Kindergarten Special Activity Curriculum. Little Class. Upper

Author: Cai Kexin, edited by Du Yanru
Publisher:
Publish Date: 2006-08-01
Features: "Children's Finger Games" is the sister volume to "Children's Finger Exercises," together forming a complete system of finger activity courses for kindergartens. If "Children's Finger Exercises" is the language-based version of this course system, then "Children's Finger Games" is the life application version. Its innovative finger game concepts and systematically rich game designs not only fully embody the guiding principle of the Ministry of Education's "Kindergarten Education Guidance Outline (Trial)" that "games should be the basic activities in kindergartens," but also provide infinite creative space for finger activities and hand-brain interactive teaching. Play and games are the nature of young children. If traditional subjects like mathematics, Pinyin, Chinese characters, and English can be learned through finger games, it would be the happiest experience for children. And this is precisely the ingenious approach of "Children's Finger Games"—learning through joyful conversation, challenging in a relaxed and pleasant way, and creating through fun and dynamic hands-on activities. The learning methods here are particularly novel; fingers can not only learn mathematics and calculations but also remember Pinyin and English letters. The finger games here are diverse, including traditional activities like puzzles, string figures, and shadow plays, as well as innovative games like finger puppets, character transformations, and rhythm clapping. The play methods are simple and special—common materials like paper, yarn, and clay can not only make fingers dance with wisdom but also enable them to speak along with storylines. Like "Children's Finger Exercises," "Children's Finger Games" maintains the course style of "illustrated with both text and images, easy to learn, teach, and operate." It has a subtle yet effective impact on promoting hand-brain interaction and intellectual development in young children. When the two courses are used together in a synchronized manner, they complement each other and better reflect the comprehensive value of the kindergarten finger activity courses—knowledge, fun, aesthetics, group interaction, playfulness, and interactivity. Innovation is the soul of this course, but there may inevitably be shortcomings. We sincerely invite all early childhood educators to provide valuable feedback during teaching practice. At the same time, we warmly welcome kindergarten teachers to actively contribute—whether by creating catchy and vivid finger exercises or by designing innovative and unique finger games—to make the finger activity courses more aligned with and suitable for the needs of kindergarten curriculum reform.