In the educational activities of kindergartens, the environment, as a hidden curriculum, has attracted more and more attention in developing children's intelligence and promoting their personality. Environmental creation has gradually become a hot spot in kindergarten work.

In the process of studying and implementing the new "Outline", we have increasingly realized that the environment is an important educational resource that children come into contact with every day.

One is not affected by it.

Therefore, the kindergarten environment plays an important role in the daily educational activities of the kindergarten.

When Reggio Emilia's educational ideas attracted the attention of the world, we began to accept and try that the walls could talk.

It is a concrete manifestation of a new educational thought and method. It is a challenge to our past environmental creation; it allows us to conduct a new look at the goals, principles, and strategies of environmental creation.

To this end, we use interactive wall decorations as the starting point to explore the multiple interactions between wall decorations and curriculum, teaching, children, and parents to practice the dialogue between walls and parents and children.

(1) Interaction between theme wall decorations and courses.

Reggio believes that: environment-generated courses, the theme of the course comes from the interaction between children and the environment.

The kindergarten environment is no longer limited to the kindergarten, it also includes all natural and social environments outside the kindergarten.

Children in such a large environment will inevitably have questions about all kinds of new things. At this time, teachers should capture these questions of children in a timely manner from conversations with children and refine the theme of the course.

When I first started school, I saw a new kindergarten with complete facilities and new decorations. Combined with the kindergarten education for the new middle class, we started from the children's interest points and determined the themes I like, so that the children can learn about themselves, like themselves, and like the kindergarten.

A new kindergarten, new companions, new teachers, and by extension, liking the people, things, and things around you.

New environments create new themes, and new themes create new wall decorations.

In the process of introducing themselves, children bring their own photos.

Together we made a birthday tree with twelve branches representing the twelve months.

Hang the photos on the branches according to the children's birthday months, and put a red chicken heart under their photos, which records the children's wishes.

When the children happily introduced their birthday photos, they also talked about their relatives and friends, as well as their favorite toys and animals.

As a result, a new theme time story emerged. Everyone discussed what a good friend is and who is their good friend.

We distributed parent-child worksheets to everyone, asking children to post photos with their good friends (including parents, brothers and sisters, pet dolls, plants, etc.), tell the stories in the photos, and ask parents to record them.

We displayed the story-of-time themed wall decorations to create an interaction between the wall decorations and the course.

(2) The interaction between theme wall decorations and teaching.

As autumn comes, we let the children pay attention to the changes in the surrounding environment, and go for a walk in the green and environmentally friendly new school, and go to the beautiful Shanghu Lake for an autumn outing.

As everyone admired the colorful autumn chrysanthemums, watched the fallen leaves falling like butterflies, and studied the color changes of maple leaves, the theme "Colorful Autumn" came into being.

The children have rich perceptual knowledge. They use cotton swabs to draw colorful chrysanthemums with different postures; they use red wrinkled paper to roll delicate strings of red, and use green colored paper to cut into heart shapes to decorate them into leaves; and they use oil pastels to draw.

After adding cockscombs, we also didn’t forget to sprinkle black flower seeds on them. Together, we created an autumn park.

Theme wall decorations have become an integral part of artistic activities. Sometimes they are the beginning of artistic activities, and sometimes they are an extension.

After we learned the children's song "Seven Aunts Picking Autumn Fruits", the children suggested that the aunts and autumn fruits should be pasted into an autumn orchard. However, there were not many autumn fruits, so everyone used colored paper to tear and paste apples, pears, bananas, oranges, etc.

, Fruit trees stand on the wall, autumn is really the harvest season.

But besides autumn fruits, what other harvests are there?

The children followed their families to the fields on weekends. Someone brought rice ears. In addition to golden ones, there were also dark red ones. I quietly posted them on the wall.

This exposed tip of the iceberg made everyone excited: Are there any red rice ears?

So, scientific activities: Are the ears of rice golden or red?

After it was born, everyone argued and explored the secrets in the red ears of rice; when they returned home, they asked their family members.

I finally realized that the red rice grains were duck blood glutinous rice, a specialty of my hometown Changshu.

In order to let these children living in the city know more about the autumn harvest, our kindergarten organized a parent-child one-day trip.

Everyone came to Suzhou Future Agriculture and Forestry World, where they dug potatoes, pulled radishes, and picked fruits. Back to the kindergarten, the children used their dexterous hands to draw, cut, and paste. The autumn fields became plump and lively, and the entire wall

The decoration is a colorful autumn.

Everyone looked at each part of the theme wall decoration and imitated the children's song "Autumn": One, two, one, two, run, run, run to the park and see the red chrysanthemums, yellow chrysanthemums; run to the orchard and see, there are apples

, I ran to the field to take a look, there were bananas, there were potatoes, and there were ears of rice. In the interaction between wall decorations and teaching, the two integrated and promoted each other.

(3) Teacher-student interaction in wall decoration.

The creation of each theme wall decoration is not only a reflection of the course content and teaching activities, but also a record of the children's learning process and results.

In the eyes of Reggio teachers, the environment is like a living body that moves. Just like the physical and mental development of children, it will also change with the changes in children's minds.

This requires young children to be able to have a dialogue with the theme wall decorations.

Therefore, we should strive to create a themed environment that continuously interacts with children, so that children can truly become the active agents in environmental design.