White, a psychologist at Harvard University in the United States, said: The most effective way to promote early childhood education is to create a good environment. According to the principles and strategies of creating kindergarten physical environment in Chapter 4 of Principles of Preschool Education, the environment created for children must solve a problem. What kind of environment is acceptable to children? Through a large number of examples, I think that creating a relaxed and warm living environment for children can stimulate children's exploration, thinking and imagination, and promote children's independent learning. Especially, children in small classes have strong emotional attachment to close people. When they first enter the park, the strange new environment makes them feel separated, anxious and often cry. Therefore, the living environment in small classes should have a relaxed and warm family atmosphere, so that children have enough time to adapt to the life in kindergartens and gradually transfer their emotional attachment from their families to teachers, peers and kindergartens. First, move the home into the classroom Since Husserl, a phenomenological master, put forward the life world in the article Transcendental Phenomenology of European Philosophy, people have increasingly realized that children's learning cannot be separated from their lives, and teachers should create an environment close to their lives for children. From the word meaning, the living environment is just like the feeling of being at home. If children treat kindergarten as their home, they will feel safe and happy, which will stimulate their own interests and specialties, and help them to expand their experience and horizons and master various skills. Children in small classes, in particular, have a strong emotional attachment to close people. When they first enter the park, the strange new environment makes them feel separated and anxious, thus crying. Therefore, according to the age characteristics of children in small classes, the classroom environment in small classes is arranged as a warm home, so that children who have just entered the park have enough time to adapt to the life in kindergartens and let children gradually transfer their emotional attachment from their families to teachers, peers and kindergartens. Teachers decorate the classroom as a warm home, and put cartoon cabinets, cots, beautiful dolls, trolleys, doll tableware (spoons, bowls, gas stoves, chopsticks), various fruit and vegetable models, quilts for dolls and clothes to wear in the classroom; Draw pictures that children like on the bathroom wall; Install warm curtains, spread pictures of animals, warm green sheets and small pillows with patterns in the nap room; Letting children who have just entered the park walk into the classroom is like walking into their own home, satisfying their emotional experience and deepening their understanding of the surrounding things. We proved our point in an example. When the classroom is furnished with a family, the phenomenon of crying is obviously reduced, and normal games and activities begin in the second week of entering the park. According to the characteristics of small class children's age, small class children especially like to play with dolls' homes. Teachers have a kitchen, living room, bedroom and study in dolls' homes, so that children can experience fun and grow up happily in a relaxed and warm living environment. I remember Yingying, a little friend in my class, crying when she first came to the garden, clamoring to go home. I said, OK, I'll take you home. When I brought my child home, the child was attracted at once. He walked into the doll's house, sat on the cot and looked at the beautiful doll. I said, The doll is sleeping, so don't wake her. Yingying nodded and said softly, I'll hold the doll! Ok. The child's mood suddenly stabilized, and soon he played with his companions. Imitating adult life is a natural outward process of children's nature, which has been everywhere since ancient times. Through such a small example, we can better understand that creating a warm home will make children consciously participate in the family atmosphere, actively integrate into the family role, better experience the fun of life, and satisfy the yearning for independent life like adults. Moving home into the classroom for children is conducive to children's intervention and practice. The environment created by children must be one that children can always intervene in and practice in life. For example, Vivi, a child in the class, is a little princess at home, and her parents are very fond of her. When she first came to the garden, she needed help from her teachers and aunts. But this child especially likes to be a mother in the doll's house. Once she came to the doll's house to be a mother and took the child to a restaurant to eat snacks. She accidentally touched the doll's clothes, and she cried sadly and said to me: The doll's clothes are dirty. What should I do? Take it back and let my mother wash it. No, we have it here! I took Vivi to the washing machine and said, Look, there is a washing machine here. Vivi suddenly smiled. She began to get busy, just like her mother at home. What impressed me the most was that she hung the washed clothes on the balcony of the classroom with a hanger, but she was too short to hang them, and she came to me again and said in a hurry, Do you have a clothes hanger? No, I helped you, so I was inspired. I specially bought clothes hangers, clothes racks, clips and other daily necessities for children on the balcony, and placed baby's clothes, pants, socks, handkerchiefs and so on in the cupboard of the doll's house. In such an environment close to children's life, children naturally intervened from time to time, and naturally learned to wear clothes and pants, button buttons and organize things, and developed good living habits. Second, encourage children to decorate their classrooms according to their own wishes. The environment that children need can be adjusted at any time according to their own needs. Only in this way can children's autonomy be realized. We should provide materials that can be moved at any time when