How to, construction, class, culture, environment, kindergarten

A preliminary study on the construction of kindergarten culture

——The creation of kindergarten class environment culture

Ma Lingxia, the second youngster of Yutian

Kindergarten culture refers to the kindergarten leaders, The sum of various cultural forms created and enjoyed by teachers, staff and children. It has extremely rich connotations, including environmental culture, institutional culture, spiritual culture and other aspects. Today I will focus on the kindergarten Environmental culture construction.

1. Why do we need to create an environment?

Why do we need to create an environment? We should not just stop at the level of beautifying the activity room, responding to inspections, visits and environmental evaluations, but also improve the subtle influence of the environment on young children and give full play to the educational function of the environment. The growth of young children is inseparable from the environment, and the environment has an extremely profound impact on the development of young children. There were incisive discussions about this in ancient my country, such as "If you are close to vermillion, you will be red; if you are close to ink, you will be black." This emphasizes the infectious effect of the environment on people. Another example is the story of "Meng Meng's Mother Moving Three Times" which illustrates that cultivating talents requires attention to the choice of environment. Therefore, the environment plays an important and irreplaceable role in the development of young children.

The "Kindergarten Education Guidance Outline (Trial)" points out: "The environment is an important educational resource, and the development of young children should be effectively promoted through the creation and utilization of the environment." "Kindergarten should provide healthy, A rich living and activity environment meets their multi-faceted development needs, allowing them to gain experiences that are beneficial to their physical and mental development in a happy childhood. "Kindergartens provide vivid, intuitive, visual and comprehensive education to young children through environmental creation, so that they can enjoy a happy childhood. Children participate in and use the environment to stimulate children with all-round information, stimulate their inner enthusiasm, and allow children to directly receive a kind of emotional and knowledge enlightenment, thus promoting their all-round development. Therefore, we say that the creation of kindergarten environment is one of the important tasks of kindergarten. We should effectively promote the development of young children through the creation and utilization of the environment.

When we face the empty walls of the activity room, what do teachers think of first? What we all think of most is what content should be arranged in which places. So let’s first talk about what wall decorations and columns should be created in the class environment and how they should be created.

First of all, from the color of the walls, the activity room of the small class can have pink walls and complementary green floors. This kind of indoor atmosphere is warm and lively, which can overcome the separation anxiety of children in small classes due to entering the kindergarten. mood. The upper half of the wall of the activity room for middle and large classes can be white, and the lower half can be green or blue. The indoor colors should be coordinated and elegant.

2. Wall decorations and columns that should be created in the indoor environment

(1) Themed large-scale wall decorations

This is the main part of the indoor wall decorations. It can create the atmosphere of an event room and is generally arranged on larger walls. Wall decorations should be in line with the age of children, and the content of wall decorations should be selected based on children's interests, hobbies, and aesthetic psychology. Different classes of different ages in small class, middle class and large class should also create wall decorations with the characteristics of the class based on the educational goals of the class and the actual level of the children. Wall decoration is a place for teachers and students to work together and use. It should use a variety of materials, have a variety of forms and styles, reflect high artistic taste, and exert a subtle influence on children. Commonly used themes for small classes include I love kindergarten, cute little animals, fun toys, happy holidays, happy family, etc. Commonly used themes for middle class include Doing My Own Thing, Staying Safe, and Polite Good Dolls , the kingdom of cars, good friends, etc. Commonly used themes in the upper class include environmental protection, flying into space, ocean world, loving hometown, changing seasons, information age and content related to the connection between young and primary school, such as I am going to school, Shengqi primary school student, etc. . The theme should be determined with the active participation of children under the guidance of teachers, and follow the principles of wall decoration creation. Teachers and children should jointly participate in the design and layout of wall decorations.

