Summary of kindergarten environment creation activities

Summary of Chapter 1 Kindergarten Environment Creation Activities

The environment is an important resource for early childhood education. Through the creation of reasonable structures, health and safety, beautification and child-oriented , Educational environment enables children to understand various things, gain various feelings, and understand various phenomena in natural contact with the environment, allowing children to live in a world that truly belongs to them. After this semester, my class aims to "let children become the masters of the environment" and strives to create a world for children that belongs to them. And achieved obvious results. Now we will focus on the following aspects to summarize.

1. Provide effective operating materials for young children.

The environment of operating materials is created by teachers providing materials, and children's acceptance learning gradually evolves into relying on children's personal practice for discovery learning, so as to more effectively promote children's development as the ultimate goal. In the process of creating operating materials for young children, we can establish a "child-oriented, child-development-oriented" view of children and education, and gradually improve ourselves to transform high-level educational goals into low-level educational goals, and move towards the goals of education. Content and requirement materialization transition in operational materials. In order to cultivate children's task awareness, we classify and distribute the materials in each area to meet the needs of children's activities, focusing on supporting children's independent activities, active exploration, operation and full experience, and mobilizing and motivating children's interaction with the environment. Achieve active and effective development through continuous positive and proactive interaction.

2. Let children create their own "child's world".

In the past, our environment creation was planned and produced unilaterally by teachers, with children only participating in a small part. After the environment is arranged, let the children act as viewers. Obviously, in this process, the children are passive. Although the environments created have reasonable structural layout, harmonious colors and pleasing to the eye, they fail to reflect the child-oriented spirit in terms of the height and intention of the environment creation. After repeated studies, discussions, attempts, and improvements, adhering to the research and exploration results of the previous semester, we changed the way we created the environment in the past, and based on the principle of "child-oriented", we worked together to create a happy world with our children. I finally tasted the sweetness of success. The current method of creating activity rooms in each class is: most of the works posted on the wall are pictures cut and pasted by children or some activity materials collected by children. The materials arranged for free decoration are basically the results of children's efforts. The teacher designs the background and the children imagine the specific content and other forms are used together. It not only mobilizes the children's multiple senses and promotes the comprehensive, harmonious and active development of all children, but also satisfies the children's preferences, needs and interests from the child's perspective, thereby allowing the children to enjoy a kind of beautiful influence and improve their Children's aesthetic ability.

The change in the overall layout of the classroom environment requires us to work hard to explore in practice. As long as we have a forward goal in our hearts, "Everything is for the children", we will create a better living environment for the children. I believe that the environment creation work for young children will definitely achieve better results.

Chapter 2 Summary of Kindergarten Environment Creation Activities

As an "invisible curriculum" of education, environmental creation is a three-dimensional, colorful and attractive book. It is a powerful silent textbook that allows children to observe, explore, create, and find happiness in a "prepared environment", thereby gaining emotional experience and wisdom enlightenment, and promoting the harmonious development of children's body and mind. This semester, my class is mainly working on the environment, and has made a series of changes starting from the environment. The environment is an important teaching resource, and the development of young children should be effectively promoted through the creation and utilization of the environment. In order to further interpret the concept of "environmental education", the kindergarten carried out an environmental creation evaluation activity, and teachers from the three kindergartens participated and observed each other.

The evaluation adopts the "visit and explain" method, with teachers from each class serving as commentators, comprehensively and carefully introducing the ideas and methods of class corners, theme walls, self-care ability interactive walls and environment creation, reflecting the class's ideas and methods. and grade group characteristics. Teachers from each park set up a evaluation group to give scores based on seasonal characteristics, prominent themes, reasonable settings, waste utilization, innovation by teachers and students, and operability.

During the visit, everyone was full of praise for the teachers' skill and wisdom. For example, in the wall design of self-care ability, the teachers used exaggerated and cute animal images or things familiar to children to highlight various life skills. Training, create interactive walls for self-care abilities such as "I'm on duty today", "Six steps of eating" and "Wash your hands clean" to create a comfortable and warm home atmosphere for children; on the main wall, combine seasonal characteristics and the Mid-Autumn Festival to communicate with children They jointly created theme walls with beautiful colors and outstanding themes; in the corners, teachers used various waste cartons, wall calendars, etc. to create rich and varied operational materials to meet the operational needs of different children. The teachers carefully used their cameras to record the masterpieces of teachers and students in each class, with smiles on their faces and joy in their hearts. They further understood that the environment should pay more attention to highlighting features, operability and interactivity.

