This March we launched the "I" theme activities in this theme, the children from their own bodies as the starting point, by observing, comparing that each person is different, resulting in a "my own" theme. Therefore, the intended target of this event starting from the children so that children understand themselves and others, there are many different places, learn to know themselves, respect for others, then let them find common game companions happy, happy to regulate their emotions and behavior, experience and get along with fellow co-fun.
Large class of children is not limited to their own exploration of the body, but also because other people think of them, we preset the "I'm special," "I'm the best," "My good friend," "I grow up "," design business cards "and other children interested in the clues, self-exploration by young children, their homes cooperation, exchange of exhibition and a series of activities so that children learn better understanding of themselves, build confidence, enhance the good feelings, but also a gradually learn acceptance of others, strive to become really a welcome one, and willing to work with peers and friendly exchanges and cooperation.
In addition, our operating environment and regional integration as far as possible, all reflect the theme. Addition to the usual organization of teaching activities, the children all left traces in the activity room in the corner, we have designed a child care for each individual file, a collection of children's self-portraits, and parents recorded the children from kinds of questions, arranged into "our home," the theme of the environment; in regional activities for the children, we also prepared the content of the materials and themes. For example: We have prepared a magnifying glass to the children, inks, handmade paper and various materials, so that children observed and recorded their own fingerprints, the children are interested. Another example: In terms of our teeth, the collective gathering all kinds of mirrors for the children observe, discuss and explore their own teeth, so that children gain experience from the environment, enhance their awareness; children by playing games to consolidate review of the structure of the teeth , quantity and how should we properly protect our own teeth.
Children have been very aware that he is a boy or girl, there is a preliminary gender identity in the independent game there was a marked role in stability. Boys and girls interested in a completely different, a phenomenon that shows the personality characteristics of children in large classes in the progressive development, emotional stability and potential of also increased. For such a situation leads us on "special me" big theme activities, and the default of "I", "I'm special," "My good friend," "When I grow up," "design business card" series small thematic activities, by language, calculation, social, health, and arts activities in five major areas, so that children not only feel the physical characteristics of men and women, psychological roles, interests, abilities, etc. are different, from a focus on their own to focus on others and learned how to appreciation, thereby promoting their healthy social emotional development.
这个三月我们开展了“我自己”的主题活动，在这个主题中，幼儿从自己的身体为切入点，通过观察、比较发现每个人都不一样，从而产生了“我自己”这一主题。因此本次活动预定目标从幼儿出发让幼儿了解自己和别人都有许多不一样的地方，学会认识自己，尊重他人，其次让他们发现同伴共同游戏的快乐，乐意调节自己的情绪和行为，体验与同伴合作相处的乐趣。
大班的孩子对自己的研究不仅仅局限于对身体的探索，更在于别人对自己的看法，因此我们预设了“我很特别”、“我最棒”、“我的好朋友”、“我长大了”、“设计名片”等幼儿感兴趣的线索，通过幼儿自主探究、家园合作、交流展示等一系列活动，让幼儿从中进一步认识自己，建立自信，提升美好的情感，也是一个逐步学会接纳他人，努力使自己成为受大家欢迎的人，并乐意与同伴友好交往、合作。
此外我们的活动环境尽量做到与区域整合，处处体现主题。除了平时组织教学活动后，孩子们留下的种种痕迹，在活动室的墙角里，我们为每个幼儿设计了一份个人档案，收集了幼儿的自画像，及家长记录的来自于幼儿的各种问题，布置成“我们的家园”的主题环境；在区域活动中我们也为孩子准备了与主题内容有关的材料。比如：我们给孩子准备了放大镜、印泥、手工纸等各种材料，让孩子观察记录自己的指纹，小朋友很感兴趣。再如：说到我们的牙齿，集体收集各种镜子，供幼儿观察、讨论、探索自己的牙齿，让孩子能从环境中获得经验，提高自己的认识；通过玩游戏让孩子巩固复习牙齿的结构、数量以及我们应该怎样正确保护我们自己的牙齿。
孩子们已经都很清楚地意识到自己是个男孩或女孩，有初步的性别认同，在自主游戏中也有明显的角色稳定性。男孩、女孩的兴趣完全不同，这样的现象表明大班的孩子的个性特征在逐步地发展，情感的稳定性和有意性也在增强。我们针对这样的情况引出了关于“特别的我”的大主题活动，并预设了《我自己》，《我很特别》《我的好朋友》《我长大了》《设计名片》等系列小主题活动，通过语言、计算、社会、健康、艺术等五大领域活动，让幼儿不仅感受到男女在生理特征、心理角色、兴趣、能力等上有所不同，从关注自己到关注他人，学会互相欣赏，从而促进其社会性情感健康的发展。
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