Effective interaction research report
Research Group of the Second Experimental Kindergarten in Licheng District, Putian City
Abstract: Kindergarten environment is an important educational resource for children's development. How to fully tap and utilize the environment to promote children's development is a subject that kindergartens must study. Based on the reality of our garden, guided by the Outline, and according to Piaget's construction theory and Chen Heqin's related exposition on the environment, our garden has explored this aspect in educational practice. The purpose of this paper is to improve teachers' understanding of the value of environmental education through practical research, and to explore how to reasonably create and use various environments in kindergartens to meet the needs of children's development and really promote and improve children's development.
Keywords: environmental psychological environment interaction
First, put forward research questions.
The Regulations on Kindergarten Work clearly points out that kindergartens should create a good environment suitable for education and provide opportunities and conditions for children's activities and performance. Piaget, a Swiss psychologist, also believes that children's development is achieved through interaction with the environment. Environment is the foundation and object of children's activities. The influence of environment is accompanied by the whole process of children's physical and mental growth, which plays an important role in promoting the formation of children's good behavior habits and psychological quality and the development of children's intelligence and ability. In this sense, the environment is not only a background, a support, but also an activity process. Therefore, kindergarten education should attach great importance to the creation and utilization of the environment. However, in our educational practice, teachers often ignore the educational value of the environment in a broad sense, focus on the explicit educational function, or fail to fully tap and make use of the comprehensive influence of the environment on children, thus weakening the possible educational value contained in the environment to a certain extent, and making children invisibly lack a hidden education teacher. We believe that it is very important for children's development to create an educational environment, arouse children's positive "dialogue" with the environment and make them real learning masters in the environment. Then, how to effectively tap and use the limited environmental resources, attract children to actively and effectively interact with the environment, and make the environment really become a hidden curriculum that affects children's growth, so as to promote children's positive and harmonious physical and mental development? These problems are the focus of our research.
Looking at the current research in this field in various parks, we find that although some substantial achievements have been made, such as finding the specific performance of the impact of the environment on children's development and excavating a large number of environmental resources, it is still scattered in general, especially in the creation of psychological environment. At the same time, the work of guiding educational practice research in theory and promoting and summarizing educational laws from educational practice research is still very weak. Therefore, whether from the perspective of solving practical problems in our park, or from the perspective of practice and environmental education theory and thought, we all think that this study is very meaningful.
Second, the definition of key concepts
(1) Educational environment. The new syllabus proposes that the environment is an important educational resource. "The space, facilities, activity materials and routine requirements of kindergartens should be conducive to triggering and supporting children's games and various exploration activities, and to triggering and supporting the benign interaction between children and the surrounding environment." "Teachers' attitudes and management methods should help to form a safe and warm psychological environment; Words and deeds should be a good example for children to learn. " "Establish a good teacher-student relationship and peer relationship, so that children can feel warm and happy in collective life and form a sense of security and trust. "It can be seen that the educational environment of kindergartens not only refers to the tangible material environment in which children can directly participate, such as activity materials and facilities, but also includes the intangible but approachable psychological environment, such as teacher-child dialogue and activity atmosphere. The physical environment in this study is mainly regional materials and walls.
(2) Interaction between children and environment. That is, the interaction between children and the environment, which not only refers to children's learning in the educational environment consciously created by teachers, but also includes their free exploration and individual growth in the process of interaction between children and the environment. Active interaction with the implicit stimulation of the environment will stimulate children's awareness of learning subject and make it possible for individuals to develop harmoniously and actively.
Third, research methods.
(1) Research time: June 2004-June 2006.
(2) Research methods: action research method is mainly adopted, supplemented by literature research, case study and experience summary according to research needs.
Four. Research objectives and contents
This study is guided by the spirit of the Regulations on Kindergarten Work, based on Piaget's construction theory and Chen Heqin's related exposition on the environment.
(1) Research objectives:
1. Guide teachers to further understand the spirit of "environment is education" in the new syllabus, establish teachers' unified understanding of the theoretical concepts of environmental curriculum, and improve teachers' professional quality.
2. Explore how to explore all kinds of educational environmental resources in educational practice, play the role of "environment is education" and accumulate relevant experience.
3. Explore how to strengthen the interaction between children and the environment, so that children can develop actively and have personality.
(2) Research contents:
1. Create good regional materials and spaces to promote positive and effective interaction between children and the environment.
