A warm and comfortable feeling, and then actively participate in the daily life of children.

(3) Creation of the home interactive column to build a home interactive platform

Home interactive column,

for parents,

kindergarten classes A platform for mutual communication,

conveying educational information

and writing about educational experiences. The teachers have chosen creative and special names for the home contact column, for example:

Dad,

Mom, look over,

Hometown bumper car;

Hometown express train to welcome the Olympic Games,

the decoration is relatively novel and unique.

Warm reminders,

kind words,

parents can’t help but take a look,

The class is doing something again today What happens?

The home contact column gives parents a lot of convenience and makes the home contact closer.

(4)

The corner materials should be combined with the educational theme

Teachers can use the constructive activities teaching materials to create the environment according to the Requirements,

to put in rich district corner materials

materials,

to combine district corners with educational themes,

and as children As an extension of educational activities,

enable children to maintain

a lasting interest in a certain activity theme,

and give children sufficient time for corner activities. and space,

allowing children

to further explore and consolidate our educational activities. For example: the small class theme "Little Ones"

The goal of the activity is

to let the children feel that they are slowly growing up.

The teacher is very concerned about this The corner materials of the theme are combined with the theme of the activity

Overall consideration, first when creating the doll house, let the children bring their childhood hats, clothes, socks

from home and use hooks Hanging in the doll's house, the child further feels that he has grown up during the corner activities;

At the same time, let the child take a photo of himself as a child to compare with the current photo,

Teachers make picture frames and arrows

to let the children personally feel that they have grown up;

In the art area, teachers put animals from childhood to Large

pictures,

further enhance children’s perception,

Every living thing has a process from small to large,

Through a series of activities

let children experience the growth process of everyone from multiple angles and aspects.

2. Kindergarten class environment

The creation should be conducive to the harmonious development of children

(1) Children should establish a sense of being little masters and create a class environment independently

Establish the concept that "children are the masters of the environment" and regard environmental creation as "creating a fulfilling life with children"

(quoted from Japan

97

The positioning of environmental creation by the "National Preschool Education Curriculum Research Association")

When we launched

the "Spring is Coming" During the theme activity, I asked the children this question: How do we welcome Miss Chun to our class? So the children began to show their talents and actively participated in collecting materials and arranging the environment. Some children brought various blooming flowers, some brought captured small insects,

Some brought small goldfish, and some painted beautiful paintings. Many children also brought

photos taken of them and their parents on a spring outing, excitedly telling all kinds of interesting things about them, and

excitedly shouting: "Teacher, Hurry up and post the photos!" So, I guided them to divide the work, draw the pictures, cut them, fold them, and paste them. Just like that, it was a spring scene full of spring. Appearing in front of the children, the children all smiled happily.

I found that any environment created by children is the place where children are most interested and most willing to participate in activities

Whenever I see children staring blankly,

concentrating on the flattened brains created by themselves or their peers

bags,

p>

The big cracked mouth and other images,

When I was unwilling to leave for a long time,

I changed from the original worry and uneasiness to the present

Appreciation and calmness.

I no longer worry about the roughness and immaturity of children's works,

Whether displaying them on the wall will make

people feel ridiculous and ugly.

On the contrary,

I think children have their own unique aesthetic characteristics,

honest and childish images. It will make them pay more attention and love.

(2) Take interests as the starting point, understand the lives of children, and strive to generate and create a class environment that children care about and love

Children who have just entered the kindergarten He is more familiar with his family and is more interested in it. Therefore, in the theme activity of "Happy Baby",

I first guide the children to observe who is in their home? What are some? What do mom and dad like

to do? etc. Then work with the child to collect some items in the "home" (for example, photos, toys the doll likes to play with, candies he likes to eat, etc.)

Finally, a warm

"doll's house"

was created to let the children feel safe and free in

"home"

, has playmates, and can move.

As children continue to develop, they have the conditions and ability to actively interact with the environment. Therefore, attention should be paid to

children's discoveries and the problems that children spontaneously generate. Environmental creation should be based on children's discovery and attention. In the setting of the class area, we have an observation area formed by children spontaneously, that is, objects that children find interesting and strange can be placed in this area for observation.

Record 1: Why do snails like to eat leaves?

One

on a rainy day, I took the children for a walk in the kindergarten. When the children saw many snails

eating tender leaves in the grass, They asked "Why are leaves the food of snails?" "What nutrients are in the leaves that make snails eat so fat?" "What kind of plant are these leaves, and are they food for snails< /p>

Where’s the food?” So several children gathered around and showed great interest in plants.

I find that this question raised by young children is very valuable. Plants are very familiar and frequently contacted in children’s lives.

They are also very rich and

/p>

Materials that are easy to collect and observe.

So I consciously placed

some plants in the natural corner,

and also took the children to the kindergarten to see other plants,

Then the children also brought many plants from home.

For a time, the classroom was like a "botanical garden". The teacher looked at the plants with the children with an appreciative attitude. They paid attention to the children's questions during the activities, allowing the children to actively discuss and express their opinions, and put the individual children's opinions into practice. Interest

Extended to everyone's interest, making it possible for children to further explore "plants".

