In the creation of the kindergarten area environment, the downtown area that does not require water

The creation of the environment of the kindergarten mainly refers to: qualified material conditions and a good spiritual environment.

1. The role of the creation of the physical environment of the kindergarten on early childhood education

First of all, the beautification of the kindergarten environment can bring joy to the body and mind of children, and at the same time, it can also cultivate their taste and ability to feel, appreciate and express beauty. Secondly, in the process of arranging the indoor and outdoor environments, if the children's works are displayed, it will form an atmosphere that encourages the children to work hard.

2. The role of the creation of the spiritual environment in kindergarten for early childhood education

Teachers should adhere to the concept of loving, respecting and understanding children in their daily work, and encourage them to love and respect everyone around them. In addition, teachers should not mix personal likes and dislikes with each child, do not tolerate and accommodate children who have been arrogant by their parents for a long time, and treat children with congenital defects equally, so that they can establish a belief in equality, justice and fairness in their hearts from an early age.

Today, we will talk about the principles of creating a kindergarten environment: consistency between the environment and educational goals, developmental appropriateness, child participation and openness. The principle of alignment of the environment with educational goals:

The principle of alignment between the environment and educational goals means that the creation of the environment should reflect the educational nature of the environment, that is, the environmental design.

The goal is to meet the needs of children's all-round development, which is consistent with the goals of kindergarten education. The kindergarten environment must emphasize a sense of purpose, which is conducive to the all-round development of children physically, intellectually, morally and aesthetically. Therefore, when creating a kindergarten environment, the goal is the foundation, and the educational goal should be implemented in the monthly plan, weekly plan, daily plan and each specific activity.

The principle of development suitability: The principle of development suitability refers to the creation of the kindergarten environment to meet the needs of children's age characteristics and physical and mental health development, and promote the comprehensive and harmonious development of each child. The Developmental Appropriateness Principle is American Early Childhood Education.

The association is proposing in response to the "elementary school" trend in early childhood education in the United States. From the perspective of general age characteristics, there are obvious differences in the physical and mental development characteristics of children in kindergarten, middle and large classes, and their physical and mental development requires different environments. Therefore, teachers should provide children with a suitable environment for their development according to their different age characteristics.

Principle of Child Participation: The principle of child participation refers to the process of creating an environment in which children and teachers work together and participate in it. The process of creating an environment should be an active educational process.

The educational significance of the process of creating an environment is mainly reflected in cultivating children's spirit of subjectivity, developing children's sense of subjectivity, cultivating children's sense of responsibility, and cultivating children's spirit of cooperation.

The principle of openness: The principle of openness refers to the organic combination of the large environment and the small environment when creating the kindergarten environment. Form an open preschool education system.

With the development of social sciences, technology, and culture, the social environment has an increasing influence on education. Whether teachers and parents want to or not, the social environment acts on children in their own unique ways. Through the coordination of large and small environments, mainly in cooperation with families and communities, we can learn from each other's strengths and raise children who meet the requirements of the new era in an open system.

Skills: The kindergarten children's space is an important place for children's daily activities and rest. Therefore, when the kindergarten creates and decorates the environment around the children's space in the early stage, it should fully consider the physical and mental needs of children, adopt reasonable space design and scientific decoration standards, and create a qualified environment for the physical and mental development of children.

Because of their own characteristics, children have their own standards for the choice of environment. The practice of early childhood education also shows that children do not show interest in all the surroundings, but have a clear tendency to choose the environment. Their favorite environment is one that is familiar, innovative, active, and natural.

To create an environment, it is necessary to take into account the characteristics of the child's age and create a safe, inspiring, engaging and changeable environment.

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Follow the principles of environmental protection. Because the children are relatively young and have weak resistance to the outside world, try to use environmentally friendly and pollution-free materials for environmental creation.

First of all, the environment is consistent with the educational goals, the principle of developmental appropriateness, the principle of early childhood participation, and the principle of development.

First of all, it should be in line with the child's age characteristics, but also in line with the child's physiological characteristics, but also in line with the child's understanding ability and childlike fun.

The principles for the creation of the environment in the kindergarten activity area are as follows:

1. The principle of economy.

The creation of kindergarten environment should adhere to the economic principle of "low cost and high efficiency", be diligent and thrifty, adapt measures to local conditions, make full use of surrounding resources, and use local materials. Under the premise of ensuring cleanliness and hygiene, Anchai Luquan, waste utilization, multi-purpose, do not waste valuable resources, do not blindly compare, do not pursue the high-end of equipment and facilities and garden decoration hotel.

For example, corrugated paper and waste calendar paper can be used instead of blow molding paper and paper velvet paper; Disposable paper cups and jelly boxes can be used to decorate the festival environment with flower baskets and wind chimes; In rural areas, natural materials such as sorghum stalks, bamboo chips, and wheat straw can be used to decorate the environment. An example of sports equipment made from cornhearts.

2. The principle of children's participation.

A kindergarten is a place where teachers and children live together, and children have the right to participate in the creation of a kindergarten environment that is closely related to their own lives. Children's participation is reflected in the design, collection and preparation of materials, layout, operation, and management.