2. Create an interactive wall to promote positive and effective interaction between children and the front desk.
3. Create a good psychological environment and promote the positive and effective interaction between children and the environment.
Research steps of verb (abbreviation of verb)
(A) to strengthen learning and improve theoretical literacy
By collecting Piaget's construction theory articles, Chen Heqin's environmental exposition and relevant education cases, organizing teachers to study, analyze and discuss will help teachers to further understand the spirit of "environment is education" in the new syllabus, complete the transformation from cognition to behavior, and fundamentally ensure that our garden will not go astray in the research.
(2) Make plans to ensure the implementation direction of the project.
Members of the research group meet to study together, formulate specific plans for project implementation, and divide the work among tutors; The leaders of the three sub-research groups make corresponding sub-project plans to provide operational direction for the implementation of the project.
(C) the implementation of research to tap the educational environment resources
Under the guidance of the research plan, the three sub-topics look for the breakthrough point of practical research, excavate and utilize environmental resources, collect relevant research materials and accumulate relevant experience according to the characteristics and main problems of the research content respectively.
(four) to carry out investigation and study, improve the ability of analysis and research.
During the research process, the members of the research group met irregularly, or conducted theoretical study or case analysis. In view of the new problems and difficulties in the research process, Qi Xin worked together to find a breakthrough in the research; The members of the sub-research group discuss once every other week, exchange the development information of each sub-research group, share experiences, and bring up the confusion to study with you, listen to other people's suggestions, learn desirable experiences and learn from each other's strengths; Professor Wu, a provincial preschool education expert, is invited to the park from time to time for on-site diagnosis and guidance, so that front-line teachers can get theoretical guidance in dialogue with experts and clear their minds for the following research; Sub-research groups visit the whole park from time to time to observe and report activities, and inject new impetus into teachers' continuing research by showing the phased achievements of each sub-research.
Reform measures to ensure the smooth and orderly development of research.
In order to make the research more smooth and orderly, we made some corresponding reforms and adjustments in the system and regulations during the research process. 1 and1In March 2005, the sub-project research system was formulated and implemented, which ensured the smooth progress of the research. 2. In March 2005, the writing methods of reflection records and case analysis records of regional plans were reformed to guide teachers to be good at capturing valuable educational phenomena and making meaningful written records. For example, the record of case analysis is adjusted to: case record (1) → problem → possible reasons → strategy and adjustment → record (2), which makes the observation and analysis of teachers more targeted and in-depth. 3. In April, 2005, the class attendance system and the placement system for nurses were reformed. Two teachers leave work every day, and nurses help organize regional activities twice a week, which forms an unprecedented good atmosphere for everyone in the park to participate in project research.
These five research steps are flexibly adjusted according to the research needs to ensure the smooth development of the whole research. For example, in the research process, when each sub-research group encounters new difficulties and problems that can't be solved by this research group, the research group of the garden department will organize teachers in the whole garden to hold centralized discussions and brainstorm, or invite experts to the garden for on-site diagnosis and guidance, so as to provide necessary enlightenment and inspiration for teachers' research.
Research results and analysis of intransitive verbs
During the two years' practical research, based on the research principle of "from educational practice to educational practice", we have integrated research into kindergarten education and teaching, and research and teaching are integrated, teaching provides space for research, research improves educational behavior, teaching and research are parallel, and both research and teaching are equally important, and some research results have been achieved.
1, which improves teachers' understanding of environment creation.
Before this study, only 55.8% teachers had a correct understanding of the educational environment. It is considered that the kindergarten environment refers to the sum of all the conditions on which kindergarten education depends, including both material factors and human factors. While creating a good material environment, we should also create a good interpersonal environment and a spiritual atmosphere that can inspire children. However, 38% of teachers equate the educational environment with the material environment, and think that the environment refers to the tangible things that children can directly contact. The creation of environment is mainly understood as the creation of material environment, which ignores or separates the relationship between spirit and material environment creation. Another 5.2% teachers limit the educational environment to the class environment, and understand the creation of kindergarten environment as the creation of class environment, and the creation of class environment as the wall decoration.