Themed wall decoration for small class "Delicious Fruit" Themed wall decoration for small class "Umbrella"

Themed wall decoration for middle class "Twelve Zodiac Signs" Themed wall decoration for middle class "Spring is coming" 》

The big class theme wall decoration "Protect the Environment" The big class theme wall decoration "Give you a letter"

(2) Small and medium-sized wall decorations

Can be combined with Large-scale wall decorations echo each other, or can be a separate theme. For example, the small class can arrange content such as caring for small animals, loving family, loving kindergarten, and knowing oneself; the middle class can arrange content such as moral education, behavioral habits, civility, and safety education. ; Large classes can arrange environmental education, kindergarten-primary transition content, etc. After the theme is determined, the production of wall decorations can be combined with the actual situation of the park. Various forms of expressions such as drawing boards, gauze boards, and cloth boards (Yu Qiao supports teaching, using reed curtains), etc. can be used. The production materials must be safe and hygienic waste. materials and natural materials.

Middle class wall decoration "Baby Knows Etiquette" Small class wall decoration "I Become Friends with Animals"

(3) Works Column

Used to display children's The works can be arranged in the activity room according to the condition of the wall, or placed in the corridor or corridor. The design of the work column includes names and borders. Teachers can make it according to the age characteristics of different classes. Children in middle and large classes can try to let children actively participate in the design. The determination of the name allows children to express their opinions. The design of the border allows children to make it by themselves, so that children can feel I am the owner of the work column. The work can be an art work for daily education and teaching, and should be the work of the whole class of children (the story of children painting fish). The content is generally changed every half month or month. The design form should be easy to change, and the work bag should have a mark that is easy for children to identify. , the small class can use photos and icons, the middle class can use numbers or paintings, and the large class can write their own names. In this way, children can take and place them freely, which reduces the burden on teachers. As the activities progress, the works that parents have appreciated can be bound into a book.

Column of works of the small class "Baby Gallery" Column of works of the large class

(4) Class collective column

You can collect the life photos of the whole class of children in different forms Together, the name can be set to such as: "I love ** class", "Today is my birthday", "I love my family", etc., to show that everyone lives together friendly and happily, and the class is like a warm extended family.

The collective column of the small class "This is how I grew up" The collective column of the middle class "Hot family"

(5) Weather forecast column

Weather forecast columns should be set up from small classes to large classes. The space does not need to be too large. The important thing is that the height should be suitable for interaction with children and easy for children to operate. The weather forecast column is designed to train children to observe the weather, understand weather characteristics, feel weather changes, and master methods of recording weather information. Children can take turns serving as little weatherkeepers, and with the cooperation of their parents, they can try to record, broadcast, predict the weather, and form a recording form. The weather forecast column for primary, middle and large classes should be different. For small classes, it can be a toggle type or a sticky type. The toggle type means that children can move the pointer to report weather conditions after observing the weather. Adhesive type, children can operate according to date and weather conditions. It can organize children to record the weather and classify and summarize weekly or monthly weather conditions. It can also allow children to practice dressing and undressing dolls according to weather changes. In the middle class, the pasting or drawing method can be used, and children can try to record the weather on the calendar and learn to draw simple meteorological statistics charts. The weather forecast column for the upper class can be drawn with colored pens, but if the teacher does not provide in-depth guidance, the weather forecast drawn by the children will become a mere formality, and the children will also become bored with this work. Teachers should pay attention to the evaluation of children's drawings, guide children to carefully observe weather phenomena, (such as drawing cloudy), and use a paintbrush to draw their true feelings about weather changes. Guide children to draw weather statistical charts so that children can perceive the impact of weather on people's production and life.

Weather Forecast Column for Small Classes and Weather Forecast Column for Middle Classes

(6) Home Contact Column

This column must be designed to facilitate communication with parents. It can be placed in It can also be set up in the activity room or in the corridor (Tangshan No. 4 kindergarten sets this column at the entrance of the kindergarten).

