Thoughts on the delivery of materials in Daban Science Zone

This month, on the basis of reading Chapter 9 of "Creating a Learning Environment for Children 0-8 Years Old", I also read relevant journal papers. In the context of the "Guide", kindergarten regional activities have become a key link in the day activities of kindergartens, and the educational function of regional activities depends on materials. Piaget mentioned that children's wisdom comes from materials. Therefore, how to put in materials for kindergarten area activities is particularly important. After reading the relevant content, I also thought about the placement of materials in the science zone of my class.
The delivery of materials in the science zone has always been a headache for me. Which materials are suitable for large class children to operate? What materials should be created to stimulate children's interest in exploration? In the previous scientific area, we will put materials according to the content of the theme. For example, in the theme of "Selling Master", young children are required to know various scales and learn to weigh with electronic scales. I collected an electronic scale for this purpose and designed a record table. The toddler was very interested at first, but because the operation was relatively simple and lacked the challenge, the toddler quickly became bored. Moreover, in the scientific content of this topic, there is only the "scale" content. In a few weeks of play time, there are fewer materials that children can operate, and there are fewer and fewer children who choose games in the science zone. After I read the relevant materials, it gave me some inspiration. It turns out that the materials available in the science zone are diverse. Many children's favorite materials: all kinds of mirrors, stones, shells, magnets, plastic tubes, magnifying glasses, flashlights, etc., can be placed in the science zone. Teachers can design related experiments or play methods according to the characteristics of the materials, which are in line with the age characteristics of large class children. At the same time, young children will create some new ways of playing in the process of playing with the materials, giving children a moderate exploration space.
In my opinion, more material needs to be considered in the delivery of materials in the science zone of my class. The above thoughts are relatively simple, I hope that after reading this book, it will give me more inspiration.