After two years of continuous exploration and research, 88.9% of the teachers got rid of the narrow sense of environment and deeply understood the broad sense of environment which emphasized the lifelong education theory as the main theoretical basis in the syllabus. I understand the essence of Mr. Chen Heqin's theory of "life education": the environment not only refers to tangible things, but also includes some intangible things related to children's learning activities, such as the way of cooperation between children, teachers' guiding strategies, teachers' attitude towards children's behavior, children's division of labor in environmental creation, and preparation of materials. It not only covers a wide range, but also extends from tangible to intangible. These understandings undoubtedly pose a greater challenge to teachers. It requires teachers not only to pay attention to the transmission of tangible things, but also to consider the way of children's participation and the guidance of teachers to children's activities, including when to intervene and when to be invisible; The creation of environment not only refers to the reasonable division and layout of activity space, but also refers to the creation of activity atmosphere in activities; In addition, we should not only consider the differences in age, but also consider the possible differences in the abilities of children of the same age. Therefore, teachers' ability of observation and thinking has been put in the first place, and learning to observe has become the first basic skill for teachers' professional growth in this study.
2. Make clear the position of teachers and children in environmental creation.
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. It is easier said than done to attach importance to children's participation in environmental creation and regard children as the real masters of the environment. In the questionnaire of our previous research, 29.4% of the teachers thought that the children in their class had a high degree of participation in environment creation, but the actual observation found that only 17.7% of the teachers had children in their own class.
Can really participate in the creation of the environment. It can be seen that in the process of creating the environment, the phenomenon of teachers' high desire for control is very serious, and most teachers consider "how can I decorate?" How do I think I should create it? " .
Mr. Chen Heqin pointed out that "through the environment arranged by children's thoughts and hands, they can learn more about things in the environment and give more care". Therefore, in the research practice, we guide teachers to focus on "how do I motivate, guide and support children's participation, how do children participate, and what conditions can I provide as much as possible". After two years' practice, 55.6% teachers can let children really participate in the creation of the environment. This kind of participation is a process in which teachers organize children's design, participate in collecting and preparing materials, participate in arrangement, operation and management in a purposeful and planned way according to children's age characteristics. This kind of participation can improve children's interest and creativity in learning, give them a sense of accomplishment and responsibility for changing the environment, and also help to cultivate children's self-confidence and lay a good foundation for their lifelong learning. Because of the teacher's "letting go", children really become the masters of the environment. In regional activities, children put forward their own opinions-they negotiate the design layout (sky, grass, trees, flowers, ocean)-teachers only provide pigments, and other materials are collected by children themselves-children decorate background pictures together-read and paste origami in regional activities-and they are constantly enriched. It is not difficult to see that while the children are fully involved in the creation of the environment, teachers hide behind the whole environment creation activities, trust the children, give them the opportunity to perform, give them some help when necessary, and build a bridge for their continued learning.
3. Accumulated some experience in environmental creation.
(1) materialization of goals and application of materials to realize the harmonious development of children's personality.
Piaget believes that the new demands of adults on children must enable children to construct new knowledge through continuous cognitive exercise. Adults don't need to force children to learn, but create conditions to encourage children to interact with various things through active materials, and children's knowledge will develop accordingly. From this perspective, the educational goal is the expected goal of educational activities. The material in the activity is the concrete measure and means to achieve the goal. Just like an invisible teacher, it will automatically guide, induce and even directly determine the results of children's learning activities. Therefore, materials bear the educational intention of adults, that is, teachers, in a certain sense, and children explore and learn under the stimulation of materials provided by teachers consciously. Before the project research, as many as 53% teachers were very casual in creating environment and putting in materials, and only 1 1.8% teachers were able to put in materials according to their own goals and children's interests. After two years' research, teachers have gradually materialized the educational goals and contents and the experience that children expect to gain from the materials from randomness-according to the arrangement of goals-according to the combination of goals and children's interests, so that children can gain relevant experience through full interaction with the materials, thus realizing the maximum educational value of the materials. For example, for the "house" series of activities with large class building area, the stage goal drawn up by the teacher is: 1 The required building materials can be selected purposefully and planned; 2. Have a strong sense of cooperative game. The teacher provided the design drawings of the building (some were cut from the pictorial, some were designed by the children themselves), and the children chose materials for construction accordingly, and the learning direction was very clear. At the same time, in order to make children cooperate more frequently and naturally achieve the second goal, teachers provide many large cartons. Erection requires at least two kinds of cooperation: first, when two or more cartons are fixed together (that is, closed), at least two people need to cooperate and tie them with transparent glue. Secondly, it is impossible for one person to put all the cartons together. Many people must cooperate and negotiate well. It is under the stimulation of this goal-oriented material that children actively explore ways to solve problems, and it is also under the impetus of the material that they have carried out autonomous learning and development, and achieved the educational goals expected by teachers.
