How to create kindergarten education environment

The function of educational environment is the function of educational environment to education, and the function of educational environment to people has long been recognized. The following is how to create a kindergarten education environment, which is for reference only. Welcome to read. How to create a kindergarten education environment 1

Classroom environment layout is an important part of education, how to create a classroom environment under the background of theme activities. Mainly manifested in the wall decoration and the layout of the corner. From visiting the classroom environment of each class, it is found that teachers have a new idea of creating the environment. It has got rid of the problems in the past, such as teachers using their hands and brains more, children using their hands and brains less, teachers planning more, children planning less, fixing more and changing less. But gradually turned to create an environment with teacher-student interaction. In the past, this kind of environment was created from teachers' ideas and wishes, without considering children's interests, needs and current development level, so the environment lost its educational value of influencing and promoting children's development. However, how can we play the educational role of the environment and reflect the interaction between teachers and students?

provide material materials in time and adjust the environmental settings

children are willing to play with and operate objects, and their cognitive ability is developed in their interaction with the environment. The age characteristics of children determine whether their understanding of the world is perceptual, concrete and vivid, and they often need the help of objects and actions. Therefore, it can be said that the material environment is the intermediary and bridge for children's learning. Therefore, we should strive to materialize the educational objectives and contents, and contain the knowledge and experience that children are expected to gain in the material environment, so that children can gain the most basic knowledge and experience through continuous interaction with the environment.

Second, fully understand the educational value contained in environmental materials

When arranging the environment and preparing to release materials, we should really consider the problems from the interests and needs of children, rather than relying on our own subjective assumptions. At the same time, we should also consider what educational goals should be achieved in the creation of the environment and the release of materials. For example, the theme activity at this stage is in autumn, so the creation of the environment should focus on this theme, so as to be targeted and effectively guide children to develop to a higher level.

Third, inspire, encourage and guide children to interact with the environment

To make children actively learn and develop in the interaction with the environment, it is a basic premise to set up the environment and put in materials according to children's interests, needs, existing development level and educational goals, but it must be inspired, encouraged and guided by teachers.

1. Take the process of collecting materials and creating environment as the learning process of children. After initiating children's collective discussion and deciding the content of corner layout or wall decoration, we should prepare materials and design and make them together with children. In this process, we should fully mobilize the enthusiasm of children, let them do what they can, let them think what they can think, let children use their existing knowledge and experience to obtain information and materials through watching, listening and asking, and develop their ability to obtain information and materials and explore and solve problems.

2. Children should be given the right to choose and use materials independently. Practice has proved that whether children have the right to choose and use materials independently affects their enthusiasm to participate in corner setting and wall decoration making, and affects the interaction between children and environmental materials. Therefore, we should try our best to let children choose their own materials and decide what to do, and put the materials in a place convenient for children to take and put, so as to maximize the enthusiasm of children and facilitate them to interact with environmental materials constantly.

In a word, the creation of kindergarten environment is a complex systematic project. To create a good kindergarten environment, we must have a comprehensive and thorough understanding of the characteristics of children's physical and mental development, fully understand the educational value that environmental materials may contain, and guide the interaction between children and the environment by scientific methods. How to create a kindergarten education environment 2

1. Let children and their works blend into the environment

Every time children's works are the crystallization of their wisdom. To this end, according to the types of children's works in each activity, I will design different styles of layouts in advance. When the children's works are completed, I will instruct the children to paste the marked works in the appropriate position by themselves. When all the works are posted, a unique layout will be formed. For example, for the children's work "Sunflower" in the middle class, I first made a trunk of a big tree out of cardboard, then made two or three beautiful butterflies out of colored cardboard, and then instructed each child's flowers to be pasted around the trunk in an orderly way, and a layout that condensed the wisdom of all children was completed. Children are excited to see their works become a "sun flower tree". They are constantly admiring and discussing each other, unconsciously integrating individuals into the collective, dividing their work and cooperating, not only showing themselves, but also seeing the success of others.

When parents pick up their children, the children will tell their parents excitedly that this is my work, this is XXX's, and this is whose ... Parents are extremely proud of their children's little progress. The layout environment created in this way has inadvertently become a bridge between homes. It should be noted that teachers should give priority to children's works, supplemented by teachers' creativity, which should make the finishing point.

