Research On The Use Of Training Equipment In The Collective Activities Of Sensory Integration In Small Classes In Kindergartens

Sensory integration training equipment is an indispensable and important factor in the sensory integration training activities in kindergartens.The scientific use of sensory integration training equipment can promote the effective implementation of sensory integration training,and can well promote the development of children’s sensory integration ability,so that children can gradually improve their awareness,understanding and grasp of external things,and improve their ability to coordinate and control their own body.ability,enhance their self-confidence,achieve the coordination and unity of the brain,body and psychology,and improve adaptive behavior.However,in the sensory integration training activities in kindergartens,there are still problems such as unscientific use of equipment.Therefore,the use of equipment in kindergarten sensory integration training is a research topic with strong practical significance.This paper selects the sensory integration training teachers of D kindergarten who carry out sensory integration training activities in Hohhot as the research object,and comprehensively uses the observation method,interview method and case analysis method to carry out the sensory integration training activities carried out by the sensory integration training equipment in the kindergarten.Research in depth.Research shows that in the process of using sensory integration training equipment to carry out sensory integration training activities in kindergartens,there are insufficient sensory integration equipment and types of sensory integration equipment;some teachers have an unsystematic and incomplete understanding of the types of sensory integration equipment.;Sensory system equipment is not fully utilized;sensory system equipment is not rich enough in the game play style;selection and use of sensory system equipment ignores children’s ability level;children’s operating experience is insufficient;teachers’ guidance is not in place when using sensory system equipment.In response to the above problems,this paper analyzes the reasons from two aspects: kindergartens and sensory integration institutions.The reasons for kindergartens mainly include:（1）In terms of kindergarten management,there is insufficient supervision of kindergartens for sensory integration training institutions;The joint cooperation of sensory integration institutions is insufficient;the capacity of small classes participating in sensory integration training is relatively large.（2）As for kindergarten teachers,there are teachers in the kindergarten who are not very motivated to learn the theory and practice of sensory integration;the communication between the teachers in the kindergarten and the teachers of sensory integration institutions is insufficient.The reasons for the sensory integration institutions mainly include:（1）In the management of sensory integration institutions,there are low thresholds for the selection and employment of teachers in sensory integration institutions;there is a lack of relevant training for sensory integration teachers.（2）In terms of sensory integration teachers,there are weak self-learning motivation;insufficient self-learning depth;organization of sensory integration activities sometimes does not follow educational principles;insufficient accumulation of sensory integration practical skills and training experience.Finally,the corresponding countermeasures and suggestions are put forward:（1）Strengthen cooperation and jointly promote.Including strengthening the cooperation between the kindergarten and the institution;strengthening the cooperation between the teachers of the kindergarten and the teachers of the sensory system.（2）Strengthen learning and strive to improve.Including learning and using sensory equipment related content;learning and mastering the correct view of children;establishing the concept of lifelong learning,enhancing the intrinsic motivation of self-learning;creating learning opportunities and platforms,giving teachers external impetus.（3）Strengthen practice and continuously improve.Including correct demonstration,step-by-step,innovative gameplay,good observation,active support,and timely feedback.