⑵ Effective observation and timely support for children's effective interaction with the environment.
The outline points out: "Teachers should be supporters, collaborators and guides of children's learning and activities." In previous activities, the teacher played more of an actor's role. This kind of action often interferes with children's normal inquiry and hinders their development. How to make effective observation? When to intervene? How to intervene? It is a problem that teachers often consider in their research. From blind action-blind observation-effective attention-appropriate support, through continuous practice and reflection, teachers gradually form cooperative inquiry-based teacher-student interaction with children, and truly become supporters, collaborators and guides of children's learning and development.
For example, the theme series of activities in the middle class-"How to feed the goldfish": At first, the fish food brought by the children was hung in their own fish tanks, and the little owner of the goldfish came to feed the goldfish, but soon there was a phenomenon that other children fed the goldfish indiscriminately. How to solve this problem? The children had a heated discussion. At the beginning of the discussion, the teacher played the role of listener and observer, without expressing his own views. When the children's views can't be unified, which has affected the in-depth activities, the teacher intervened in time and asked the children an open question. "Check the box fed today. The child doesn't know when tomorrow is. What should I do?" Cleverly supported the views of children who put forward constructive opinions and pushed the activities deeper. Sure enough, with the help of the teacher's questions, the children came up with a solution to the problem. After the activity, the teacher of this class wrote: We found that although the child's thinking is superficial, the teacher must not tell the child the solution in a hurry, but will know how to guide the child to use the skills he has learned and learn to solve the problem step by step. The children were very excited when they saw that they had successfully solved another problem. Children's self-confidence has increased, and their attitude towards learning will become more and more positive.
⑶ Reasonable layout, giving full play to the infinite educational value of limited space.
Due to the large number of children, the class activity space is relatively limited. Whether the arrangement and utilization of activity space is reasonable is not only directly related to the communication and activities between children, but also indirectly affects children's learning mood and the possibility of deep exploration and learning. In this way, it is extremely important to do a good job in the study of this spatial expansion. Small class teachers need more space to operate more materials according to their own area, so they arrange it on the left side of the activity room and put the three groups of tables on the left side together to minimize the space occupation of the tables and make room for children to operate and enter and exit more conveniently. At the same time, homework materials are placed around the table, so that children can freely choose their favorite materials around the big table in the form of assembly line. They also changed the usual desktop operation mode of the math area, moved the math area that needed quiet operation to the front of the activity room against the wall, covered it with a soft blanket, surrounded it with a small low wall, and pasted the operation materials with large space such as big mouth animals and antenna baby cartons on the wall, saving the space for placing the table, making full use of the role of the wall and broadening the limited space. There are also some activities, such as checking numbers or taking things according to numbers, which can be easily completed by sitting on the carpet, which can be quiet and easy to communicate. In addition, the low partition of small cabinets allows teachers to pay attention to children's activities at any time, which is conducive to teachers' observation and guidance. Children's mobility and cooperation in the region are more frequent, their interaction is more active, and the educational value of the environment is fully tapped.
4. Create an interactive wall, in which the materials tap the three functions of the wall environment.
(1) Educational function. The educational function of environment for children has been widely recognized by preschool education peers. In our research, "theme wall" plays an important role in children's learning in theme activities. For example, in the theme activity "Egg Baby" in the middle class, children use pictures, photos, newspaper clippings and other forms to lay a colorful theme wall. At the same time, in the process of exploration, pages such as "My Discovery", "Egg Supermarket" and "Egg Creative Workshop" are constantly added, which makes the classroom atmosphere full of "eggs". Every page can make teachers and parents feel the process of children's learning and exploration, as well as the thoughts and wisdom shown in the process of exploration. It can be said that children fully display their learning process, their ideas and creativity, and their gains through the wall environment, making the wall environment a "talking" display platform.
(2) Reminder function. The environment will "talk". A well-designed environment can induce children's positive behavior, so that children can gain experience and establish self-service consciousness by relying on their own thinking, judgment and negotiation. And the wall environment is like a silent teacher, reminding children what to do from time to time. For example, in the "Creative Faucet" of the middle class, the teacher presented the precautions for children to wash their hands in the form of charts on the bathroom wall, and the rules for children to wash their hands naturally formed.