Record 2: Is it a ball or a worm?

During morning activities, the children found "little balls" in the tires. Take a closer look at these "little balls" and they were playing in the water.

"Teacher, what are these?"

"Round like a small ball."

"No

Yes, No, like a watermelon?" For a while, the children were talking to each other, and they were very interested. At this time,

I found a bottle and invited these "small balls" to a natural corner in the class. The children also gave them a nice name - watermelon bug.

(3) The theme, content, and form of class environment creation come from children, and present a dynamically changing process

Through the creation of class environment, You can understand the concerns and development of children, see the learning process of children

, and see the individual reflections of different children in the same activity.

< p>The learning hotspots for young children in environmental creation.

At the same time, the themes of the creation of a new class environment are once again triggered by children's "concerns", "development status", "individual reflections", and "learning hot spots"

,

Content and form.

For example,

When we carried out

the theme activity of "Playing together

, we arranged a "toy" with the children. "Home", all kinds of toys there

are brought by children from home. Children can go to the "Toy House" to find "toy" friends

to play games. When the toys are not sorted, the "toy" has to find its own little owner. During the development of this activity

we found that some children were particularly interested in cars but did not know them. As a result, we created a new area - "Car Factory" to satisfy children's interests and curiosity.

3. What role should teachers play in creating a class environment

The new "Outline" points out that teachers should become supporters, collaborators and guides of children's learning activities. Therefore, in the creation of class environment, teachers should use these three "persons" as guidance, and at the same time pay attention to their own education attitude

attitude and management methods.

(1) Listen to the voices of children and arrange the class environment together with the children

To allow children to truly become the masters of the class environment,

Teachers must first Observe,

understand,

listen to children,

understand their needs and pursue their points of interest. In the process of environmental creation, the goals of physical education should be infiltrated to guide children to actively participate.

As an objectively existing environment,

class wall decorations are not necessarily a factor in early childhood education

.

Only when Only after it enters the cognitive and emotional world of young children,

and is used as an object and material for children to understand and experience

, can it truly become a part of early childhood education. factor.

Moreover,

it will also change with the changes in natural phenomena and social life

. Only in this way can young children continue to benefit. For this reason, when we change the theme wall decorations,

we always organize children to discuss and discuss, listen to their ideas and opinions, and then

teachers

We communicated and shared our ideas with them and reached a consensus. Finally, we divided the work together and looked for materials separately.

For example, in the theme "Kiss the little animals", the

children

and I designed a "little animal home" together. The home of the bird is in the river

The home of the bird is in the treetops, the home of the mouse is in the hole, etc. Each small animal has its own home. Children help

the small animals find it. After you get home,

you can visit the little animal’s house.

Through children's purposeful "association"

and

"interaction" with the wall decoration environment

, the environment is transformed into a suitable factors in early childhood development, so as to better play its

educational

role.

Children

In the process of participating in the layout of the environment, children continue to receive new information stimulation, gain various situational experiences, and know

Knowledge enlightenment satisfies children's curiosity and thirst for knowledge about the dynamic environment, and promotes the harmonious development of body and mind.

(2) Pay attention to the development of children’s subjectivity in the process of environmental creation

Chen Heqin pointed out:

“Through the environment arranged by children’s thoughts and hands,

It can make them more aware of and care for things in the environment

" The impact of the environment on young children is an interactive process.

In this process, the environmental elements are objective and

are the objects to be recognized,

and the children are in the subject position.

Environment

Whether the educational value of the elements can be realized,

should be restricted by the state of the subject.

When children actively act When focusing on environmental

environmental factors,

the impact of environmental factors on children will increase.

On the contrary, it will be difficult to achieve better results.

Children are

the masters of the class.

In the process of creating the environment of our class,

children are always the main body.

Teachers only play the role of guidance

and modification. For example, when creating the theme environment of the "Watermelon Lantern Festival", after discussions between teachers and children, it was finally decided that the teacher would write the words "Watermelon Lantern Festival" and the children would collect information about the "Watermelon Lantern Festival" "Pictures from newspapers and magazines,

draw various watermelon lanterns or take photos.

Due to individual differences among children,

but I pay more

to whether the children are emotionally invested in the participation process.

As long as They can devote themselves wholeheartedly to the creation process

Even if their paintings are not very good, in my eyes, each painting is full of emotion and vitality

< p>works, so we let every child's work be put on the wall, so that every child can use their brains and participate in the creation of the class environment.

In short, the environment is an important educational resource. Creating a good environment for young children should be based on the physical and mental development characteristics of young children.

Creation and education Adaptable environment,

purposefully create and utilize the environment,

provide children with more time and space to explore and create, and effectively promote the development of children , truly

making the environment serve young children is a long-term task for our early childhood education workers, which requires us to constantly practice,

explore, sum up experience, and absorb and collect advanced information. Let the environment follow the children, so that the children's body and mind can develop more comprehensively and harmoniously.