A rich environment can talk to children aged 3-6. Children are not only stimulated by the environment and accumulate direct experience, but also interact with the environment, enriching and changing the environment. Children's works are covered with walls and classrooms, making children feel the warmth and kindness of "this is our classroom"!

Second, let the environment change with the seasons and seasons

Different seasons and seasons will constantly change the surrounding environment. Let children perceive the transformation and change of seasons by changing different environments. For example, when spring comes, let children observe and feel spring through outdoor activities before making activities. Children will paint and cut and paste related works according to what they see, hear and think. "Black tadpoles, swallows with scissors, tender grass, yellow winter jasmine, and gurgling rivers after the ice and snow melt." Everyone's works blend together to form a beautiful picture of spring. Similarly, pink lotus blooms in summer, green trees and red flowers, fruitful autumn, yellow leaves fluttering, snowy winter and vast land are the key points of environmental layout. These outstanding works with obvious seasonal characteristics make children see at a glance and remember them deeply because of their personal production experience.

Third, make the regional environment live

In regional activities, provide rich semi-finished and finished materials for children, and put in rich materials related to the theme. Choose the contents that children can see, touch and be interested in in their lives, and put them in the environment such as regions and natural corners to satisfy children's curiosity and desire to explore things around them. For example, there are many interesting induction toys, car toys and wind-up toys collected in the science area. Children's concept of science is abstract. When they sow science with their own hands, teachers need not say much, and children will gain a lot. Put a large number of scientific and technological books in the library area, and put books, pictures and information photos of celebrities and great men. Illustrated with pictures and texts, it deeply infects young children. Put some daily necessities in the role area-yogurt bottles, sanitary chopsticks, jelly boxes, cans, small toys ... to enrich the experience of understanding society and actually exchange the fun of experiencing life. Put world-famous songs, beautiful children's songs, VCD, etc. in the music area, which is fascinating. Put all kinds of paper, crayons, oil pastels, pencils, scissors, glue, advertising colors, etc. in the operation area for both hands and brains. Children voluntarily choose areas to carry out activities, and complete the content consistent with the theme. Teachers seize the opportunity to guide children who are stimulated by curiosity to study together, and enjoy the happiness of discovery, instead of letting them explore blindly, let alone giving children a wrong concept. Children raise awareness, accumulate experience, learn and do in cooperation and communication with their peers, so as to achieve the purpose of playing with middle school and learning.

When the regional environment is living, an autonomous and relaxed cognitive environment is formed around children. They make progress in thinking in communication and develop rapidly in cooperation, which is very conducive to cultivating children's scientific spirit and humanistic spirit.

fourth, let the environment alternate

The so-called environment alternate is to combine layout with real life. For example, the picture of spring has been arranged on the layout, and combined with the theme knowledge, children are guided to learn to plant "small peas sprouted". Teachers lead children to observe and record the growth of peas every day. Peas germinate, peas grow leaves, peas grow up ... In the natural corner, let children take the initiative to observe the small tadpoles that will change, whether they grow hind legs or front legs first, whether their tails grow front legs, and so on. This kind of environment is dynamic and static, and children fully perceive that everything begins in spring, which is the season of everything's recovery. Montessori once said: "In education, the environment plays a very important role, because children absorb everything from the environment and integrate it into their own lives." In the process of interacting with the environment and materials, children gradually develop the ability to understand the world around them, master the method of solving problems through inquiry, learn how to think, express and actively construct experiences, experience the fun and hardship of inquiry process, and cultivate correct outlook on life, values and life.

Ying Caiyun, a national special kindergarten teacher, wrote in the book "Children are the sky, I am the cloud": "An inspiring and supportive rich environment attracts children, stimulates their ideas, imagination and creation, and makes them the masters of the environment. Kindergarten environment is an important factor in explicit education and implicit expression of children, and it is an indispensable element of kindergarten education. " The environment is accompanied by the growth of children, but also shows their little progress. Although the environment is small, it shows wisdom, nourishes the soul, and the explorer grows. Children are experiencing happiness in front of their own works, showing off their achievements and enjoying their own happy world. How to create an educational environment in kindergarten 3

1. Pay attention to safety and escort children's games

Safety is the most important task in kindergarten work, closely following children's daily life in the park. In the process of creating an environment, kindergartens should take safety principles as the premise and foundation according to the actual situation of the park to build a real, diverse and open good environment suitable for children's development.