(3) Derived function. The function of the wall environment is not only to trigger children's interactive activities, but also not to directly interact with the wall environment. It may also be the stimulation given by the wall environment and a series of activities extended by the interaction of the wall environment. In this sense, the wall environment is like an introduction. If there is no certain stimulation of the wall environment to children, there may be no subsequent series of exploration and learning activities. The case of the middle class "fighting for the bedside table" is a typical example. Because some things hanging on the wall tempt children to think, children put forward the problem of how to put clothes during their nap, so under the guidance of teachers, a series of lively and interesting activities have been produced, such as "volunteer activities" and "painting application forms" in the campaign.
5. Mastered the research methods of some abstract categories.
The creation of psychological environment is an abstract research, which is undoubtedly a challenge for front-line teachers who lack the support of relevant theories. After experiencing the practice of being confused, groping, trying and understanding, we found a case as the breakthrough point of research, which opened up a new way for us to study the creation of a good psychological environment. Because the research object of the case study is specific and clear, and the research viewpoints are concentrated, teachers can adjust while studying, which has accumulated some experience for future case studies. In the case study "The Causes of Children's Emotion in Chen Qian and Strategies for Improvement", teachers learn to analyze their educational behavior with relevant theories and learn to analyze the possible psychological reasons behind children's behavior through collecting relevant theoretical articles and group discussions. In the case study of "Zhan refused to eat snacks", teachers have been able to try to analyze children's behavior from the psychological category and track and record the whole study with the help of psychological research methods. By means of VCD camera, photos and written records, the traces of the interaction between children and teachers in the research process are preserved as much as possible, and the whole research process is well reproduced. On this basis, we turned our attention to the common problems in kindergarten education, such as children's difficulty in taking a nap and their refusal to come to kindergarten on Monday. On the basis of observation, we try to analyze the reasons behind children's behavior by using the characteristics and manifestations of children's psychological development in psychology. By interpreting children's psychology, we create a collective atmosphere that children are willing to accept, improve their psychological state and improve their quality of life and study. In this research practice, we have formed a set of scientific research records: original observation → analyzing the possible reasons behind children's behavior → finding the research breakthrough point → adopting strategies → re-observing → promoting intervention, etc. It has accumulated experience for the research of psychological category.
6. Find the basic indicators of a good psychological environment.
In the process of continuous research, we realize more and more deeply that psychology is an abstract concept, but the psychological environment is not untouchable and imperceptible. On the contrary, it is visible and materialized, that is, a good psychological environment can be judged by external perceptible phenomena, such as the equal relationship between teachers and children, teachers' attitude towards words and deeds, and the pleasant atmosphere of class activities. It has chapters to follow. This understanding fundamentally supports the research idea of our sub-topic, and also enables children to get lively development in a good psychological environment.
(1) Respect and understand children and treat them as an independent individual.
Looking at the outline, we deeply feel that there is such a concept running through it-taking children as the foundation and taking children's development needs as the foundation. This educational concept requires us to "care and accept" first. Respect attitude and children's interaction. "Respect children's individual differences in development level, ability, experience and learning style. "Children are individual people, from different backgrounds and families, with unique personality and personality characteristics. Teachers should look at them with an understanding eye, see their realistic level and believe in their development possibilities. Only in this way can we face every child with an inclusive and accepting attitude and promote the growth of every child. In the case of primary school (1) class "Reasons and Strategies for Yao Yixin's Disliking to Participate in Group Activities", after discovering that the child is unwilling to participate in group activities, the teacher respects the child's choice and lets her sit and watch other people's activities instead of imposing her wishes on the child. After careful observation, the teacher found that there was a reason behind the child's behavior. Children are introverted and rarely play with their peers since childhood. Games are children's favorite. The teacher who is concerned uses the child's nature of playing games to attract her to play with the teacher first, and then slowly transition to participate in group activities. Children's social behavior germinates in the teacher's understanding and waiting, and soon becomes a member of the group. In the case study of "creating a good psychological environment to welcome children into the park", the teacher followed the concept of "positive encouragement is better than negative sanctions" advocated by Chen Heqin, and accepted the personal feelings and performances of children coming to the park with peace of mind. When children come to the garden, they are no longer induced to say hello, which reduces their psychological burden. Then the teacher tried to understand the reasons for the children's emotions and behaviors, starting with changing their own behaviors, such as saying hello first and talking to the children, and gradually making the children talk, willing to say hello to the teacher, and then chatting. Unconsciously, an equal teacher-student relationship was established, and the children's happy mood was mobilized from this moment.
