices. It is necessary to give children enough time and space to play, provide children with good playing conditions, and let children develop themselves in happy games.

4. Learning environment

The educational function of the environment is potential, and children's development is obtained in the process of their active interaction with the environment. For children, the environment can talk, and what kind of environment will lead to the corresponding behavior patterns. Environment is our third teacher. A well-designed environment can play a suggestive role for children and induce their positive behavior.

5. Family and community

As early as 1927, Mr. Chen Heqin said: "Naive education is a very complicated matter, which cannot be done by a family or a kindergarten." Kindergarten education and family education should complement each other and fully mobilize family factors to supplement educational resources. Let parents and teachers receive education together in the process of cooperation.

Second, the form of activities

1, concentrated activities

Mainly refers to the activities carried out under the guidance of teachers, relying on teachers to impart the content to children through teaching, and teachers can show the content to children through introduction, explanation, demonstration and performance.

2. Decentralized activities

Decentralized activities are diverse and should be the focus of our research. Children spend most of their time in scattered activities, but according to the spirit of the syllabus, it is difficult to infiltrate the content of education into children's daily life, give full play to the role of role models in various fields, and cultivate children's education, habits, curiosity and ability. This can only be achieved through concentrated activities. To cultivate children's personality, we should play the role of decentralized activities. Decentralized activities can better reflect children's personality and give full play to teachers' individual guidance to children.

3, alone activities

In a small space that he thinks is safe, a child will exert his ability of talking to himself and imagining, and do his happiest thing. Meeting the needs of young children is also respect for young children.

4. Regional corner activities

For children's complete activities, it is necessary to provide rich game materials for children in the corner, choose independently under the condition of children's voluntary, give children full autonomy, and let children explore, learn and develop in their own way. In the activity area, children's personality can be fully developed, various needs can be met, and it is easy to form a positive attitude towards the unknown, which is conducive to the development of children's self-confidence and personality quality.

5. Free activities

It is also an educational activity to provide free space and time for growing children to do what they want to do according to their own wishes and meet their needs for free communication.

Third, teaching methods.

"Education is increasingly developing in the direction of including the whole society and individual's life", and gradually extends to its real field-all aspects of people in time and space. Under the guidance of such a brand-new educational concept, teaching activities pay more and more attention to students and change the "nobody" in the past education, but pay attention to people's position, feelings and gains in the education process, how to make students become the main body of learning, and cultivate students to regard learning as a conquest of knowledge, rather than memorizing those symbols. In the past, we studied teaching methods more about how teachers teach and less about students' learning methods. The essence of teaching methods should include teaching methods and learning methods. We should study the teaching process from two angles.

Four, kindergarten education activities process organization procedures

It is not easy to find out that the educational objectives, contents and methods of kindergartens are in line with the development of young children. Teachers should design educational content suitable for children according to their life, needs and development characteristics, so as to achieve the development goal of early childhood education. Our education should be carried out through children's real participation in social life, the development of children's living ability, the influence of children's consciousness, the formation of habits, the exercise of children's thinking and the stimulation of children's emotions and emotions. This kind of unconscious education enables children to gradually accumulate experience and develop. Therefore, teachers must jump out of the narrow understanding of education in the past, as if only children sit still, and teachers explain clearly to children a knowledge content in class is education.

First of all, teachers should integrate children's development goals into their own educational thoughts, have their own unique understanding of education, have their own educational ideals, have their own persistent pursuit of education, and gradually form their own style.

Secondly, teachers should be good at discovering children's interests and linking them with our education. Guide children to actively explore and develop. When children are interested in the surrounding environment, don't ignore it because it is not in the plan. It is necessary to take the children's interest shown at any time as an opportunity for education, conduct favorable guidance, set up situations according to children's needs, and give play to the influence of the environment on children.

Thirdly, teachers should look for effective organizational forms according to the characteristics of content and children's current development level, so that education can become a natural process.

Finally, teachers should help children form and summarize their experiences. The teacher's finishing touch will often help children improve their harvest, incorporate scattered knowledge into his cognitive structure, and promote their development.

The implementation of kindergarten education needs a good environment. No matter how to divide children's activities in the park, it will eventually affect children. Every May Day in the park will provide children with different learning experiences. We should give full play to the role of all links, arrange children's daily life reasonably and scientifically, and infiltrate our educational concept into all aspects of children's lives.