Question 1: How to promote the rational and effective interaction between constructive games and environmental creation. The "Guideline for Kindergarten Education" points out that "the environment is an important educational resource and should effectively promote the development of young children through the creation and utilization of the environment." Games

The creation of the environment plays an important role in promoting the development of game activities in kindergartens. Teachers should conduct in-depth research on the impact of environmental creation on games and use it for their own teaching reforms, so as to better organize and carry out construction zone games and give full play to children's autonomy and creativity in the games.

Creativity. Question 2: How to write an interview outline for a survey on environmental creation in kindergarten construction areas. At this stage, everyone is emphasizing on avoiding the tendency of primary school education in early childhood education, strengthening children's independent development, and emphasizing that games are the basic activities of kindergartens. Kindergartens in various places

There is also increasing emphasis on the creation of regional environment and the delivery of materials.

As a regular area in kindergarten, the construction area plays an important role in the development of children's mathematical ability and spatial intelligence.

Based on the activities of the children in this class, the teacher mainly thought and adjusted the environmental creation of the construction area.

1. Three changes of the "construction area" Initial environment: Our construction area is placed in the corridor of the classroom.

The main materials used are wooden building blocks. The main purpose is to allow children to use building blocks to build houses, bridges and roads, etc. In order to support children to better express the construction theme, we also provide auxiliary materials for children - trees, cars, flowers and plants, etc.

, children will basically use splicing, enclosure and other methods to play building games.

However, problems also occurred during the activities, that is, the corridor was relatively narrow, and the children's set-up could be accidentally knocked down by children passing by. Moreover, it was not easy for children to observe during the comments, so in the middle class

We made adjustments.

The first adjustment: We moved the construction area into the classroom in the middle class. Since moving to the classroom, we have obviously felt that the number of children's building blocks collapsing has decreased, and the children are more at ease when playing.

To prevent children from kneeling on the floor, we also laid floor mats in the construction area.

But as the weather gradually cooled down, we found that it was no longer suitable for children to take off their shoes and enter the construction area, and it was more troublesome to put on and take off, so we removed the mat.

The ensuing problems: ① Due to the limitations of the class space, we found that when the children always wanted to continue building, there was not enough space, so we had to dismantle and rebuild again and again.

So we are thinking: Can the construction area be made larger?

②In the middle class, we also provided some small construction materials for the children, allowing them to use individual smaller snowflake building blocks to construct on the table, and allowing the children to display their works on the windowsill in the construction area.

But our snowflakes are not very convenient to pick up and place. Children have to cross the wooden building block area to get the materials. What should we do?

Second adjustment: Our creative games are suitable for separate regional games. Can we follow the example of Class 6 and merge the snack shop and the construction area?

So we moved the tables between the construction area and the snack shop to share the space between the two places, so that the children have more space to build blocks.

We have vacated three window sills so that children can independently choose small construction materials for construction games during recess.

Problem: There are many things that children have built. If they are displayed on the windowsill, the space for building next time will be smaller, and there will not be enough space to put so many works on the windowsill.

The third adjustment: Regarding the display of children's works, we thought about how to save space and allow children to display their works well.

We used discarded boxes to make two-layer cabinets. Considering that the works can be tall or short, our cabinets are also set at different heights to facilitate children to display their works.

In addition, we also recorded the good works of children in the form of photos and pasted them on the window edge to facilitate children to observe and learn other people's works.

2. The development status of young children. Young children can choose appropriate game materials according to their preferences and needs, and can basically master simple plug-in skills and create simple shapes.

Children with strong abilities can cooperate with their peers to complete more complex building themes.

For example, today when a child was building it by himself, others helped him. Later, they discussed building a candy paradise, so they started building the work together in the morning when they were free, and then had snack activities in the afternoon.

They successfully completed their work and gained a pleasant experience of joint construction.

Question 3: What does the column setting and structural layout of kindergarten environment creation mean? Kindergarten environment creation is an enduring topic.

Providing an environment conducive to growth for young children, allowing them to like this environment and integrate into it, is the goal that our early childhood education workers have always pursued.

Over the years, our kindergarten has been exploring the concept of "home" to build a kindergarten, creating a warm home environment of "freedom, freedom and autonomy" for children, and building family affection, warmth and harmony at home.

Thoughts on the concept of kindergarten environment creation 1. Create a "home"-like environment for children based on their psychological needs.