In the process of participating in the creation of the environment, "the environment arranged with their hands and minds will make them understand the things in the environment more deeply, and it will also make them care for the environment more."

3. The principle of development suitability of the town Zhaobrother.

The environment of the kindergarten is the living environment and learning environment of children, so it must reflect the level and characteristics of children's body and mind, suitable for children's age characteristics and individual differences, so that each child is likely to benefit from it and get due development at the original level.

For example, "improving children's hands-on ability", a train can be arranged in a small class classroom environment to guide children to learn to buckle buttons, and each carriage learns a button tying skills; Kindergarten can provide "threading board", children can boldly imagine and wear different images according to their own wishes; Kindergarten allows children to learn "braids" and so on. In the process of manipulating materials, the children improved their hands-on ability.

When creating a kindergarten environment, we should consider the actual situation of kindergartens in different regions and different age conditions, and adapt measures to local conditions, because of the simplicity, which embodies the principle of (b).

a.Open.

b.Economical.

c.Appropriate development.

d.Participatory nature.

When creating a kindergarten environment, according to the economic development of different regions, the money is spent on the knife and the knife is spent on the development of young children, and can not blindly compare, pursue the form, and spend less money to do more, which embodies the principle of economy.

The principle of economy refers to the fact that the costs incurred due to the implementation of cost control should not exceed the benefits lost due to the lack of control.

Choose key factors to control without the same meticulous control over all costs.

It is required that cost control can play a role in reducing costs and correcting deviations, and it is true to keep an eye on it; It is required to implement the principle of "management by exception" in cost control; require the implementation of the materiality principle; The cost control system is required to be flexible.

How to create a regular regional activity ecological environment for kindergartens should be carried out as follows:

1. The creation of the environment should highlight the theme and be targeted. and flushing.

The environment should be consistent with the educational goals and be related to the semester theme or unit theme. Truly starting from the interests and needs of children, the setting of the environment and the delivery of materials should be targeted, and fully reflect the educational value of the environment.

2. The creation of the environment should be suitable.

The creation of the environment must be in line with the characteristics of children's age, knowledge and experience and cognitive level, suitable for the characteristics of the kindergarten and the class, full of innocence and childlike fun, so that every bit of the environment is full of the unique cultural connotation of early childhood education, and does not judge to meet the needs of each child.

3. The creation of the environment should reflect the subjectivity.

The design, layout and utilization of the environment should be based on the actual situation of children, and should be vivid, intuitive and real, and should have children's participation to reflect a high degree of openness. Let children become the masters of the environment, reflect the dialogue between teachers and children, and let the environment become a platform for children to express their wishes, vent their emotions, experience success and show themselves.

4. The creation of the environment should reflect richness and inspiration.

The creation of the environment should maximize the use of space, and combine the plane and three-dimensional layout. It is necessary to make full use of the activity area to provide children with rich material materials that can arouse children's desires, and can induce children to use information and materials in the environment to actively explore and think.

5. The creation of the environment should reflect the dynamics.

It should change with the changes in children's interests and abilities, and change with the changes in curriculum content, seasons and festivals, so that the environment always remains fresh and attractive to children, so that children can often gain new knowledge, new experience and new development from the environment.

The principle of the first economy is to create a kindergarten environment should consider the actual situation of different regions and different conditions, so as to adapt measures to local conditions and run the kindergarten diligently.

To implement the principle of economy, it is necessary to do more with less money, and in this regard, China's preschool education workers have accumulated a lot of good experience.

Some urban kindergartens with good economic conditions still insist on using waste materials to make teaching aids and use natural materials to decorate classrooms. Many kindergartens in rural areas have worked hard to overcome difficulties and create a rich environment for young children.

For example, make full use of the local natural advantages to build sand pits for children, let children do modeling and structure games in the sand pits, and use branches to draw and write on the sand; Use the corn cob with peeled corn kernels for children to practice throwing as a "grenade", practice counting and sorting.

Use a bamboo tube to make a water gun, or fill the tube with sand, pebbles or beans for children to shake and shake to distinguish different sounds or different weights; Use clay to let children learn modeling and expression; The beautiful natural scenery of the countryside, abundant plants, and various poultry have become living teaching materials for children to develop their emotions and increase their knowledge.

These experiences have greatly enriched the practice of early childhood education in China.

The goal of kindergarten education is to enable children to gain experiences that are beneficial to their physical and mental development, and to promote their all-round development. Therefore, the creation of the environment should be clear and consistent with the teaching content and teaching plan. The goal of kindergarten education is to promote all-round development, so in the creation of the environment, in the physical, intellectual, moral, aesthetic aspects, in the five major areas of health, language, society, science, art can not be one over the other.

All areas designed for children's development and educational goals should have corresponding environmental layouts. In addition, according to the different semester plans, monthly plans, and weekly plans, it is necessary to design an environment that adapts to them, and form a systematic and series of environmental arrangements to promote the completion of educational goals.