1. Types of greening in the park

The greening of kindergartens should conform to the characteristics of children's physical and mental development, and avoid using plants that are toxic, prickly, easy to cause allergies or have flying flocks. We should choose some plants with bright colors and unique shapes to stimulate children to explore actively and intently. I planted figs, persimmons, pears, oranges, hydrangeas, delphinium, ribbon flowers, gardenia, morning glory, sorrel and other fruit-bearing flowers in my garden, so that children can enjoy flowers and fruits, and find some insects at the same time, which greatly stimulated their love for nature. In addition, our garden also selected some low and sleek plants to form a simple maze, which can not only ensure the safety of activities, but also cultivate children's independent thinking and exploration ability.

2. Details of indoor and outdoor environment

For example, the corners involved in children's activities are wrapped with fake lawns and anti-collision strips, and plastic soft ground is laid on a large area; A handrail suitable for children's height is added to the stairs; Bamboo forest areas are often cut down and cleaned up to avoid snakes and insects coming in and out; Regular pruning of trees, removal of sharp gravel, etc. in active areas such as hillsides and lawns. 2. Pay attention to the needs and make children's games scientific and reasonable < P > When considering the environment, teachers should create according to children's needs, development level and educational goals.

Example: There is a small class in our garden. In the middle of the classroom is a row of study cabinets, which contain morning building blocks and regional operation materials. However, with the increase of children's operating materials, cabinets can no longer meet children's growing learning needs.

In addition, because many materials need to be taken and put back and forth on the table and counter during regional activities, it not only increases the workload of teachers, but also the learning style close to that of older children is not suitable for small-class children.

after repeated thinking, the teachers in this class have re-planned and set up the class environment. The teacher moved all the regional materials in the cupboard to the south balcony, and marked them for easy access, while the building blocks were put in the study cupboard, and all the artistic handcrafted materials were put in the easternmost cupboard, and nursery rhymes books, hand puppets and headdresses were put in the study cupboard by the nursery rhymes, which was convenient for children to access, put and perform.

individual teachers will regard beauty as the first factor when creating environment, ignoring the needs of children and the scientific nature of environment creation itself. In order to ensure that environment creation can better serve children's education, teachers must enter children, listen to their voices and understand their interests and needs, so as to truly create their own paradise. 3, the pursuit of autonomy, so that children's games are more abundant. We are often looking forward to the "ideal kindergarten education" state. It should be like this: children are individuals with independent thoughts, personal characteristics, special needs and interests, and they are the discoverers of questions and the explorers of answers to questions. They conform to their own nature and actively and intently explore what they are interested in in in a real, diverse and open situation; They explore spontaneously, continuously and deeply in various ways to find the answer to the question; They are free to creatively express their inner feelings and cognition of things in various ways. In this process, teachers need to support children's development with wisdom and grow with children. Example: There is a hillside in my garden. Although the large slide on the hillside is very popular with children, the children feel a little boring after playing for a long time. In an outdoor game, two children played a game of "police catch thieves". They chased each other and hid from each other, which immediately attracted the attention of a large group of children and rushed to follow suit. After the outdoor activities, it seems that everyone is still unsatisfied with this "field" game. Teachers catch the children's interest points in time, and the theme activity of "field world" has emerged in the class. Based on their own experience, the children constructed a series of military war maps and built them. In the course of the game, teachers gradually added sandbags, nets, rope ladders, bamboo ladders, binoculars, camp tents, "guns and ammunition" and so on according to children's wishes and game needs to enrich the game plot. Children are particularly enthusiastic about the games they come up with. Every day, they look forward to going to the "field area" during outdoor game time. When they have new ideas, they will take the initiative to discuss with their teachers and partners to see if they can put them into practice. Such activities are spontaneously generated by children, which are in line with their interests and age characteristics. In the process of children's continuous exploration and continuous games, they discover themselves, challenge themselves, become a capable learner, become the master of learning games, and gain a sense of success and joy in the activities. 4. Show interaction and make the environment more educational.