The Guiding Outline of Kindergarten Education points out: "Kindergarten takes games as its basic activity". In the game, children can actively explore the surrounding environment, actively communicate with others, and form and develop various abilities. Games are children's study and work, and game activities can fully reflect and embody the subjectivity of children's learning and development. Games are most in line with children's psychological characteristics, cognitive level and activity ability, and can effectively meet children's needs and promote their development. The development guide for children aged 3-6 points out: "Children's learning is based on direct experience and is carried out in games and daily life. We must cherish the unique value of games and life, create a rich educational environment, arrange a day's life reasonably, and support and meet the needs of young children to gain experience through direct perception, practical operation and personal experience. " In recent years, regional games have become a regular activity in kindergartens, and it is also an activity for children to study specially. To develop regional games with reasonable and rich contents, kindergartens should first create a relaxed, free, scientific and reasonable game environment for children, which is in line with their age characteristics. However, how to adapt to children's development characteristics and game needs, create a suitable game environment and promote children's active development is an important problem that puzzles the improvement of kindergarten education quality. At present, many kindergartens, including ours, have done research for several years, but they lack comprehensiveness and systematicness. We only pay attention to opening up new areas of activities, only paying attention to the input of "things" and the transformation of the visual space environment. Therefore, how to explore the internal relationship between the creation of kindergarten regional game environment and children's game behavior, and study children's active game behavior from the aspects of space environment setting and game material transmission has become an important issue that we need to think about.
First, create a regional game environment should follow the requirements
1. Create a safe regional game environment.
A safe regional game environment is an important guarantee for children's healthy growth. Only in a safe environment can children fully and freely carry out activities and develop themselves in an all-round way. The safety here mainly includes physical safety and psychological safety. Physical safety involves the spaciousness of the regional playground, which is convenient for children to play and pass. The setting and placement of regional game materials should be safe and reliable, and there are no dangerous factors that lead to children's accidents. Equipment should be cleaned and disinfected frequently to maintain hygiene. Psychological safety means giving children plenty of opportunities to play games and making them feel welcome in the group. In regional games, we should fully respect children's personality and wishes, and let children carry out regional activities according to their own experiences and wishes.
2. The creation of regional game environment should be stimulating.
The creation of regional game environment is to stimulate children's curiosity and thirst for knowledge, and guide children to develop towards the goal that education hopes to achieve. Therefore, the environment must be rich and colorful, not only familiar to children, but also an environment that can arouse children's active and active exploration, so as to stimulate children to discover and solve problems, stimulate children to learn, seek useful knowledge and experience from regional games, and also provide children with learning opportunities, so that children can become active explorers in the environment, rather than passive adaptors. Teachers should guide children to explore knowledge in the interaction with the environment, master the characteristics of things, actively learn, and promote the development of children's imagination and creativity.
3. The creation of regional game environment should be participatory.
The creation of regional game environment must be suitable for children's development level and various interests, and at the same time, the individual differences of children should be taken into account, so as to provide every child with possible development space and provide conditions for them to carry out regional games smoothly. Because each child receives the information provided by the environment according to his own development level in the game, children can not only acquire knowledge from various environments, but also respond to these environments and the materials they provide, promote the development of children's comprehensive ability in all aspects, and acquire new knowledge and skills. Therefore, the creation of the environment should be comprehensive and specific, individual-centered, so that every child can get the greatest development in the participating environment. For example, in the created environment, children are provided with one or two waiting areas and a certain number of unformed toys to meet the needs of different children, so that each child can really participate in and integrate into the created game environment. If the created regional game environment is full of modern things, children will lose the interest and opportunity of hands-on operation, so the content embodied in regional games is very poor, and the significance of creating regional activity environment will be lost.
In addition, it should be emphasized that we should pay attention to the combination of education and controllability. Educational means to infiltrate educational intention into games and create a good environment suitable for education. Controllability means that our teachers should effectively adjust various elements in the environment and keep the dynamic balance of the environment to keep it in the state most suitable for children's development. Combining the two can help teachers adjust and flexibly create the most suitable regional game environment for children according to the needs of education and children's development.
Second, the specific practices of creating a regional game environment
(A) clever use of space, rational layout
The setting of regional game activities should be good at making use of the geographical factors of the activity room environment, and through the discussion between teachers and students, adopt a combination of fixed and flexible settings to create colorful and freely selected regional activities, so that every child has the opportunity to choose freely and learn in his own way. As far as possible, activities are divided into dynamic areas and static areas, and generally quiet areas are arranged indoors, such as language areas and calculation areas; Activities with relatively loud noise are arranged near doors or corridors, such as performance area, sports area, popular science area, hands-on area, etc. In addition, let the environment speak and let the children interact with the environment. For example, when organizing the theme of "Autumn is really beautiful", some autumn leaves can be arranged in the activity room, so that children can observe the shapes and colors of different leaves in the popular science area and classify them. We can print and cut leaves in the art area, shed leaves in the sports area and so on. In short, as long as the teacher is a serious and responsible person with quick thinking, we can "make the limited space work and give the children unlimited activity space".
