The creation of the kindergarten's regional activity environment directly affects whether children are interested in voluntarily participating in regional activities, and also directly affects whether children can achieve individual independent development in the area, etc.

How to create a children's own regional activity environment that is beautiful and orderly, respects children's developmental differences, and supports children's sustainable development?

How to make the area in the class a happy place for personalized learning that children are willing to participate in?

Here are some of our thoughts in practice.

1. Space planning in regional environment creation. For regional activities, divide the space of the activity room into several activity areas. Various spaces are catalysts to promote children’s interaction and promote the development of exploratory themes. If the space is not properly separated, it is easy to use

Young children feel disorganized and have unstable emotions.

Setting up scientific and reasonable regional separation and constructing a rich regional layout must be considered in regional setting.

(1) Number of areas The number of areas is mainly determined by the activity space and the number of children.

If the number of areas is too small, it will cause crowded activities. For example, if there are too many children in the family, it will easily lead to uneven distribution of roles and quarrels; if there are too many areas, there will be too few people in the area and there will be a lack of communication and cooperation between children.

, or the regional activity space is too small, making it easy for regions to interfere with each other.

Therefore, it is generally appropriate to set 5 to 7 areas.

(2) Division of areas combined with corner activities. First, we design and divide the classroom into several areas.

Secondly, make full use of materials to make the activities in each area relatively independent and open.

For example: use some low cabinets, book shelves, etc. as partition walls between areas to make each area feel like home, and keep each area unobstructed without interfering with each other.

Third, set up multi-zone single content or multi-zone multiple content.

Multi-area single content, that is, multiple activity areas are set up around one theme content. For example, in the "Spring, Summer, Autumn, and Winter" theme activity of the large class, the teacher set up "Interesting Bugs" and "Autumn's" in the context of the autumn season.

"Wood", "Autumn Orchard", "Fruit Shop" and other activity areas.

Multi-area and multiple content are different regional activities set up according to multiple activity contents. For example, building heights belong to the construction area, reading and storytelling belong to the language area, fashion shows belong to the performance area, and painting and paper-cutting belong to the art area.

(3) Regional activity pattern Teachers should make full use of indoor spaces such as classrooms, cabinets, desktops, and outdoor spaces such as corridors to create a regional activity pattern that is conducive to the development of young children.

For example: use cabinets and low cabinets to separate areas of different sizes, and provide flowers and leaves of different colors and shapes for children to make and paste into door curtains to separate the educational area and the art area.

We make full use of outdoor space and set up lively areas such as "dragon boat racing" and "carrying sedan chairs" outside the classroom to avoid disturbing the activities in various areas of the classroom, which is conducive to forming a harmonious and peaceful atmosphere.

2. Teacher support strategies in the creation of regional environment. Operational materials are an important part of the creation of regional activity environment in kindergarten. Operational materials are the material basis for the development of regional games.

Teachers should pay attention to the following strategies when providing regional activity materials.

(1) Constantly replacing and updating materials. Monotonous, boring, and unchangeable materials will cause children to lose interest. In each theme activity, teachers can consciously put in some materials first, and then when they observe that children’s interest in the materials has weakened, then

Introduce some new materials to meet the interests and development needs of different children and promote the continuous deepening and development of the theme.

For example, in the "Autumn" theme activity in the middle class, we put in a lot of various materials, including leaves, fruits with drawn outlines, gouache paints, brushes, etc.

At first, the children were very interested in printing leaves and painting fruits. They would apply paint and rub them on paper, and then paste various painted fruits on them. Later, their interest gradually waned, and there were fewer and fewer children in the area.

In order to stimulate children's interest and meet their development needs, we introduced new activity materials: small material baskets, crepe paper, twist sticks, newspapers, wool, etc. Children became interested in new materials, and some used crayons to draw

For leaves, some use crepe paper to paste pineapples, and some cut wool into pieces and paste them onto kiwi fruit.

As the theme activities progressed, the children gave full play to their imagination and used leaves to paste and draw various childlike pictures of animals, characters, houses, etc.

(2) Provide hierarchical or progressive materials. The more materials the better, but the corresponding hierarchical or progressive materials should be provided according to the development of the theme and the different levels of children's ability development.

For example, in the "Apples and Oranges" themed activity, firstly, put different fruits into different fruit boxes and talk about the names, colors, shapes and characteristics of the fruits while putting them; secondly, assign corresponding points to different fruit lollipops

in the box.

Again, put the fruit lollipops with different points into the boxes with corresponding points.

(3) Provide materials that can interact with young children. Materials generally contain educational goals and content.

Allowing children to interact with objects using their hands and minds can not only stimulate their interest and curiosity, but also help them gain useful experience.

We added "sinking and floating" experiments in the exploration area, and provided children with paper, paper clips, glass, plasticine, iron blocks, sponges, rubber, wood and other materials.