First, use community human resources to carry out parent teaching assistant activities.
Community human resources are an important part of community curriculum resources, mainly including residents in the community and people of various occupations and the special cultural atmosphere created by these people for the community. Our garden is located in the center of Causeway Bay community. We have made full use of human resources in the community and gradually established a volunteer team composed of workers, doctors, engineers, university professors and other people from all walks of life. Some of them are community residents, some are parents of young children, and many are from social organizations and enterprises. We fully mobilize volunteers' enthusiasm according to their occupations and specialties, invite them to participate in kindergarten activities, let them participate in kindergarten curriculum review, and carry out parent teaching assistant activities. For example, Sophia Kao's mother is a dentist, so we invited her to the garden to check the children's teeth, explain the structure of teeth and how to protect them, and let the children know the importance of protecting their teeth. Jessica Hester Hsuan's father is an architect, and we asked him to explain the characteristic buildings of various countries to the children. Jessica Hester Hsuan's father also brought a lot of photos, which broadened the children's horizons. Seeing that the children were so excited, he randomly produced the art activity "Architecture in My Mind". There is an old man who is good at calligraphy in the volunteer team. The children affectionately call him "Grandpa Sun". Every Thursday afternoon, children come to the community open space with buckets and homemade brushes to learn "earth calligraphy" from Grandpa Sun. "Earth Calligraphy" can not only help children to read and write, but also exercise their hand-eye coordination ability and enhance their interest in Chinese characters and China traditional culture. The activities of parents' teaching assistants strengthen the connection between kindergartens and families and communities, mobilize the enthusiasm of parents to participate in kindergarten curriculum teaching, enrich kindergarten curriculum content and broaden children's horizons.
The second is to tap community characteristic resources and carry out thematic inquiry activities.
As the main environment of children's life, community is closely related to children's growth. It is completely presented to children in some material or spiritual form and acts on them in some way. Our garden is located in the economic and cultural center of Nankai District, adjacent to Dahutong, New World Department Store and Far East Department Store, and adjacent to Guwen Street, Heather Food Street and Drum Tower. Rich regional cultural resources are also the focus of our development and utilization. In our photo contest, a photo of the Drum Tower aroused the children's interest. Some said they had been there, while others said what they saw and heard in the Drum Tower. It takes only a quarter of an hour to walk from my garden to the Drum Tower, so we organized children to visit the Drum Tower and come back for the theme activity of "Me and the Drum Tower". Theme activities include: the language activities of "Drum Tower Changes", so that children and parents can collect relevant information together, with pictures and texts, so that children can understand the drum tower culture in telling the historical changes of the drum tower; "Drum Tower I See" painting activity, children show what they see and are interested in through pictures, which is full of childlike interest and children's wisdom. The teachers found that the children were particularly interested in "clay figurine Zhang", organized a series of clay figurine activities, and the children also pinched out various lifelike clay figurines. The lanterns in the Drum Tower are particularly attractive to children. We organized a "Creative Lantern Making Competition" to let parents and children make lanterns with various materials, some with waste paper boxes, some with disposable water cups and some with beverage bottles. Every lantern is very creative. We hung these lanterns in the corridor, which not only beautified the environment of the kindergarten, but also embodied the characteristics of home cooperation in running the park.
Three, the use of community natural environment to carry out characteristic sports activities
Nature is the best textbook, and everything in the natural environment is the best teaching material. This is a naturalist's view, so education should not be limited to schools and classrooms, but should go to nature, community and society. The community where our park is located has a beautiful natural environment, a large venue, a natural green lawn and complete sports facilities. We make full use of the natural environment of the community to carry out characteristic sports activities. When practicing walking, we use different venues such as grass, concrete, stone steps and roadside to design different activities, such as "going through the forest", "taking detours" and "small scouts". By carrying out these rich and interesting activities, children's ability to listen to commands and respond is improved, and children are trained to listen to signals and walk in the specified direction, one by one, bypassing small ones. We designed the sports activity of "rabbit pulling radish" with wooden stakes on the lawn, which not only practiced the children's jumping action at intervals, but also consolidated their counting ability. Children are free to exercise in nature, easy to exercise, and boldly try various ways of playing, thus cultivating their creativity.
Fourth, use the natural environment of the community to carry out scientific inquiry activities.
Children's learning is closely related to people, things, nature and social phenomena around them. They directly perceive the world around them through various senses such as hearing, sight, touch, taste and smell. Dialogue with nature and interaction with material environment and materials are important ways for children to know the world. The content of children's science education should be close to children's real life, so that children can experience and understand science. Children often move in the green space outside the park, and many scientific activities can be generated through their discoveries. In an activity, ants on the ground attracted Yu Xin's children. He watched intently for a long time, and other children also came to observe. Obviously, the activities of ants aroused children's interest, so the scientific activities of "ant kingdom" came into being. This activity, from knowing ants to ant society, lasted for a month, and the children were still very interested. They still have time to observe the ants on the grass. There are many small trees on the green land. Children are with flowers and trees every day, and they have the opportunity to care for them every day, so all kinds of love and protection for green came into being. In activities such as "I grew up with the little tree" and "I am a little green messenger", the children learned to water and weed the little tree regularly under the guidance of their teachers. On Arbor Day and World Forest Day, children will put homemade protection labels on flowers and plants. There are many fallen leaves in autumn. We clean up fallen leaves with our families and communities, and hold a "leaf changing" activity, so that children and parents can collect fallen leaves in various shapes and make leaf stickers. Such activities enhance the affection between children and parents, exercise children's brain and practical ability, and enhance children's cooperative spirit and environmental awareness.