1. Kindergarten environment concept
For kindergarten education, the generalized kindergarten environment refers to the sum of all the conditions that kindergarten education depends on, including the small environment in kindergarten and the family, society, nature and cultural environment outside kindergarten. In a narrow sense, kindergarten environment refers to the sum of material and spiritual elements that have an impact on children's physical and mental development in kindergartens. Divided into physical environment and psychological environment.
The physical environment of kindergarten, including the kindergarten's venue, facilities, materials, spatial structure and environmental layout, is the material condition and foundation for kindergarten teachers and children's activities in the park, which affects and restricts the quality of kindergarten education. For example, if the place is small, there are many children, and there is a lack of necessary toys, game materials and equipment, then it is difficult to carry out teaching activities in the form of group or individual activities, and we can only take the form of collective teaching activities characterized by teachers talking and children listening, which is what we call "class".
Kindergarten psychological environment refers to the nature of interpersonal relationship between kindergarten teachers and children. It constitutes a psychological atmosphere that affects kindergarten teachers and children's activities in the park, which can affect and restrict the initiative and enthusiasm of teachers and children to participate in kindergarten and class activities and affect their physical and mental health. This is an important factor that restricts the quality of kindergarten education.
The process of creating educational environment is not only the learning process of children, but also the process of teachers guiding and promoting children's development.
2. The significance of kindergarten environment creation
2. 1 is conducive to promoting the healthy development of children. The creation of indoor and outdoor environment in kindergarten, scientific and reasonable layout and rich and interesting materials can effectively improve the quality of children's activities.
2.2 is conducive to improving children's observation, understanding, imagination and creativity. Children's brains are becoming more and more perfect, and all kinds of information and existence in the environment can inspire and stimulate children's intellectual development. In the activity environment carefully designed and arranged by the teaching staff, children use various senses to experience, observe, operate, think, discover and create, and learn superficial knowledge in the potential learning environment, which can develop their thinking and exercise their ability, thus promoting intellectual development.
2.3 is conducive to cultivating children's good moral character and behavior habits. Integrating the contents of moral education and habit formation into the environmental layout can make moral education and habit formation more concrete, full of childlike interest and aesthetic feeling, and easier for children to understand and accept.
2.4 is conducive to aesthetic education for children. Environmental layout beautifies the environment and expresses ideas through artistic images with aesthetic feeling, which enables children to gain the feeling of beauty in a subtle way, thus stimulating the feeling of beauty, cultivating the sentiment of beauty, and cultivating the ability to appreciate beauty and create beauty.
2.5 is conducive to the social development of children. Social development is mainly cultivated through cooperation and discussion, learning to share and respect others.
2.6 is conducive to assisting teachers to carry out educational activities.
3. Principles and requirements of kindergarten environment creation.
3. 1 safety principle
Environmental safety is a prerequisite for preschool education. Teachers should take certain safety measures when organizing children's activities, such as: large toys provided by kindergartens should be overhauled regularly; Active materials cannot have sharp corners; Power switches and plugs should be installed where children can't reach or touch them easily, and protected. The most important thing is that all kindergarten staff should always put safety first everywhere, carry out various activities regularly, and find ways to improve children's awareness of self-protection through entertaining.
3.2 the principle of consistency between environment and educational objectives
Kindergarten environment is a part of kindergarten curriculum. When creating kindergarten environment, we should consider its educational nature, so that the goal of environment creation is consistent with the goal of kindergarten education. The creation of environment should be conducive to the realization of educational goals, and the physical, intellectual, moral and aesthetic education of children should not be emphasized when creating environment. If teachers only pay attention to children's cognitive activities and set up reading, writing, arithmetic and other fields, but lack the environment of children's health, society and aesthetic education, it is not conducive to children's all-round development.