It is necessary to make it convenient for parents to watch, and regularly publicize scientific parenting knowledge and educational methods to parents, announce the class’s educational goals for this semester, and cooperate with parents to educate young children, and exchange scientific parenting experiences, experiences, and methods. You can also post photos of teachers. Introduce the basic situation of the teacher in this class, so that parents can understand the teacher better and communicate better. When designing, it is necessary to broaden the original single function and reflect the characteristics of diversified functions, including educational services, childcare functions and humanistic care. Therefore, before we create a home contact column, we should first understand the needs, problems and concerns of parents. We can solicit parents' suggestions at parent meetings, or we can use questionnaires, and then according to our teaching plans and goals, we finally determine the column. The concept, combination of functions, combination of themes, update cycle, parent participation methods, expected effects, etc. Different service functions must also be determined according to the age characteristics of the children in the class. For example, children in small classes are weak and prone to getting sick. In this column, we must pay attention to the transmission of information about children’s life, health care, scientific parenting, and parent-child activities. Parents in middle and large classes pay more attention to learning. , in this column, we should pay attention to children's learning habits and ability development, and can also paste photos of children's activities in the kindergarten. Try to have pictures and texts, so that parents can feel the penetration of kindergarten activities in just a few minutes of picking up and dropping off their children. Focus on the all-round development of children, not just the knowledge points in each class. While delivering information to parents, we must also leave space for parents to deliver information to kindergartens. We design "Parent Mailbox", "Tutoring Experience", "Praise Column", "Friendly Family", "Healthy Express" and other small The column provides space for parents to participate, allowing parents to form trust in teachers during the participation process, achieve mutual understanding with the kindergarten, and allow parents to better exchange parenting experiences with each other.

Big class home contact column Small class home contact column

(7) Activity background and logo of the activity area corner

The activity area corner is a world for children to play. The logo should be mainly based on pictures, supplemented by text, so that children can understand it at a glance. The background of the activity area should gradually change and enrich as the activity area develops, echoing the wall decorations and teaching activity content.

The middle class activity area "Baby Pastry Shop" The upper class activity area "Art Area"

(8) Competition evaluation column

This column is to encourage children to Lord, don’t make bad comparisons. For example, simple evaluation of children's learning, labor, living habits, etc. The competition evaluation column can encourage children to make continuous progress, allow parents to understand where their children still have deficiencies, and think about how to guide their children to improve. It can also provide a basis for teachers to evaluate children (fill in the growth manual). The evaluation column can be posted by children themselves to make the evaluation column "alive".

The small class evaluation column "Compare Who Has More Flowers" The middle class evaluation column "Little Fish Swimming and Swimming"

3. Principles that should be followed when creating indoor environments:

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1. Educational

It should be based on children’s life experience. The environment layout should be easy for young children to understand, have educational value and be easy to operate. Let every wall become a "talking teacher".

The environment is part of the kindergarten curriculum. When creating the environment, its educational nature should be considered, and the goals of environmental creation should be consistent with the educational goals. Don’t just go for aesthetics, or just provide materials blindly with little educational consideration for the environment. To focus on the environment serving educational goals, the following two points should be considered:

(1) Environmental creation must be conducive to the realization of educational goals, serve to achieve educational goals, and promote the all-round development of young children. When creating an environment, we should not focus on one thing over another in terms of physical, intellectual, moral, and aesthetic aspects of children, otherwise it will not be conducive to the all-round development of children. (Create "cute animals" themed wall decorations to serve the educational goal of children caring for animals)

(2) Create an environment based on educational goals and make systematic plans for environmental settings.

When formulating plans for semesters, months, weeks, days and each activity, after the educational goals are determined, you should consider: What kind of environment is needed to achieve these goals? Among the existing environmental factors, which factors are useful and can be used to achieve educational goals, and which environmental factors need to be created? What work do children and parents need to do?

