The creation of kindergarten regional activity environment directly affects whether children are interested in participating in regional activities voluntarily, and whether children can obtain individual independent development in the region. How to create a beautiful and orderly regional activity environment that respects children's development differences and supports children's sustainable development? How to make the area in the class a happy place for children to participate in personalized learning? The following are some of our thoughts in practice.

1. Spatial planning in the creation of regional environment

Regional activities divide the space of activity room into several activity areas. All kinds of spaces are catalysts to promote children's communication and the development of exploratory themes. If the spaces are not properly separated, it will easily make children feel chaotic and disorderly, which will lead to unstable emotions. Setting up scientific and reasonable regional division and constructing rich regional layout must be considered in regional setting.

(1) The number of areas

The number of areas mainly depends on the activity space and the number of children. If the number of areas is too small, it will lead to crowded activities. For example, if there are too many dolls, 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, lack of communication and cooperation between children, or too small space for regional activities, which makes it easy for regions to interfere with each other. Therefore, it is generally appropriate to set 5~7 areas.

(II) Division of Regions

Combining with the corner activities, first of all, we design and divide the classroom into several regions. Secondly, make full use of materials to make regional activities relatively independent and open. For example, some low cabinets, book shelves, etc. are used as partition walls between regions, so that each region feels at home, and each region is kept unobstructed and does not interfere with each other. Thirdly, set multi-zone single content or multi-zone multiple content. Multi-zone and single content, that is, multiple activity areas are set around a theme content. For example, in the theme activity of "Spring, Summer, Autumn and Winter" in large classes, teachers set up activity areas such as "interesting bugs", "autumn Woods", "autumn orchards" and "fruit shops" under the seasonal background of autumn. Multi-zone and multi-content means setting up different regional activities according to the content of multiple activities, such as: building height belongs to the construction area, reading and storytelling belongs to the language area, fashion show belongs to the performance area, and painting and paper-cutting belongs to the art area.

(3) Regional activity pattern

Teachers should make full use of indoor space such as classrooms, cabinets and desktops and outdoor space such as corridors to create a regional activity pattern conducive to the development of young children. For example, cabinets and low cabinets are used to separate areas with different sizes, and flowers and leaves with different colors and shapes are provided for children to make and paste into door curtains to separate the educational area from the beauty work area. We make full use of outdoor space, and set more lively areas such as "dragon boat rowing" and "sedan chair lifting" outside the classroom, so as not to interfere with the activities of various areas in the classroom, which is conducive to the formation of a harmonious and quiet atmosphere.

Second, the teacher support strategy in the creation of regional environment

Operating materials are an important part of the creation of regional activity environment in kindergartens, which are the material basis for the development of regional games. Teachers should pay attention to the following strategies in providing materials for regional activities.

(a) constantly replacing and updating materials

monotonous, boring and unchanging materials will make children lose interest. In each theme activity, teachers can consciously put some materials first, and then put in some new materials when they observe that children's interest in materials is weakening, so as to meet the interests and development needs of different children and promote the continuous deepening and development of the theme. For example, in the theme activity of "Autumn" in the middle class, we put in many kinds of materials, such as leaves, fruits with good outlines, gouache pigments, brushes and so on. At first, children were very interested in printing leaves and painting fruits, painting pigments on paper, and then pasting all kinds of painted fruits. Later, their interest gradually weakened, and there were fewer and fewer children in this area. In order to stimulate children's interest and meet their development needs, we put in new activity materials: small material baskets, wrinkled paper, twist sticks, newspapers, wool, etc., and children became interested in new materials, some of them. With the deepening of theme activities, children give full play to their imagination and paste and add pictures of animals, people, houses and so on with leaves.

(2) Providing hierarchical or progressive materials

The provision of materials is not the more the better, but the corresponding hierarchical or progressive materials are provided according to the development of the theme and the different levels of children's ability development. For example, in the theme activity of "Apples and Oranges", first, put different fruits into different fruit boxes, and talk about the name, color, shape and characteristics of the fruits while putting them; Secondly, divide different fruit lollipops into boxes with corresponding points. Thirdly, divide the fruit lollipops with different points into boxes with corresponding points.

(3) Providing materials that can interact with children

Materials generally contain educational goals and contents. Let children interact with objects in their hands and brains, which can not only stimulate children's interest and curiosity, but also help them gain useful experience. We added the experiment of "sinking and floating" in the exploration area, and provided children with materials such as paper, paper clips, glass, plasticine, iron, sponge, rubber and wood. In the process of recording and exploring by themselves, children find that some things will sink and some things will float, which has aroused their interest in sinking and floating. For another example, in the puzzle area, we provided two cups with the same thickness and two cups with different thicknesses. Children find that the water level of the same amount of water in cups with different thicknesses is different when playing the game of pouring water repeatedly; It seems that there is not as much water in cups of different shapes and sizes, but the same amount is poured into the same two cups. Children understand the concept of liquid volume conservation in repeated operations.

Third, the child-oriented embodiment created by the regional environment

The region is a place that children like to go very much, because many things here belong to them: their own interests, their own choices, their own games, and their own achievements.

We should try our best to embody children's standard in the environmental layout inside and outside the regional games. Arrange an environment that belongs to children themselves. There are generally three categories:

1. Children's works display.

Children's works in the area must be displayed in the environment. The flat ones can be posted, the three-dimensional ones can be displayed on the desks and cabinets, and the placed and constructed ones can take pictures. On the one hand, it is a respect for children's labor achievements, and on the other hand, it is an important way for children to experience a sense of accomplishment, which can stimulate children's desire to continue to participate in activities.

2. Suggest and guide children's pictures and texts. For example, fashion styles collected by children can be posted in the fashion design area, car pictures collected by teachers and children can be posted in the automobile city, and origami icons can be posted in the art design area ... These are the environmental displays that they collect, pay attention to and support them in learning games. Are closely related to their games, but also belong to children's own environmental elements.

3. Children's design drawings or rules. The rules of the area are constantly changing by the children themselves. In order to remind everyone to abide by the rules, the children draw their own signs and put them in the area.

fourth, create the atmosphere in the regional environment.

example 1: in the regional activity "Yangzhou craft workshop", the teacher created three game areas, namely, paper-cut shop, jade workshop and lacquer room, according to Yangzhou craft. Because of the age characteristics, autonomous operation is challenging for children. Therefore, the teacher arranged lacquerware, jade and paper-cut works made by himself on the background wall. On the one hand, it plays an aesthetic role, and on the other hand, it can help and prompt children with weak ability to improve their ability on the basis of imitation.

Example 2: Another example is the regional activity "Puppet Theater", where the teacher made a screen to cover the children's bodies during the performance, so as to increase the fun and mystery of the performance. And because the children are young and it is difficult for many people to cooperate, the teacher will post the story content on the background wall in order in the form of pictures, which can help the children who forget their lines to recall and perform.

Example 3: Another example is the "Huaiyang Flavor Pavilion", where the teacher prepared homemade food (handmade) and posted eye-catching pictures of Huaiyang specialties with names and prices written on them. This arrangement can fully arouse the children's interest and let them play as if they are the chef in the restaurant or the gourmet who is about to feast his eyes.

All of the above are aimed at creating an atmosphere, reappearing some life situations, and making the situation of children's games more realistic, the role consciousness more intense, the practical operation more in-depth and the activity effect more prominent.

The development of regional games has played a positive role in promoting each child's personality development. The creation of environment in regional activities can optimize the service for children's self-learning. Let's create an optimal environment to make it closer to children's "nearest development zone" and create a more free development space for children.