What factors should be considered in the creation of kindergarten environment?

The basic principles that must be followed in the creation of kindergarten environment are:

(a) The principle of consistency of environmental and educational objectives

Kindergarten environment is a part of kindergarten curriculum. When creating kindergarten environment, we should consider its educational nature, so that the goal of environment creation is consistent with the goal of kindergarten education. In the past, although some kindergarten classes also attached importance to the creation of the environment, they only pursued aesthetics to a large extent. In order to decorate the environment or just provide materials blindly, they paid little attention to the education of the environment. To pay attention to the environment serving the educational goal, we should consider two points:

1. The creation of environment should be conducive to the realization of educational goals. The goal of kindergarten education is to promote the all-round development of children. Then, in the creation of the environment, we have to emphasize the children's physical, intellectual, moral and aesthetic education. If teachers only pay attention to children's cognitive activities and set up reading, writing, arithmetic and other fields, but lack the environment of children's health, society and aesthetic education, and only provide the environment of children's social cognition when creating the environment of developing children's sociality, but pay little attention to the environment of children's social emotion and social behavior development, and so on, it is not conducive to children's all-round development.

2. According to the goal of kindergarten education, systematically plan the environment setting.

(2) The principle of applicability

Children are in an important period of rapid physical and mental development and personality formation, and have various development needs. The creation of kindergarten environment should be suitable for the characteristics and development needs of children's physical and mental development. For example, children are naturally curious and have a strong desire to explore, so teachers should create problem situations for children, so that children can learn to find and solve problems and improve their thinking level and practical ability; Children have little knowledge and experience and need to learn perceptual knowledge. If they need to feel the rain, prepare umbrellas, raincoats and rain boots for them. When it rains, children can walk in the rain. If you need to perceive spring, you should organize observation activities to let children observe the changes of animals, plants, people's lives and production methods in spring; If children need to read, they should provide various books to broaden their horizons. Children of different ages show different age characteristics in physical and mental development characteristics and needs. Even children of the same age have great differences in interest, ability and learning style. The creation of environment should adapt to this difference of children. For example, children in small classes like to play parallel games (that is, children play different games and play the same game with each other), then the number of toys provided should be a little more than that of the same variety. The symbolic game level of middle and large classes is higher, and the toy materials provided can be used for multiple purposes; Children's small muscle movements are poorly developed, and some materials can be provided for children to practice, such as threading beads, splicing and cutting. Some children have poor development of large muscle movements, so we provide bicycles and climbing frames for children to practice.

Children's physical and mental characteristics and development needs will also change with their age, so environmental creation cannot be completed at one time. It is a spiral development process from design to implementation to modification.

Principle of children's participation

The process of environment creation is the process of joint participation and cooperation between children and teachers. Educators should have the consciousness of letting children participate in the creation of environment, and realize that the educational nature of kindergarten environment is not only included in the environment, but also included in the process of environment creation. In the past, the creation of kindergarten environment was often arranged by teachers. Even if children participated, it was limited to using children's works as an ornament of the environment. At the beginning of the semester, teachers often work overtime to decorate the environment, but once the environment is decorated, it is considered a success, and it is rare to change it once a semester. Therefore, the environment has no lasting attraction for young children. Teachers should integrate children's participation in environmental creation into the curriculum in order to educate children in a targeted manner. If a teacher organizes children's heart-to-heart talks, the initial theme is environmental protection-littering. Later, the topic extended to an unplanned new topic-"Beijing's Olympic bid". The children were very interested in this topic, and the teacher realized the educational value of this topic, so he guided the children to discuss, decided to make an "Olympic theme wall" on the wall, and made a plan. The children asked their parents to find relevant information and made Olympic signs, track and field, circular runway, stands and so on. , with a variety of expressions to attract the audience and athletes, design appraisal. Through the process of children's collective conception, play, investigation, production and parents' participation, this activity makes teachers change from simple listeners to observers, listeners, collaborators and decision makers, and children become planners and participants, fully aware of their own abilities and that they are the masters of the environment. Everyone makes suggestions and assumes their own responsibilities, so as to truly show and develop their sense of mission and learn knowledge and purposefully.

Principle of openness

The principle of openness refers to the creation of kindergarten environment, which should consider both the elements of kindergarten environment and the elements of kindergarten external environment. These two factors should be organically combined to exert influence on children in a coordinated way.

Educating children with an open educational environment is a great educational concept that educators should establish. Because the information brought by the development of science and technology can stimulate children in all directions and the growth of children is affected in many ways, kindergartens can't run education behind closed doors, and the effect of closed education in kindergartens is limited. For example, kindergartens require children to learn basic self-care skills, but some parents often forget this educational task. Children wear their own shoes and socks at home. Parents think that children wearing clothes slowly will delay adults' time, so they arrange to help them put them on instead. Children are willing to do it themselves, saying that they can do it themselves in kindergarten, but parents say, "Kindergarten has a set of kindergartens, so you can do it at home!" In a word, the good educational influence of kindergartens is offset. Faced with the complex influence of the external environment, kindergartens should adopt a positive attitude, actively integrate with the outside world, and let family and community members know more about children and kindergartens, so that kindergarten education can get the support and cooperation of families and communities and educate children in a targeted manner. At the same time, parents and community members can learn educational knowledge and skills from teachers and improve their educational concepts and behaviors.

The general practice of kindergarten, family and community cooperation is: on the one hand, choose and use valuable factors in the external environment to educate children, on the other hand, control and weaken the influence of negative factors on children. Of course, each kindergarten and teacher also has their own unique practices, but it is important to integrate family and community activities into the kindergarten education process. There are many examples in this regard, such as; Ask the traffic police to come to the park to simulate the operation and introduce the traffic safety knowledge to the children; Let parents make a video reflecting their children's typical life in a day; Take the children to the nearby market (market), and so on. More importantly, we should explore a set of strategies and practices to form a long-term and stable cooperative relationship among kindergartens, families and communities.

(5) the principle of economy

The principle of economy means that when creating a kindergarten environment, kindergartens should consider their own economic conditions, run their parks diligently and according to local conditions.

China's economy has developed rapidly in recent years, but due to its large population, weak foundation and relatively backward economic level, kindergartens should carry forward the spirit of hard struggle, run schools diligently, and provide material conditions for young children on the basis of their functional size and economic practicability. Bookshelves, for example, are mainly for children. Take a few pieces of wood and make many compartments where books can be put, and nail them on the wall so that children can take them easily. This is economical and practical, so why not? In addition, according to the needs of the park, we can make the best use of local materials, or we can spend less money, do more things and do good things.