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Zhang通过不同教材来

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Zhang

通过不同教材来提高幼儿的想象力，让幼儿在玩乐中学习。

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Zhang

在Tr Amira 分享中学习到了可以使用任何教材来引导小朋友通过想象提高他们的想象力与创造力。

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Children represented the rings as people and the cones as traffic light. They said, “these people are standing at the traffic light because it’s red light!”

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Different parts of the day especially during circle time & learning centre.

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There are different stages of symbolic play and it happens at various ages. The complexity of the play increases as the child develops.

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在建构区域活动中，我发现khadeeja

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在建构区域活动中，我发现khadeeja自己一个人在那里搭建，然后我就跑过去去问她，这个是什么东西，她回答到，这是giraffe,我用华语引导她说长颈鹿，发展她的语言能力。

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在区域活动中我尝试着放一些半成品玩具，让幼儿们进行创新，发展幼儿的想象力和创新能力。

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在区域活动中我尝试着放一些半成品玩具，让幼儿们进行创新，发展幼儿的想象力和创新能力。

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在这次分享活动中学到的知识点是教师为幼儿提供一些材料，让幼儿们可以进行创新，成为一个崭新的自己喜欢的玩具。

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在这次分享活动中学到的知识点是教师为幼儿提供一些材料，让幼儿们可以进行创新，成为一个崭新的自己喜欢的玩具。

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i can implment symbolic play during leaning centre time

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Nawrah used buttons to represent spectacle as she pointed to the spectacle on my face afterwards.

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Symbolic play is when children use objects to stand in for other objects as they use their imagination and creativity

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在建构区，Faten利用乐高玩具拼搭她喜欢的东西，她看到乐高的两扇门装反了。她一直在那边上下摆弄着，不一会儿在那边唱“fly fly fly the butterfly”老师在旁边引导提问这是什么？她直接回答老师这是butterfly。

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我可以在建构区放置一些适龄的游戏材料，让幼儿能玩中学。

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在这次分享活动中学到的知识点是老师应在课室里给幼儿提供足够的、多样化的松散材料，让幼儿进行象征性游戏，从而激发幼儿的想象力。

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活动名称：小猴子盖房子
过程：
幼儿们在已知故事情节《小猴子盖房子》的认知中，能在“建构区角”随意利用各种材料进行复述故事情节的象征游戏。

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我可以在建构区角布置一些有利于幼儿进行“象征性游戏”的材料。

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从Teacher AAmira 的乐高分享活动中掌握到的学习要点是，乐高积木只是“象征游戏中的一个要角”，老师同时可以添加任何环保材质或大自然中取得的松散物料放在“建构区角”让幼儿进行象征性的游戏。

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Children used Lego to construct a house.

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Symbolic play happens when children  start to use objects to represent other objects. For instance, a cart becomes a shopping trolley.

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I can implement symbolic play at construction centre.

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Children used the shape tiles to represent different kinds of food prepared to serve the tiger during a role play session of the story 'The Tiger Who Came To Tea'.

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I will implement symbolic play during a role play session in my large group lesson.

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In symbolic play, children used something that they have to represent the things they want it to be. Social skills and communication skills can be observed during symbolic play.

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反思是活动材料要充足，活动前老师要引导幼

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反思是活动材料要充足，活动前老师要引导幼儿先进行讨论，分工合作，一起完成活动。

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这节课幼儿在学习了昆虫和爬虫的名称、特点

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这节课幼儿在学习了昆虫和爬虫的名称、特点 的基础上，幼儿利用松散材料建造昆虫花园。
图中乐高的部分是昆虫的家，瓶盖是蚂蚁的家，树上有个黑色的乐高是蜈蚣，正在建造的是昆虫摩天轮等。

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在这个分享活动中学习到的知识点是在主题教学活动中可利用身边的松散材料进行象征性的游戏，培养幼儿的语言能力，合作精神以及丰富的想象力。

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The children’s were exploring with their self made play dough. During this activity Nuhaa raise her hands with some play doigh and said its a rocket. While Afeef said he makes fan.

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The children’s were exploring with their self made play dough. During this activity Nuhaa raise her hands with some play doigh and said its a rocket. While Afeef said he makes fan.

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In symbolic play children engage in play where they use an object or toy to represent something else. Most of the time is when they engage in pretend play and also it enhances children's learning in other domain like language, numeracy, natural science and etc.,

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Share with us what you have applied and your reflections towards applying symbolic representation in the classroom setting.

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Share with us what you have applied and your reflections towards applying symbolic representation in the classroom setting.

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How will you apply symbolic representation in your classroom?

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How will you apply symbolic representation in your classroom?

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What is your key learning from this sharing session?

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What is your key learning from this sharing session?