Theme wall decoration of the upper class "Cute Bird"

2. Artistry

The starting point should be the emotions of children. The acquisition and improvement of children's sense of beauty are developed through the subtle influence and influence of beautiful images of things. Beauty is not taught by others, but felt by oneself, which is a pleasant emotional experience. Teachers should make wall decorations according to the laws of beauty and beautiful forms, use vivid shapes and bright colors to impress children's hearts and sow the seeds of beauty. Make the wall decorations loved by children and create a beautiful, clean, tidy and artistic environment. (The environment created by Tangshan No. 2 Children’s School is highly artistic)

The environment creation should show the most beautiful picture in front of the children, so that the children can live in a world full of natural and harmonious colors, so as to cultivate and inspire children to love the world and The beautiful emotion of loving nature. In the future, children will know how to love and protect this beautiful world when they grow up. Especially when creating an environment, teachers should use various means to improve their artistry, but they should not blindly pursue artistry and deprive children of participating in environmental creation. The creation of the environment should pay attention to the participation of children, but some of the works produced by children's participation are difficult to be recognized. At this time, teachers need to process children's works and use various means to improve their artistic value. (Teachers in "Colorful Four Seasons" put the flowers made by children in beautiful flower baskets to enhance their artistic value)

The theme wall decoration for the middle class "Amazing Me" The theme wall decoration for the upper class "Chinese Style"

3. Dynamic

Education should promote the development of young children. Wall decorations cannot be static and should change at any time according to the needs of educational goals. Only dynamic wall decorations can arouse children's interest and keep them paying attention to the surrounding environment. Children's physical and mental characteristics and development needs will develop and change as they grow older. Therefore, environment creation cannot be completed at one time. It is a spiral development process from design → implementation → modification → implementation → modification again. Judging from the current environment creation, teachers may arrange the wall decorations at one time at the beginning of the semester in order to prepare for inspections, visits, evaluations and other activities, and rarely change them during the semester. This violates the principle of dynamics, and the unchanging environment is lost. For the educational function of young children, children's attraction to a stable environment will be greatly reduced, and the environment will become a decoration. The dynamic nature of the environment is the footprint left by our education and teaching process ("Beautiful South Lake" in Tangshan No. 4 Kindergarten), and it is the environmental content enriched by teachers to achieve the educational goals of the next stage ("Birds" in the first class of Yuqiao Kindergarten).

Themed wall decoration for the big class "Healthy Travel in Dananhu"

4. Participation (Subjectivity)

In the past, the creation of kindergarten environment was often done by teachers. Even if children are involved, the arrangement is limited to using the children's works as decorations for the environment; at the beginning of the semester, teachers often work overtime to decorate the environment, and once the environment is decorated, it is considered done, and it is rare to change it once a semester. At the beginning, children are very concerned about the newly arranged environment, but after a while, the environment loses its appeal to children. When we arrange the environment, it is often easy to replace children's perspectives with adults' perspectives, and to replace children's perspectives with adults' perspectives. Teachers direct and act on their own, and no educational effect is achieved.

Kindergarten environment creation must take children as the main body. Teachers should create an environment that children are familiar with, love and actively participate in, so that children can feel that they are the masters of the environment and can actively participate in the design and layout of the environment. Go in, cultivate children to boldly express their wishes, speak out their ideas, and gain knowledge from the participation process, enhance children's self-confidence, and promote the development of children's understanding and operational skills. Only wall decorations with children's participation will children Cherish and make full use of it more. Teachers should integrate children's participation in environmental creation into the curriculum in order to educate children in a targeted manner. Educators must have the awareness to allow children to participate in the creation of the environment, and realize that the educational nature of the kindergarten environment is not only contained in the environment, but also contained in the process of environmental creation. The process of environment creation is a process in which children and teachers participate in and cooperate together.

