How to create a good kindergarten corner environment

Common activity areas and functions 1. Living area: The main function is to develop children's basic life operation abilities such as knitting, tying, buttoning, wearing, and clipping through various life-imitation operations and exercises. 2. Language area: The main function is to develop children's observation ability and language expression ability through observation, operation, and narration activities such as books, pictures, headwear, and hand puppets. 3. Art area: The main function is to develop children's hands-on ability and ability to appreciate, express and create beauty through art operations and performance activities such as tearing, pasting, cutting, drawing, pinching and making. 4. Science area: The main function is to cultivate children's interest in scientific exploration from an early age through various scientific games and mathematical operation activities, and develop children's mathematical ability and hands-on operation abilities. 5. Construction area: The main function is to use building blocks, yogurt boxes, cans, cartons, corn pulp, etc. to carry out construction game activities to cultivate children's spatial perception and develop children's spatial imagination, hands-on operation and communication and cooperation abilities. 6. Role play area: (1) Meaning: Role play is a game in which children creatively reflect real life by playing roles and using imagination. Mainly include: Happy Doll's House, Little Hair Salon, Doll Supermarket, Happy Food City, Happy Snack Bar, Small Hospital, etc. (2) Main function: By imitating various social activities, it helps children learn various social behaviors, develop communication skills, cultivate children's initiative, independence and creativity, and promote the development of children's sociality. 4. Setting up the content of the area corner (1) Small class keywords: warm, suggestive Doll's house area: activities center around this area Construction area: can be built next to the doll area Book area: friendly but not casual Others: story corner, The reminder slogans in the feeding corner are very important. The warm home feeling can make children emotionally stable, and the operation content is mainly based on daily operations. (2) Keywords for middle class: Enrich and improve. Book area: standardized and tidy. Performance area: various forms, often carried out. Puzzle area: clear deconstruction. Art area: rich in materials, preferably materials not commonly used by young children. Others: music corner, sports The corner allows children to use their hands and brains, enriches their knowledge and improves their level. (3) Keywords for large classes: connection between kindergarten and primary school, development of intellectual thinking. Reading area: autonomy, mutual supervision. Literacy area: changes with class content, and needs to be more systematic. Puzzle area: rich materials, allowing children to participate in the production of teaching aids (the addition of chess) Others : The exploration corner and mechanical corner should be placed with strong logic and easy for children to help themselves. 5. Requirements for creating areas 1. According to the specific situation of the class, the current situation of the children must be improved. Guide children to carry out a series of corner activities according to the different needs of children's development to promote the development of children's comprehensive qualities. For example: the construction area, combining the psychological characteristics of small class children who are good at imitation and the physiological characteristics of underdeveloped small muscle groups, can provide them with construction materials of the same type that are large in size, easy to pick up and place. Children in the upper class have strong hands-on ability and quick thinking. When providing construction materials, they must pay attention to diversity and precision to meet their needs for exploration and independent development. We should also pay attention to the pertinence in setting up social corners. Dolls' houses with simple roles and clear division of labor should be set up in small classes that like to imitate and lack rich social experience, which is conducive to cultivating children's communication skills. Supermarket shopping can train children's comprehensive qualities such as classification, counting, and communication, and can be set up in middle and large classes. Community service facilities such as hospitals, post offices, barber shops, and banks are often encountered by children in daily social life. They are convenient for children's social growth and can be set up in large classes to allow children to be creative on the basis of full visit and understanding. to develop. 2. Set up corners according to children’s interest points. Regional activities are an activity with children as the main body, teachers as guidance and support as supplements. In regional activities, we will discover the children’s existing experience, abilities, interests and personalities. There are differences and different points of interest will be shown.

For example, some areas are liked by boys, while others are for girls, some like the science area, and some like the art area. The interests of children of different ages are constantly shifting as they grow older. Therefore, when setting up areas, we should set up different areas according to children's different points of interest. 3. Organically integrated with daily teaching activities. No matter what the game activities are, there are obvious individual differences among children. Free and open regional activities can be used to promote the improvement of each child's comprehensive quality. Daily unfinished teaching content and teaching activities that children are interested in should be continued in regional activities to satisfy children's desire for activities and consolidate relevant knowledge and experience. For example: regional activities such as mathematics area, language area, and art area can be set up in conjunction with ongoing theme activities. 6. Principles that should be followed in the creation of corner games 1. Principle of spontaneity (1) Divide the activity room into various game areas with tables, cabinets, partitions and other objects. Children have room for choice and can concentrate on games, reducing noise and Aggressive behavior. Fully expand the class game space and avoid excessive and frequent moving, which takes up game time. (2) Use paving materials of different textures (carpets, floor leather, tatami mats) to imply the boundaries of the area or change the lighting intensity, which defines the scope and characteristics of the game and can increase the interaction between different areas. Paving also helps reduce noise. For children in small classes, shoe covers should be prepared, otherwise the children will not be able to play freely because they are afraid of changing shoes (cannot tie shoelaces). (3) Clear walking lines should be left between each area to guide children's normal play and avoid interruption of ongoing games. (4) The height of the dividers changes depending on the age characteristics of the children. Children in small classes need a relatively open space. The dividers should not be too high so that the children can see the teacher at any time, which increases psychological security and facilitates teacher guidance. Children in the middle class have a certain degree of self-control. It is appropriate for the partitions to be such that the area where the children sit is independent and can be seen by the teacher when they raise their heads. Children in senior classes have a strong sense of self-independence. It is best for children to choose the dividing objects to determine the degree of closure. 2. Principle of compatibility (1) Place areas with similar properties in adjacent locations to enable children to interact. For example: the doll's house is adjacent to the construction area, which facilitates communication between the two areas. Large construction areas and small construction areas are arranged together to stimulate more creativity. (2) Consider the needs of young children and place areas that require water and lighting where water is easily accessible and close to light sources. 3. Principle of variability (1) Universal wheels can be installed under cabinets as partitions, or screens, curtains, etc. can be used to separate areas, so that children can flexibly change and combine play areas. (2) Make full use of space and use dividers in adjacent areas so that materials can be used interchangeably. 4. The principle of diversity provides sustainable materials for solo play and cooperative play. (1) Materials in each area should be sorted on shelves or game baskets to facilitate children's selection and organization and reduce ineffective play time. (2) Regional classification should not be too detailed so that children lose their choice. For example: the hand-making area should not be divided into a paper-making area, a clay-making area, and a rope-knitting area. Instead, the three types of materials can be placed in one area, the "hand-making area," so that children can mobilize their existing knowledge and experience to comprehensively use materials to create. 5. Principle of conversion (1) The spatial separation of areas is dynamic, and the location of the area is often changed to arouse novel stimulation for children and stimulate their desire to play. (2) The desk in the classroom is preferably rectangular for two people to use together, so that it is easy for children to move and combine it. Shelves, partitions, and floor coverings are also moved as much as possible to enable young children to move and switch. (3) The balcony should not be completely closed, so that children can see outdoor things clearly through the fence. Changing children's views and perspectives also facilitates the organic combination of indoor and outdoor games. (4) Install a large mirror indoors to enhance children's sense of the body and expand their visual space.