adding various facilities in the activity room. Such as: toy cabinets with small wheels, small chairs, small tables, all kinds of small fences, small cartons, curtains, etc., so that children can decorate their homes according to their wishes during activities. With the deepening of kindergarten curriculum reform, the traditional environmental layout is far from meeting the requirements of the development of open and diversified curriculum models. In regional activities, some children like to explore problems alone. On the contrary, some children like to build building blocks with everyone, so the distribution of venues for one person and several people is not reasonable enough. Therefore, it is particularly important to prepare portable and lightweight cabinets for children. With portable and lightweight cabinets, children's desire to decorate their own classrooms is stimulated. For example, when children are engaged in regional activities, children use easy-to-move cabinets to distinguish the doll's home, small hands, toy processing factories, painted mud houses and other activity areas. Children use cabinets as doors, tables, fences, chairs, etc., so that the environment is rich in changes, which is conducive to communication and allows each child to satisfy his own desire for games. With the development of society, many electrical appliances have been added to every household, and children are no longer familiar with them. In our doll's home, there are beds, tables, chairs, cabinets and other furniture. In the process of children's games, when the materials can't meet the needs of children's games, some children will ask: Hey! Why is there no refrigerator? If only there were a color TV! On one occasion, Fanfan, a child in my class, glued together several milk cartons brought from home, and then installed the door with colored paper. He told me loudly: Teacher, teacher, look, this is Haier refrigerator. As soon as I saw it, it was true that he posted a sign on the top left of the box. I smiled and said, You are really good! Fan Fanke was happy and said to his companion, Look, this is the refrigerator I made. The children were immediately attracted and said, I want to do it, too! I also have boxes at home. To this end, the children collected many large and small cartons in life, including medicine boxes, biscuit boxes, shoe boxes and boxes for household appliances. The children moved them into the kitchen, living room and bedroom, and decorated the cartons with colored paper, pictures and bottle caps themselves. After a while, these humble cartons became dining tables, refrigerators and washing machines. Third, teachers should give timely support and encouragement. According to the age characteristics of small class children, it is very necessary to create a relaxed and warm environment for children. However, as teachers, they must establish a correct educational concept and give timely support and encouragement when encountering problems. Especially for small class children, their behavior is greatly influenced by emotions. Their emotions are still very unstable and impulsive, and they often cry and make a fuss about a trivial matter. Small class children are still very attached to their parents and teachers. Children who have just arrived in the big family of kindergarten need more care and encouragement from teachers, so our teachers should stand on the basis of the psychological cognitive characteristics of small class children, study each child deeply and pay attention to each child, and you can find the bright spot in children. Talking with children on an equal footing is the first step into children's hearts. Teachers use the time when children come to the park in the morning to talk with children, play with toys and participate in children's games. The interaction between teachers and children gives teachers the opportunity to become children's friends and all activities in kindergartens can be carried out more smoothly. For example, children in small classes have just arrived in a strange place, and although they have a relaxed and warm environment, they still need more attention from teachers. I remember there was a child named Zhu Heng in my class, who came early every morning. Every time I came to work early, I always played with him, sometimes told him stories, sometimes played with him at the doll house, and sometimes I played the piano. He sang and became his friend. Later, a child came early. On the first day, I cried and missed my mother. I took her to play. Zhu Heng came over and said, Teacher, I will help you. Zhu Heng learned to play with her like me, imitated my words and deeds, told her stories and made a doll's house, and became her little teacher. The child's mood began to stabilize. After that, Zhu Heng always played with her every morning. They became good friends and made the teacher also. When I meet a child crying, I will pay attention to my words and deeds. A smile, a hug, a small red flower, a five-pointed star, etc. have all become magic weapons for caring for children. I remember there was a child named Ai Ai in my class. She seldom spoke, often frowned, didn't want to talk to her peers, played games, and often cried when she was unhappy. Teachers have time to hug her and talk to her. Every time they come to kindergarten, they stand at the door of the classroom, greet her with a smile, hold her hand and bring her into the classroom. I remember once, she wore a new dress, and I said, you are so beautiful! She smiled and finally said to me: Hello, teacher. Although there is only one sentence, I know that love has become my good friend. . Froebel, a representative of the theory of natural maturity, has always insisted that only by putting children in an interesting living environment suitable for age and experience can they exert their greater potential. Through a lot of practice and facts, we can better understand that it is very necessary to create a relaxed and warm environment for small class children. Let the environment be close to children's life, give children nature and freedom, which is more conducive to the intervention and practice of small class children and promote the interaction between teachers and children.