During a wall decoration creation, I organized children to have a conversation. The initial theme was environmental protection issues. Later, the conversation extended to an unplanned new topic "Beijing Olympics". The children were particularly interested in this topic and talked about the Olympic mascots, Olympic champions, Olympic events, Olympic competition venues, etc., I realized the educational value of this topic, so I guided the children to discuss and decide to make an "Olympic theme wall" on the wall, and made a plan. The children asked their parents to collect relevant information and make Olympic logos, track and field fields, circular tracks, stands, etc., and drew spectators and athletes with various expressions. This environmental creation activity was based on collective conception, investigation, production and parent participation of children. and other processes, so that teachers change from simple designers to observers, listeners, and collaborators, and children change from simple observers and listeners to planners and participants. Children fully understand the process of participating in the creation of the environment. When you reach your own abilities, you realize that you are the master of the environment. Everyone makes suggestions and assumes their own responsibilities. This truly demonstrates and develops the awareness of tasks, the ability to learn knowledge and skills for a purpose, and the division of labor, cooperation, and discussion. , decision-making ability and the ability to discover and solve problems. From the determination of the theme of environmental creation, the collection of materials, the production of wall decorations to the use and protection of wall decorations, children's participation must be reflected, so that children can develop through participation.

5. Safety and hygiene

To enable children to grow up healthily in an environment suitable for them, safety and hygiene are important conditions. The creation of kindergarten environment must be subject to the requirements of hygiene and safety. , to ensure the healthy physical and mental development of children. All natural materials or waste materials we use must be cleaned and disinfected to ensure non-toxic hygiene. Higher wall decorations should prevent children from falling and injuring children. Low wall decorations should not contain dangerous objects, such as nails, wires, glass, etc., to avoid danger.

6. Openness

The principle of openness means that when creating a kindergarten environment, we must not only consider the environmental factors inside the kindergarten, but also pay attention to the elements of the environment outside the kindergarten, and the two should be organically combined. , to influence young children collaboratively. Using an open educational environment to educate young children is a general education concept that educators should establish. Kindergartens cannot provide education behind closed doors, and closed education within the kindergarten without the environment outside the kindergarten has limited effectiveness. Kindergartens should adopt a positive attitude and proactively integrate with the outside world to allow family and community members to better understand children and kindergartens, so that kindergarten education can gain support and cooperation from families and communities, and form long-term and stable cooperation between kindergartens, families, and communities. relation. For example, in environmental creation, we can ask parents to help collect materials and information. During the production process, parents and babies can be invited to create together in the form of an open day. This not only reduces the workload of teachers, but also allows parents to understand the importance of environmental creation. The value of early childhood education serves multiple purposes.

7. Economy

The principle of economy means that when creating a kindergarten environment, the kindergarten’s own economic conditions should be taken into consideration, and the kindergarten should be run thriftily and in accordance with local conditions. We should carry forward the spirit of hard work, run education diligently and frugally, and use local materials according to the needs of the school. One thing can be used for multiple purposes, so that we can spend less and do more. (Production of bookshelf in Linxi Kindergarten)

Problems in the creation of kindergarten environment:

(1) Pay attention to the aesthetic function of the environment and ignore the educational function of the environment; mainly manifested in some kindergartens The guiding ideology and creation methods do not start from the perspective of educating young children, but mostly focus on the clean, orderly and beautiful environment of the kindergarten. It is mainly for decoration and completion of layout tasks. It only pursues the external form and does not pay attention to the role of the environment in educating young children.

(2) Teachers have become the leaders in environmental creation, ignoring that "children are the real masters of the environment." Environmental creation only focuses on the provision of adults and ignores the intervention of children. In order to make the environment layout perfect, adults often "write, direct and perform by themselves", rarely involving children. Children are just allowed to act as viewers of the environment arranged by the teacher, and mechanically accept adults' arrangements without considering the children's suggestions. and feelings, without starting from the children's interests and needs, resulting in teachers having too many ideas and plans, and children having less ideas and plans, purely pursuing the results of environmental layout. This kind of arrangement process is not conducive to the development of children's thinking, the cultivation of personality and creativity.