The important value of kindergarten environment construction lies in excavating and utilizing the educational function of the existing environment in daily life as much as possible, making the environment speak and educating children vividly, intuitively and vividly. As a teacher, we should pay attention to the use of valuable educational factors in the environment, infiltrate the educational content into the environment imperceptibly, and strive to make the garden environment beautiful, the indoor and outdoor environment thematic, the corner environment of the activity area hierarchical and the activity room characteristic, so as to plan a campus environment full of love everywhere.
3.3 childlike interest principle
Kindergarten environment should be accepted and loved by children. Therefore, the creation of environment should fully consider children's characteristics, reflect children's interests, and adopt exaggerated anthropomorphic methods, which are easy for children to understand and accept.
3.4 the principle of interaction-the participation of children and parents
The purpose of environmental creation is to trigger and support the positive role of children and the surrounding environment, so children are indispensable participants in environmental creation. The process of environment creation is the process of joint participation and cooperation between children and teachers. Educators should have the consciousness of letting children participate in the creation of environment, and realize that the educational nature of kindergarten environment is not only included in the environment, but also included in the process of environment creation. In the creation of various environments, we should attach importance to children's main role, attach importance to children's participation and advocate the process of environmental education.
Mr. Chen Heqin said: "The layout of the environment should go through children's brains and hands. Through the children's thoughts and the environment arranged by their hands, they can better understand and care about things in the environment. " Children's participation in environmental layout not only allows them to share the joy of success, but also feels the hard-won fruits of labor, thus cherishing and caring more. For example, in the natural corner of my class, "My Little Garden", children are asked to bring a small pot of plants, and the children say that the teacher is responsible for writing the names and preferences of plants. Then the children will take care of their own plants. In the process of caring for them, they may find that not all plants like drinking water. If you water it every day, some plants may flourish and some plants will wither. This phenomenon will cause children to think, knowing that not all plants have the same preferences. To create such an environment, teachers do not need to tell children in advance, but let children feel the secret of plant growth with their own hands, eyes and experience.
3.5 the principle of economy
Kindergartens should adapt to local conditions according to the actual situation in different regions and different conditions.
4. Creation of kindergarten material environment
The creation of physical environment in kindergarten mainly includes outdoor environment and indoor environment.
4. 1 Creation of outdoor environment
The outdoor environment of kindergartens can generally be divided into three areas: collective activity area, equipment area and planting and breeding area. The general requirements are: safety, exploration and imagination, full exercise of children's basic sports ability, proper greening and beautification.
4.2 the creation of indoor environment
The indoor environment of kindergarten mainly refers to the indoor environment of class, which generally includes classroom, activity room, lunch break room, corridor and aisle. The general requirement is safety and hygiene; The spatial layout is reasonable and orderly; Effectively and openly put the information in every corner, rich and diverse, which can meet the interests and needs of different children; The aesthetic feeling and childlike interest of wall decoration are harmonious and unified.
Wall decoration is an important part of kindergarten environment creation. The wall decoration of many kindergartens only stays at the experience level, and teachers only beautify it by their own feelings, which weakens the educational function of wall decoration. Through practice and exploration, I think we should pay attention to:
4.2. 1 Make full use of every wall and play an active role in education.
Teachers should not only pay attention to the walls around the classroom, but also pay attention to the decoration of the doors, windows and colonnades of the classroom. The content of all columns should meet the age characteristics of children and the needs of education. The materials of the Hometown Contact column should be timely and effective, and the children's works column should be updated frequently.
4.2.2 The wall layout should match the course content and reflect certain educational purposes. Such as theme activities "sweet words of love" and "sweet and sour fruits".
4.2.3 Teachers and students participate in enriching and perfecting the wall decoration.
The wall decoration should not be all teachers' works or bought stickers, but children's works. For example, children can be mobilized to participate in the layout of children's activity room, and the process of wall decoration can be turned into a process of children's perception and learning, so that teachers and students can design the picture content, prepare materials, make decorations and participate in the layout of the picture, and finally organize children to tell the picture content.
4.2.4 The wall layout should conform to children's aesthetic taste.
The wall layout should not be too high, beyond children's sight level, and should be replaced regularly to keep it clean and fresh.
