A Case Study Of Kindergarten Regional Activities

Among all kinds of pedagogical activities in kindergarten, regional activity stands out and receives universal attentions by experts and teachers because of its linkage with independence and game. According to the goal of regional activity, children are put into specific regions in the kindergarten in order for obtaining practical experience and knowledge. These regions are designed with different materials and contents in accordance with the age of the children, so as to realize the educational values of the materials. In regional activity, games serve as the form and children serve as the subject. The contents of games, the ways children join in, and the members of participants are decided by children. Acknowledging the significance of regional activity towards children, the design of it is therefore important. From above, regional activity is aimed to provide children with free and joyous atmosphere to positively interact with materials, so that children can explore, create and discover new things during the activities. Moreover, regional activity intends to realize the children-centered educational value in this way.This research is named with Case Study on Regional Activity in Kindergarten, which is based on the provincial exemplified kindergarten A of Xian, with an object of investigating the practice of regional activities in Kindergarten A. As for the methodology, this research employs methods of observation, interview and literature collection. To be specific, this research gives analyses and discussions on the practical situation of regional activities in the following aspects. The first one is the construction of the type of regional activities. The second one is the space of regional activities. The third one is the application of regional materials. The forth one is the implementation of regional activities. The fifth one is the features of regional activities. This research expects to clarify different processes of the construction and practice of the regional activities, and to further offers experience and lessons to other kindergartens’ regional activities.This study is based on kindergarten A, which has sufficient experience of organizing and studying regional activities. It is set as an example among the similar kindergartens within the district and owns the following features. In terms of the distribution of regional space, the kindergarten should separate the active parts and static parts, make full use of the resources for spatial expansion, and combine the open with the semi-open areas. In terms of the arrangement of materials, the region’s materials should be arranged in accordance with children’s age, some combined and motive materials with new operational functions should be put into work, and the waste materials should be encouraged to be reused. In terms of teaching instruction, teachers are required to figure out log sheets for observing the children’s activities carefully, use flexible methods to instruct the interaction between children and region’s materials, encourage the children to positively participate in the assessment of region and share activities’ achievements with teachers.The regional activity and collective teaching coexist. They contain and accept each other. On the one hand the theme of collective teaching can help make various regional activities. On the other hand, regional activities could relocate the difficulties of collective teaching, which inspire the children to explore independently. The value of regional activities lies exactly in examining the regional activity from the perspective of children development, and in encouraging the positive communication and interaction among the children.