(3) The layout of the environment is unreasonable, and the age and psychological characteristics of the children are ignored during the creation process. For example, we hang the works so high that the children cannot see them, let alone appreciate each other; the environment created in the class is too simple or too complex.

It is not easy for children to understand if it does not start from their life experience.

(4) Only attaches importance to the physical environment and ignores the creation of psychological environment. For the sake of beauty, only children with strong hands-on skills are allowed to participate in the process of creating the environment. However, children who have no works will feel very sad. Over time, the psychological development of this part of the children will be affected.

(5) It must conform to the age characteristics of children. Wall decorations for primary, middle and large classes and different age groups should be different in terms of theme content, expression techniques and picture effects, even for children of the same age group. Different classes should also create wall decorations with the characteristics of the class based on the educational goals of the class and the actual level of the children.

(6) One-sidedness of environmental creation content. The main manifestation is that the content is relatively simple and scattered, and lacks awareness of the overall layout, giving people an unbalanced and unsystematic feeling.

(7) The lack of dynamics and extensibility is reflected in the fact that a lot of manpower and energy are spent on the creation of the kindergarten environment, and the environment is carefully arranged and reluctant to change it. There is often a phenomenon that the environment does not change throughout the whole month or semester. , more fixed, less changes, etc.

(8) Environmental creation lacks multiple interactions. Teachers can use the interactive environment as the starting point to explore the multiple interactions between the environment and teaching, the environment and children and parents, to practice the "dialogue" between the "environment" and parents and children.

The first is the interaction between environment creation and teaching. The environment is an integral part of teaching activities. It is sometimes the beginning of teaching activities and sometimes the extension of teaching activities. In order to let children have an understanding of teaching activities and stimulate their interest in learning and exploration, we expose the tip of the iceberg of the knowledge we want to learn in the environment. It often attracts children to eagerly await and pay active attention to the content they learn. In order to further satisfy the psychological abilities of children who are capable of learning, and to allow children with insufficient learning ability to have a longer process of digesting knowledge, we retain knowledge in the environment and appropriately guide it to a wider space. In the interaction between environment and teaching, the two integrate and promote each other. The environment is no longer a decoration, but a part of children's learning life.

Second, environment creation and interaction between teachers and students. The creation of each theme environment is not only a reflection of the curriculum content and teaching activities, but also a record of the children's learning process and results. Therefore, when arranging the environment, we create some tasks according to the children's level, let them participate together, let the children experience the awareness of equality in the process of creating the environment, and cultivate their sense of ownership and participation. The wall decorations designed by the teacher must be difficult to There are two parts of content with widely different levels of difficulty, allowing teachers and students to create together. The more difficult part is operated by the teacher, and the less difficult part is operated by the children. At the same time, we also flexibly add some operation content according to the content of the work and the level of the children to inspire Children fully imagine and express freely.

Third, the three-dimensional interaction between environmental creation and children and parents. During the whole process of children's hands-on participation in the environment layout, they not only acquired new knowledge through observation, conception, and hands-on work, but their hands-on ability and creativity were also well developed. For example, in "Lovely Four Seasons", we made Children and parents collect, communicate and arrange the environment together. With the arrival of different seasons, the classroom environment keeps "speaking" in the hands of the children, and the children also deeply understand the meaning and characteristics of the four seasons during the arrangement. In the process of creating a kindergarten environment of "home cooperation and synchronization in the same direction", we realize that only by allowing parents to participate in creative activities of environmental creation can parents realize the significance of the environment to children's development and become a support for environmental education. understander, appreciator, responder, participant, creator.

(9) When creating an environment, because it takes a lot of time and energy and gathers the efforts and wisdom of teachers, parents and children, it is a pity to throw away the replaced wall decorations. We must Consider collecting and reusing replaced materials. (The "cute little animals" eventually become a book that children can read)

In short, the creation of kindergarten environmental culture must be children-centered and promote children's development as the standard.