(2) Create a relaxed and happy activity atmosphere and pay attention to children's emotional experience.
A relaxed and harmonious activity atmosphere is the premise for children to learn knowledge, gain experience and acquire ability. A relaxed and harmonious activity atmosphere not only means that children have enough time and space to explore and study, but also includes good communication between teachers and children and teachers' attitude towards children's behavior. Only when the child really becomes the master of the environment can he interact with the environment in the way needed for development, then the environment is positive and effective for him. Therefore, in the case study of "We love reading-creating a good psychological environment for reading", teachers practice Chen Heqin's educational thought that "positive hints are better than negative commands", and create an atmosphere of "everyone loves reading" for children by arranging a reading atmosphere similar to that of a library, adjusting the corner position of books, changing reading methods, playing soft music and so on, so as to stimulate their reading interest. At the same time, teachers recognize children's different reading levels and methods. Encourage children to share their reading experience, support children to express their reading experience in various ways, and make children more and more willing to read books and exchange their understanding of works. Reading is truly internalized into children's own needs. It can be said that it is in the natural and pleasant environment created by teachers that children internalize teachers' educational expectations into their own behavioral needs step by step.
(3) Home should be coordinated, and harmonious and unified interpersonal relationships should be established.
Mr. Chen Heqin pointed out that naive education is the sum of kindergarten education and family education. It is far from enough to cultivate children's good emotions and attitudes only by the unilateral efforts of kindergartens, which need the close cooperation, coordination and common cultivation of kindergartens, families and society. In all the case studies on this subject, family harmony is an indispensable force. In the case study of "creating a good psychological environment and cultivating children's listening ability", we issued a list of parent-child activities "whose voice is the best to listen to", asking parents to create a "whispering" language environment for their children at home, urging their children not to talk loudly at any time, setting an example and creating a civilized language communication environment, which greatly improved their listening ability; In the case study of "We love reading-creating a good reading psychological environment", parents are required to take their children to the library to visit and read on weekends, feel the quiet reading atmosphere in the library, form a preliminary understanding of the reading rules, and lay a good foundation for creating a good reading psychological environment for children. In other cases, such as Zhan's refusal to eat snacks and Fang Zikai's psychological analysis of eating anxiety, we actively strive for parents' understanding and support, guide them to take the initiative to participate and cooperate together to form an educational synergy, and provide a harmonious and unified psychological environment for children's mental health development.
Seven. conclusion
Research on promoting teachers' self-growth. After two years of action research, teachers have mastered the specific methods to carry out subject research. Through self-reflection in the research process, teachers learn to look at their own educational practice from the perspective of others, find their own professional puzzles and problems, and improve the consciousness and rationality of educational behavior. The results show that teachers' theoretical literacy has been improved through professional training and corresponding theoretical study. The proportion of teachers who don't know the educational environment is zero, and the number of teachers who have a deep understanding of the educational environment has increased from 55.8% to 88.9%. How do 55.6% teachers combine their goals with children's hobbies in creating an environment? It is 43.89% higher than the research premise, and the phenomenon that educational understanding is out of touch with educational practice has been obviously improved. It can be seen that the action research method is very suitable for front-line teachers to carry out subject research. While examining their own practice and educational experience, teachers have improved their professional quality and overall level through continuous improvement and perfection.
(2) The benign interaction among environment, teachers and children has been realized. The improvement of teachers' educational awareness and behavior not only creates a healthy and rich living and activity environment for children, but also creates a psychological environment full of care, warmth, respect and support, so that children can gain full sense of security, respect and acceptance, and their emotions, attitudes, behaviors and personality can be fully developed. Children's participation in the creation of the environment has greatly improved the ratio of positive interaction with the environment. The participation rate of children increased from the original 17.7% to 55.6%, and the autonomy increased by 62.5%. It can be seen that the interaction among environment, teachers and children is a two-way construction process. In the process of creating a good environment, not only children have been positively influenced and developed, but teachers have also learned the nutrients of experience and growth and are also reflecting.