What problems should be paid attention to in the creation of children's play environment

First, create the necessary activity area.

It is understood that most kindergarten education activities are mainly organized in the form of class or group activities. Relatively speaking, children lack free time for activities. Even in the case of freedom and dispersion, due to the lack of certain materials and places and effective guidance, there is a phenomenon of "herding sheep", which not only increases the mental burden of teachers, but also is not conducive to the development of children. To change this situation, it is imperative to open activity areas.

The so-called activity area is a partitioned activity place created for children by using activity room, sleeping room, corridor, hall and outdoor venue to provide and put in corresponding facilities and materials. Kindergartens can set up activity areas: social activity areas (doll houses, hospitals, markets, roads, etc. ); Observation and experiment of natural things and phenomena in natural science activity areas (astronomy, geography, biology, chemistry, physics, etc. ); Mathematical activity area; Art activity area (music, art); Language activity area (reading, story performance, etc. ); Construct operation areas (spelling, insertion, overlapping, small production, etc.). ); There can be sand playing area, water playing area, planting area, feeding area and so on. This division is not fixed, and each kindergarten can be divided and flexibly matched according to specific operations. If the site is large, you can set up a larger activity area; If the venue is tight, you can set smaller activity corners, such as book corner, math corner, nature corner, doll house and so on. Most activity areas are set up independently according to classes. Conditional kindergartens should set up large-scale activity areas such as library and science palace for * * *, so as to provide better facilities and richer materials and provide effective activity places for children of all ages. No matter what type of activity area, the materials should be rich and layered (suitable for children of different levels), and be supplemented and replaced in time.

Why should we set up an activity area? Obviously, without certain places and materials, children have no opportunities and conditions for activities. They must gain experience and develop their cognitive ability through specific operations and experiences, so it can be said that the activity area is a necessary "hardware". Specifically, it has the following functions:

1. It can be used as an extension of formal learning and enrich educational activities. In after-class or concentrated educational activities, children can review, consolidate and apply their knowledge and skills through the operation of corresponding materials in the activity area. More importantly, the goal of children's harmonious physical and mental development is rich in content, some of which can be achieved through formal learning such as class, and some can be achieved through informal learning such as games and free activities, such as cultivating communication skills and independence. From the point of view of educators, activity area is an important way to achieve educational goals.

2. Conducive to the all-round development of children. In the activity area, children can choose their own activities according to their interests, hobbies, specialties, abilities and levels. They are relaxed and independent, free from psychological pressure and restrictions, get ample opportunities for activities, let their thinking and imagination run freely, experience success and pleasure in the process of activities, enhance communication, and develop social and healthy personality.

It is beneficial for teachers to teach students in accordance with their aptitude. Teachers can not only give specific individual guidance in children's optional activities (such as guiding children who are building blocks to spread their imagination wings), but also use the activity area for purposeful and planned group or individual education (such as teaching in groups in the music area and practicing certain rhythms). According to experts, Guangzhou Dongfanghong Kindergarten is a typical example of creating an activity area. Their activity area is not only a place for teaching activities and children's optional activities, but also a place for teachers' individual education. Multi-purpose in one area, giving play to the comprehensive educational function.

4. It is conducive to improving the efficiency of children's free activities and standardizing children's behavior. The colorful activities in the activity area can effectively avoid all kinds of unhealthy phenomena such as idleness, boring and wasting time, and even chasing or vandalism when children are free to move.

Second, increase the degree of greening.

Greening and beautifying should be a prominent feature of outdoor environment in kindergartens. The Regulations clearly point out: "Gardens should be afforested and beautified according to the characteristics of kindergartens", and the State Education Commission and the Ministry of Construction stipulate in the "Construction Area Quota of Urban Kindergartens": "The afforested land should be no less than 2 square meters per student, and kindergartens with conditions should be combined with activity venues to lay lawns to maximize the afforested area." But unfortunately, many kindergartens have not improved much because of insufficient attention or limited conditions. Professor Li Shenglan once criticized that our kindergarten doesn't even have an "oasis", especially the grass is scarce and the concrete floor takes up too much space. Why is this happening? Many park officials believe that the cement floor is clean and the rain and snow weather will not be muddy. This is obviously an advantage of cement, but have we really considered it from the perspective of children's development: what do children like better than cement and grass? Which venue is safer, more pleasant for children, more environmentally friendly and more in line with the requirements? The author has visited kindergartens with good greening effect. Most of the outdoor venues of these kindergartens only use cement to pave a few narrow necessary aisles, and the rest are lush and pleasing to the eye. Watching the children playing on the grass, I asked the park leaders about the educational environment, and they gave me a fairly concise and affirmative answer: the children's environment should be natural. I hope this understanding can become the knowledge of all kindergarten teachers, and I hope that the outdoor environment of kindergartens with flowers and green grass is no longer a "castle in the air" in the eyes of children!

Third, fully develop the space potential.

Kindergarten covers a different area, and its spatial development is also different. Especially in some small kindergartens, the limited space is often not fully utilized, which leads to the contradiction between children's activity space and activity demand, which seriously restricts children's development. Therefore, kindergartens must fully develop their space potential. First of all, touch every corner: walls, floors, roofs, platforms, wall railings, wall roots, corners, balconies, floor holes, hallways, cracks in houses, air ... all these possible places should come in handy. For example, climbing plants can be planted on fences and railings, ornaments can be hung between two big trees, and ropes can be tied to let children "swing" and "cross the cable bridge". In addition, some environments should change from fixed to "dynamic" and from single function to multi-function. If some walls are tiled, children can write and draw freely; Change the single bed in the dormitory into a double bed to make room for activities, or simply remove the bed and replace it with a "wooden platform", make bedding when sleeping, put it away when not sleeping, and make it into an activity venue, and so on.

Fourthly, the integrity of environmental protection creation.

The creation of the environment is to promote the all-round and harmonious development of children, so it is necessary to maintain its integrity. First of all, the content should be comprehensive and systematic. All fields involved in children's development and education goals should have corresponding environments, such as physical development, cognitive development, social development and so on. We should not only pay attention to the horizontal connection of different fields and aspects, but also advance from easy to difficult and from simple to complex. Secondly, we should reflect the primary and secondary relations and hierarchical relations. Each stage of the educational process has different educational themes and emphases, which should be reflected in the surrounding environment accordingly. For example, in spring, when a large class carries out the theme activity of "being a small citizen to protect the environment", it can focus on posting environmental protection pictures indoors, while the layout of spring scenery is not so important. Grade means having an environment suitable for the development of children at different levels. For example, in the "play and do" activity area (or corner) of a small class, it is necessary to consider that the tools and materials invested can meet the different needs of three types of children with poor motor development level, average and good. For another example, if all tiles are posted on the wall for common use, it is only suitable for older children to write and draw with a brush. If there are blackboard walls and soft (felt, plastic foam, etc. ) walls, they can meet the requirements of children of different ages, levels and interests. Furthermore, we should attach great importance to the unity of material environment and spiritual environment. We must create a safe, warm, relaxed and pleasant spiritual environment, otherwise the material environment will be perfect and it will be difficult to give full play to its role. Creating a good spiritual environment mainly depends on teachers' enthusiasm for work and children, as well as science education and art, among which there are many specific requirements and methods.