(2) details, clever atmosphere.
The primary purpose of creating regional game environment should be to arouse children's interest in participating in game activities, because children are interested in activities before they can actively participate in them, as Einstein said: "Interest is the best teacher". How to attract children quickly and stimulate their enthusiasm for participating in activities after changing the theme or putting in new materials is very important. We will discuss how to create an atmosphere from some details (including the naming of the activity area, the use of decorations, the placement of materials, the setting of prompt symbols, etc.). ).
1. Children's names
In order to make regional activities full of childlike interest and close to children, we should first name the conventional doll house, math area, sports area, art area and language area as children's favorite names, such as warm family, smart house, small gym, I show myself and Mickey Shadow Play.
2. decorate and live.
The Guiding Outline of Kindergarten Education tells us: "We should pay attention to the educational value of children's experiences, feelings and experiences." Therefore, when creating a regional game environment, we should not only beautify the walls, windows and columns, but also pay attention to "liveliness", so that these decorations can be close to children's lives and arouse their * * *. For example, when creating a small class of "Kissing and Caring for the Family", we first cut and paste all kinds of small houses on the bed boards on both sides of the corner, and then let each child bring some photos of living with his family and post them on his favorite house. For children in small classes who have just left home, in this strange place, they can look at family photos, talk about their own homes, and talk about places they have played with their parents, and the distance from kindergarten is shortened at once.
3. Symbol visualization
In order to attract and signal children to choose corner activities happily, we marked every corner. For example, teachers and children drew the image of a doctor in a hat as a symbol of a middle-class "small hospital" and the image of a stick figure of sports equipment as a symbol of a large class "small gym" ... When children see these signs, they will have the desire to enter the corner and carry out corner activities with clear goals and happy mood. At the same time, we have some tips in every corner, such as "It feels good to be a mom and dad (mom and dad here are marked with pictures), let's try it" "This is a big stage, you can show yourself at will"; "It's interesting here, let's get started" ... These tips seem to call on children to see these tips every time they enter the corner, and their mental state will be particularly good.
(3) active participation and positive thinking
In the past, most children participated in the design and creation of regional game environment, with a single form and superficial participation. They are often limited to drawing and cutting and pasting in art design, and some people even listen to teachers' requirements. Even if participating in activities becomes simple and inflexible "manual labor", they rarely participate in the design of theme areas, data collection and material preparation, and cannot actively think about "what I want to decorate" and "how to decorate". Now teachers pay attention to guiding children to participate in environmental creation, which takes more time and energy than teachers do it independently. For example, what signs are set in the activity area, what materials are put in it, how to put them, and so on. Teachers need to discuss with their children, do it together, put it together, and sometimes even make adjustments repeatedly to achieve satisfactory results.
1. Guide children to make their own activity materials.
Self-made activity materials are an important part of children's participation in environmental creation. On the one hand, they provide children with broader participation space and development opportunities, on the other hand, they also reduce the burden of creating environment for teachers to some extent, which not only allows teachers to focus more on how to guide children to participate, but also increases the opportunities for children to communicate with the environment emotionally. At the same time, children have a gift to be reckoned with and can make their own activity materials. For example, the theme activity "All kinds of cars" carried out by the middle class will be discussed with the children, and will soon be arranged by the children themselves: all kinds of plastic products for cars will be inserted in the art area, and the children will put them on the criss-crossing roads composed of building blocks in the building area; All kinds of toy cars in the science area are lined up in the parking lot. Children are classifying them and studying the speed of different cars. Some children brought different cartons from home and built a "gas station"; Other children found cardboard, cut it into a garden, marked it, stuck a stick on it, made a base with plasticine, and put it in the position they thought fit, muttering "No parking here" and "No turning here". Believe in children, children will give you unexpected surprises.
2. Teachers provide appropriate support and necessary help.
There are abundant educational opportunities in the subject design, data collection and material preparation of regional game environment creation, which is the value of children's participation in environment creation. Children are born as positive cognitors with great potential. Therefore, teachers should actively help children become masters of the environment. According to children's cognitive characteristics and interests, we should "generate" activity areas through discussion with children, guide children to participate in activities such as theme establishment, content design, data collection, material preparation, making decoration, etc., and tap educational factors with occupational sensitivity, so that children can actively interact with the environment.
Apart from the above aspects, we also pay special attention to the creation of an "open" regional environment, always putting children in the main position of activities, allowing them to interact with the environment with their own abilities, trying to let them express their wishes and emotions, creating a relaxed, happy, free and equal atmosphere for them, and inspiring and attracting them to obtain emotional satisfaction and social development in open communication. In this free and relaxed learning environment, children can choose to experience happy and successful activities according to their own interests, will and ability, acquire knowledge through active learning and exploration, and promote the development of children's autonomy.