4.2.5 Using waste materials to create a distinctive environment
As long as teachers carefully design and rationally use waste materials, it will not only save money, but also be beautiful and give people a refreshing feeling. For example, eggshells and melon seeds are used to stick patterns on colored paper boards, plastic bottles are wrapped in beautiful colored paper to make airplane fuselage, Sprite bottles and other brightly colored materials are cut into various flowers and plants for wall decoration, and paper cups are made into wind chimes, door curtains and so on.
4.2.6 Comprehensive use of various artistic expression techniques to enhance the artistic sense of wall decoration?
The wall layout should pay attention to the harmony between the modeling elements such as image, color, form and space, and also pay attention to the sense of rhythm of the layout, so as to ensure that the height is scattered, the spacing is appropriate and balanced, giving people a beautiful feeling. In the past, the form of wall decoration was relatively simple, and teachers often used painting and clipping, so the performance of wall decoration was rather boring. Various artistic expressions can be used comprehensively, such as animals in the form of rubbings, landscapes in the form of scraping ink paintings, prints, cloth stickers, weaving, etc. It not only enhances the artistic sense of the wall, but also enriches children's knowledge and stimulates their desire to create artistic expression.
5. Creation of psychological environment in kindergarten
The psychological environment of kindergarten mainly refers to the interpersonal relationship and general psychological atmosphere of kindergarten, which is embodied in the interaction between teachers and children, the interaction between teachers and children, the interaction between teachers and teachers, and the way of communication. Childhood is a period of rapid development of emotional experience. In a relaxed and harmonious environment, children will feel safe and confident. As far as children's social development is concerned, the creation of spiritual environment is more closely related to children's social development.
5. 1 Teachers should create a relaxed and harmonious psychological environment for children.
Teachers always interact with children equally with friendly language, admiring eyes and friendly attitude. In a relaxed and free psychological environment, it is conducive to the development of children's abilities in all aspects.
5. 1. 1 Teachers try their best to show emotional attitudes and behaviors of support, respect and affirmation in the process of interacting with children.
This is the basis for establishing a positive teacher-student relationship and the basic condition for further cultivating children's good social behavior. Teachers try their best to understand children's emotional needs and are good at making positive behavioral responses to children.
5. 1.2 Teachers treat children with a democratic attitude, let them express their ideas and suggestions, do not suppress children, do not command children, and let children be proactive, bold and confident.
5. 1.3 Teachers try their best to use all kinds of appropriate body language, movements and body language to express their concern, caress or dissatisfaction with children in a silent way.
5.2 Guide the interaction between children.
Teachers teach children and make their own efforts to create a positive communication background for children, thus effectively affecting their communication attitude and social behavior.
5.2. 1 Guide children to learn to exchange ideas and feelings with each other.
This will help children's peers to understand the needs of others, and then produce behaviors such as help and cooperation, and also enable children who have helped to learn the correct feedback methods. Teachers try their best to let children talk about their usual feelings about something, learn to observe the expressions of others' joys and sorrows, and understand the emotional state of others.
5.2.2 Establish an atmosphere of mutual care and friendship among peers.
For example, when playing games, toys should be enjoyed; Accidentally meet someone and say "I'm sorry"; Teachers encourage children to actively communicate with others and experience the happiness of successful communication, thus enhancing children's self-confidence and positive and happy mood.
5.3 Communication between teachers
The communication between teachers is an important example of children's peer communication and social behavior development.
5.3. 1 Teachers care about each other, cooperate with each other, help and comfort each other, and give children a good atmosphere.
5.3.2 Teachers' mutual care and help will bring a warm atmosphere to children and easily stimulate positive social behavior.
In short, the creation of the environment should be in accordance with the requirements of the Regulations and the Outline, with the development of theme activities, according to children's interests, and at the same time keep up with the pace of current politics. In order to promote children's better development, we have higher requirements and goals when creating the environment, but as long as we know who the environment serves and who is the owner of the environment, the environment created in this way should be good.