Finally, Principal Li affirmed and praised everyone’s hard work, and pointed out: This environment creation highlights the concept of taking children as the main body and allowing children to actively participate in the environment layout. It is hoped that teachers will not only create, but also make full and effective use of the educational resource "environment", infiltrate it into the entire kindergarten education work, and promote the comprehensive, harmonious and healthy development of children.

Chapter 3 Summary of Kindergarten Environment Creation Activities

The kindergarten’s space, facilities, activity materials and regular requirements are conducive to triggering and supporting children’s games and activities. Various exploration activities are conducive to triggering and supporting the interaction between young children and the environment. "At the same time, it also emphasizes: "Make full use of the natural environment and community education resources to expand the space for children's living and learning. We realize that the environment is no longer external decoration such as "beautification", "greening" and "child-oriented", but is prepared by teachers for children to meet their development needs and is conducive to their physical, intellectual, moral, aesthetic and In order to provide a material and spiritual environment for all aspects of development, we began to create environmental education for children, so that children can achieve harmonious development of body and mind while actively interacting with the environment.

1. Utilization of parent resources In theme activities, parent resources are indispensable.

Letting parents participate in kindergarten education, entering kindergartens, and making full use of parent resources is an indispensable part of today's kindergarten education. My class fully mobilized the enthusiasm of parents and organized a series of activities using parent resources, which achieved satisfactory results.

In the theme activities, home activities not only enhance the communication between parents and children, but the children also personally feel the love of their parents for themselves, and experience the hard work of their parents, and at the same time learn to I came to share it with my companions and experienced the joy of sharing. Understand the care and love of parents for themselves, and at the same time learn to care, appreciate, and repay the love of parents, making full use of parent resources, so that children can grow up happily with the consistent cooperation at home and kindergarten.

2. Creation of a corner activity environment.

Six areas are planned for this semester: book corner, performance area, toy area, hands-on area, exhibition area, and mathematics area. First of all, we should design the logo of the corner in each corner to let the children know which corner they are playing. Secondly, put materials according to children’s interests and needs. In this process, it is also necessary to combine with the theme and add or delete materials appropriately as the theme changes.

The first theme is "Happy Little World". Arrange family trees on the wall decorations and set up a "My Dad" column; provide colored cardboard, scissors, colored pencils and other items in the hand area for parents to make. Masks; provide tableware, food, dolls, furniture, etc. in the doll house to encourage children to perform role performances. Provide some maze pictures in the think area, provide cards with less than 5 ideas and a corresponding number of item cards for children to place.

The second theme "Wonderful Body" arranges giant dolls on the wall, and prepares the doll's facial features for children to paste at will. Picture cards of facial features are provided in the hands-on area to guide children to draw their own self-portraits. The exhibition area provides puzzles and matching cards.

The third theme "Cars Are Coming" invites children to bring various cars of their own, hang some pictures of cars and invite children to observe various cars on their own. Place books about cars in the library area and ask children to tell each other about the cars they see. Collect items in the hands-on area for toddlers to build a car. Children are provided with paper of different textures to make cannons and experience comparing cars made of different materials.

In the play area, children can play zebra money and small cars independently to play the red light and green light game.

The fourth theme "I Can Tell Stories" mainly focuses on children's reading and speaking. Therefore, the library area, performance area, and exhibition area are all key areas, while the other three corners are our regular areas.

3. Creation of parents’ garden.

In the arrangement of the parent garden wall decorations, I arranged the shapes of five books. Each book represents a piece of main content including theme description, weekly activity plan, baby needs, health care and parenting knowledge, and praise column. Our teachers regularly update the content of the Home Edition. Among them, parenting knowledge is updated once a month, and the three sections of Weekly Activities Online, Baby Needs, and Praise Column are updated once a week, and the theme descriptions are updated based on the theme implementation time.

The environment creation this semester mainly focuses on these three aspects. Basically, the environment and materials will change with the changes of the theme and the interests and needs of the children. Let children develop in all aspects.