How to decorate the theme wall of kindergarten

In the long river of education development, the theme wall decoration of kindergarten, as an indispensable environment to promote children's development, has always been an important part of children's life in the park. In the second phase of curriculum reform, all children's activities are included in the scope of education, and children's participation is increasing. The theme wall environment does not pay too much attention to the exquisiteness, beauty and completeness of the works as before. Different from the previous environment creation, children's thinking and behavior are dependent on teachers' thinking and behavior. Nowadays, the theme wall vividly, intuitively and truly reproduces the intimate dialogue between teachers and children in terms of content sources and theme generation. The close relationship between children and teachers; The emotional atmosphere between children and young children. The Guiding Outline of Kindergarten Education clearly points out that the environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment. Therefore, it is particularly important to create theme wall decorations suitable for children's development from the perspective of children's development. We know that the kindergarten environment includes two aspects: one is the material environment, and the other is the psychological environment. As a physical environment, the wall environment lives with us day and night. It gives children sensory stimulation about lines, shapes, colors, composition and other factors, and gives them emotional pleasure. To some extent, the creation of wall decoration has become an effective means of kindergarten education and teaching. However, in practice, it is found that there are many problems in the creation of environment, especially in the creation of theme wall decoration environment. For example, the practice of kindergarten requires teachers to arrange the environment and conduct environmental appraisal at the beginning of school, which will inevitably lead to more plans imagined by teachers and fewer plans imagined by children. Purely pursuing the result of environmental layout. For example, teachers use more hands and brains than children, and the creation of wall environment pays too much attention to the exquisiteness, beauty and integrity of works. In other words, the phenomenon of teachers' planning and design is widespread. Moreover, due to the carefully arranged environment at the beginning of school, it is reluctant to change, and there are often wall decorations that have not been changed throughout the semester. More fixed and less change. In fact, we are aware of the above problems and are trying to change them. The following are the views put forward according to the new curriculum and curriculum reform ideas and some practices in our park: First, let the theme wall decoration in environmental construction speak, because the key point is that a well-designed environment can play a suggestive role and induce children's positive behavior. The role of the environment is often subtle and repeated, so sometimes its role is more real than the teacher's words and deeds. For example, in small classes and small classes, we put family photos on the wall in combination with my family theme, which reduces the anxiety and anxiety of small class children when they first enter the park and makes them feel that their parents are always around; Besides, the wall of our activity room is decorated with my mother's wall decoration. You see, mom's eyes are so beautiful, and she still has a smile on her face, as if to say, baby, don't be afraid, mom is here! Whenever a child is homesick for his mother, he can look at this wall like his own mother. Teachers try their best to understand the strange environment in which children leave home and come to kindergarten, and strive to arouse children's desire to care more about the class and come to the garden in the creation of the environment. Teachers pay attention to children's emotions in the wall environment layout, express their concern for children with the help of the environment, and let children feel like spring breeze, such as spring rain. It can be seen that teachers should pay more attention to the educational value implied in the content when choosing the content of wall decoration in the environment, rather than blindly pursuing exquisiteness and beauty. For example, the theme of Middle Class is the world of adults. We put a questionnaire about parents' work written by children on the theme wall, so that children can not only know their parents' work, but also see the work of other parents, so as to understand all walks of life in the adult world. Another example is where I come from, the theme of the big class. We collected a large number of photos of pregnant mothers in October from a doctor's parents and posted them on the wall for children to enjoy, so that they not only knew where they came from, but also felt their mother's hard work! In fact, it is not difficult to collect these things. The teacher didn't spend too much time, which also reflected the child-oriented environment. As long as we are willing, we can definitely let the environment speak! Second, give children the initiative. For a long time, as long as the environment is carefully created by teachers, it is often difficult to cause children to sing. What is the reason? Because in such an environment, there is too much will of adults, where can there be children's autonomy and creation? In order to let children learn to create independently, teachers should first let go and give the initiative back to the children. In the aspect of environment creation, we should change the traditional practice and encourage children to actively participate in the whole process of class environment design and production, so that children can experience the joy of design and production and enjoy the joy of success. For example, when we create interesting insect-themed wall decorations in the middle class, the teacher and students discuss the layout of the wall decorations together, and then the teacher creates a big background: the distant blue sky, yellow-green parks, lush forests and fertile yellow land, so that children can enrich their content. You can put what you have painted, done and collected on it and hang it on it. How happy children are to enjoy this process! For another example, around the theme of beautiful clothes, we provide children with all kinds of materials, use a lot of waste materials, and then build a stage for children to design their own clothes, draw them, paste them and cut them out. All the unique skills are used by children. During the stage performance, the children spontaneously took pictures with my camera. After the photos were developed, they posted them on the wall behind the stage, which felt quite a bit like stills and looked at them carefully. Only then did they realize that this is what they really need now. On every wall, every work is a concrete manifestation of children's experience improvement, and every work is a portrayal of children's learning and participation. Children are the masters of the environment, and they should be allowed to create the environment according to their own wishes and ideas. Isn't this environment more educational for children? Third, the dynamic creation of the wall environment. The dynamics mentioned here are reflected in two aspects: First, the creative content of the theme wall is not static, and it can be changed, increased or decreased at any time. For example, wall decoration needs to be arranged in line with children's interests, and it also changes with the seasons or themes. Every rearrangement may be a challenge for teachers, so I think we can create a big environment and gradually deepen and enrich it. The theme of the big class is very special. This is a very big topic, and it is also a topic that children often discuss after entering large classes, such as the last birthday of kindergarten! Also have their own preferences! These wall decorations can be constantly enriched and changed according to children's needs. In this process, children continue to collect, store, organize, communicate and share information, and their ability to observe, think, communicate and express has been improved. Small content often changes, but we still keep the big theme! Secondly, the dynamic nature is also manifested in vividly, intuitively and truly reproducing the close dialogue between teachers and children; Because teachers pay attention to children's emotions in the wall layout of the environment, which contains the true feelings between teachers and children, children and children. On the other hand, children participate in the change of the whole environment as masters, and each of them will nail their wishes to the wall, vent their inner emotional needs, believe that they have changed the environment and experienced the joy of success. For example, "My Dream" allows children to truly integrate their thoughts, ideas and feelings into the wall decoration, so that the wall decoration can truly become an intimate dialogue between children and teachers. Piaget's cognitive development theory holds that children acquire knowledge and form concepts through interaction with people and things in the environment. Mr. Chen Heqin's life education theory also points out that creating and helping children pay attention to the surrounding environment can develop children's various interests, satisfy their thirst for knowledge and cultivate their observation ability. In a word, the environment, as an important educational resource, has a great influence on children, although it is hidden. The construction of kindergarten theme wall environment no longer emphasizes external decoration such as beautification, greening and purification, nor is it teachers' manual work, nor is it blindly imitating other people's fashion trends. It is necessary to take children's development needs as the goal, closely focus on educational objectives and teaching contents, give full play to children's main role, fully mobilize the enthusiasm of participation, and create a theme wall environment that children love. Make it have a hidden impact on children's cognition and emotions. (Zhang Liyun Xuhui District Private Oriental Kindergarten)