What are the key points and contents of creating a wall environment for kindergarten classes?

In the long history of educational development, kindergarten theme wall decorations, as an indispensable environment to promote children's development, have always become an important part of children's life in the kindergarten. The second phase of the curriculum reform has brought all activities for children into the scope of education, with more and more children participating. The content of the themed wall environment is not like the previous emphasis on the exquisiteness, beauty, and completeness of the works; nor is it like before. The creation of an environment makes children's thinking and behavior dependent on the teacher's thinking and behavior. Nowadays, the theme wall vividly, intuitively and truly reproduces the close dialogue between teachers and children in terms of content source, theme creation and other aspects; the intimate relationship between children and teachers; and the emotions between children. Atmosphere. The "Guideline for Kindergarten Education" clearly states 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 needed for children's development based on children's development. important. We know that the kindergarten environment includes two aspects: one is the physical environment, and the other is the psychological environment. As a physical environment, the wall environment gets along with us day and night. It brings sensory stimulation to children about lines, shapes, colors, compositions and other factors, and brings them emotional pleasure. To some extent, the creation of wall decorations has become an effective means of kindergarten education and teaching. However, practice has found that there are many problems in the creation of the environment, especially the creation of the themed wall decoration environment. For example, kindergarten practices require teachers to arrange the environment at the beginning of the school year and conduct environmental evaluations. This will inevitably lead to teachers having more imagination plans and children having less imagination plans. Purely pursuing the results of environmental layout. Another example is that teachers use more hands and brains, while children use less hands and brains. The content of wall environment creation pays too much attention to the exquisiteness, beauty and completeness of the works. That is to say, it is common for teachers to plan and design. Furthermore, since we spend a lot of effort to carefully decorate the environment at the beginning of the semester, we are reluctant to change it, and the wall decorations often remain unchanged throughout the semester. There are problems such as too much fixation and little change. In fact, we are all aware of the above problems and are trying to change them. The following are opinions based on the new curriculum and curriculum reform concepts as well as some practices of our kindergarten: 1. Let the theme wall decorations in environmental creation speak. The environment can speak, because the key is that a well-designed environment can play a suggestive role. , can play a role in inducing children's positive behavior. The role of the environment is often subtle and repeated, so sometimes its effect is more tangible than the teacher's words and deeds. For example: in the small and small classes, we combined the theme of my home and posted family photos on the wall. This reduced the anxiety and uneasiness of the children in the small class when they first entered the kindergarten, and allowed the children to feel that their parents were with them all the time. Together; in addition, there are wall decorations of my mother on the wall of our activity room. Look, mom's eyes are so beautiful, with a smile on her face, as if to say: Don't be afraid, baby, mom is here! Whenever the children feel homesick for their mother, they can look at this wall and feel like they see their own mother. Teachers carefully understand the unfamiliar environment of children leaving their families and coming to kindergarten, and strive to inspire children to care more about the class and have more desire to come to the kindergarten in the creation of the environment. Teachers incorporate attention to children's emotions into the wall environment layout, and use the environment to express their care for children, making children feel like they are bathed in spring breeze and moistened by spring rain. It can be seen that when teachers choose the content of wall decorations in the environment, they should pay more attention to the educational value implicit in the content, rather than just pursuing exquisiteness and beauty. For example, in the theme of the middle class, "The World of Adults", we posted a questionnaire about the work of parents written by the children themselves on the theme wall, so that the children not only know the work of their own parents, but also see other parents' work from the wall. work, so as to understand all walks of life in the world of adults. Another example is the theme of the senior class: Where do I come from? We collected large-scale photos of mothers who were pregnant in October from a parent who is a doctor and posted them on the wall for the children to appreciate, so that they not only know where they come from, but also I feel my mother’s hard work even more! In fact, it is not difficult to collect these things. The teacher did not put in too much effort, and it also reflects the child-centered environment. As long as we are caring people, we will definitely let the environment speak for itself! 2. Return the initiative to children. For a long time, in terms of environmental creation, as long as the environment carefully created by the teacher is often difficult to arouse the excitement of children.

The reason is that in such an environment, there is too much adult will, and there is no autonomy and creativity for children. If children want to learn to create independently, teachers must first let go and return the initiative to the children. In terms of environment creation, we have changed the traditional approach 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 our middle class created interesting insect-themed wall decorations, teachers and students first discussed the layout of the wall decorations, and then the teacher created the background: the blue sky in the distance, the yellow and green park, the lush woods, and The fertile yellow soil allows children to enrich their content. You can stick paintings, paintings, and collections on it and hang them on it. The children enjoyed this process and were so happy! For another example, around the theme of beautiful clothes, we provide children with various materials, use a lot of waste materials, and then set up a stage for the children to design their own clothes, draw them, paste them, cut them out, and all the children have unique skills. I have used them all. During the stage performance, the children spontaneously took photos with my camera. After the photos were developed, they posted them on the wall behind the stage. It looked a bit like a still. They looked at them seriously. look. Only then did they realize that this was what they really needed. Now, every work on every wall is a concrete reflection 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 such an environment more educational for children? 3. The dynamism of wall environment creation The dynamism mentioned here is reflected in Two aspects: First: It means that the content of the theme wall creation is not static and can be changed, increased or decreased at any time. For example, wall decorations need to be arranged according to children's interests, and they change with changes in seasons or themes. Having to rearrange it every time may be a challenge to the teacher's workload, so I think we can create a large environment and gradually deepen and enrich it. I have a special theme for the senior class. This is a very big topic and is also a topic that children often discuss after entering the senior class, such as the last birthday in kindergarten! And you have your own preferences! These wall decorations can be continuously enriched and changed according to the needs of children. In this process, children continue to collect, store, organize, communicate and share information, and their abilities of observation, thinking, communication and expression are improved. Small content is often changed, but we still keep the big themes! Second: Dynamicity is also reflected in the vivid, intuitive and true reproduction of the close dialogue between teachers and children on the wall; because the teacher pays attention to the children's emotions in the environmental wall layout, it contains the relationship between the teacher and the children and the children. The real emotions between children and children. On the other hand, children participate in the change of the entire environment as owners. Each of them will express their wishes on the wall and vent their inner emotional needs. I believe it is Change the environment by yourself and experience the joy of success. For example: My Dream, a theme wall for large classes and small classes, allows children to truly integrate their thoughts, thoughts and emotions into the wall decorations, making the wall decorations truly a close dialogue between children and teachers. Piaget's theory of cognitive development believes that young children acquire knowledge and form concepts through interactions with people and things in the environment. Mr. Chen Heqin's living education theory also points out that creating and helping children pay attention to their surrounding environment can develop children's various interests, satisfy children's thirst for knowledge, and cultivate children's observation skills. In short, the environment, as an important educational resource, has a hidden but huge impact on young children. The creation of kindergarten theme wall environment no longer emphasizes external decoration such as beautification, greening, and purification, nor is it the teacher's personal manual work, nor is it no longer a blind imitation of other people's fashion trends. We should aim at the needs of young children's development, closely focus on educational goals and teaching content, give full play to the main role of children, fully mobilize the enthusiasm for participation, and jointly create a theme wall environment that children love and interact with. It has a hidden impact on children's cognition, emotion and other aspects. (Zhang Liyun, Private Oriental Kindergarten, Xuhui District)