Environmental construction is the most important curriculum resource of kindergarten education. Paying attention to the environment for children's growth and learning and actively developing and utilizing the great potential of environmental factors for children's growth and development is the general trend of today's early childhood education reform. The Guiding Outline of Kindergarten Education attaches great importance to the creation of kindergarten environment. Article 4 of the general part states that "kindergartens should provide healthy and rich living and activity environments for children, meet their needs in all aspects, and make them gain experiences beneficial to their physical and mental development in a happy childhood". Article 7 "Organization and implementation" puts forward three specific requirements. How to create an environment conducive to the healthy and all-round development of children is a problem that all our kindergarten teachers should seriously consider.
First, the concept of environmental creation
Kindergarten environment refers to the sum of all the material and spiritual conditions that children in kindergartens must have for their physical and mental development. The material environment mainly includes tangible materials such as teaching facilities and living facilities, while the mental conditions mainly include cultural environment and psychological environment, in which the collective atmosphere, activity atmosphere and teacher's style can be attributed to the cultural environment, while the teacher-student relationship, teacher's teaching style and personality characteristics can be attributed to the psychological environment.
Kindergarten environment has both the nature of conservation and education. The creation of kindergarten environment mainly refers to the process that educators fully tap and make use of the educational factors in children's living environment according to the requirements of kindergarten education and the laws and needs of children's physical and mental development, create a positive activity scene between children and the environment, transform environmental factors into educational factors, and promote children's positive physical and mental development.
Second, the problem of environmental creation
From our inspection, at present, most kindergartens have some problems in environmental creation. Generally speaking, it is reflected in five aspects:
(1) Value appreciation over education. Kindergarten environment should reflect the characteristics of children, but more importantly, it should be educational. Many kindergartens only strive to be beautiful and fancy on the surface, ignoring the cultural connotation and educational significance of the environment. The environment is created in the same way, with no specific purpose. Even some environmental designs cause children's restless emotions because of the discomfort of color and content.
(2) Pay more attention to teachers than children. Teachers do more in creating environment, but children do less. More from the perspective of adults, less from the perspective of children. Teachers often spend a lot of energy and money, but the impact on children is not great.
(3) Re-purchase and light manufacture. Many kindergartens, especially those with better economic conditions, excessively pursue the consistency with urban parks. They buy more wall decoration materials, teaching AIDS, toys and indoor facilities, but do less by themselves. There are more finished materials, less semi-finished materials, more high-grade materials and less waste.
(D) Emphasis on static, light dynamic. Environmental design is more static, less movable and replaceable. It is often the wall decoration once and for all, and the children's works have been posted for many years.
(5) Value material over spirit. Only pay attention to the creation of the material environment in kindergarten, ignoring the construction of interpersonal relationship, the cultivation of teachers' morality and the formation of garden style and class style.
There are two main reasons for these problems. First, kindergarten teachers are inexperienced, lack the guidance of preschool education theory, and have few opportunities to go out to study. I simply thought of some methods, or learned some fur, but I didn't have a deep understanding of the role of kindergarten environment, only knowing why, not knowing why. This requires more study, more visits and more discussions, so as to improve their ability to create the environment. Second, I am too lazy to use my hands and brains, just want to do it once and for all. Some preschool teachers are not enthusiastic about their work, have low enthusiasm and initiative. They are only content with following the book, lacking innovation and enterprising consciousness. This requires strengthening teachers' sense of responsibility and initiative through various activities and mobilizing their enthusiasm.
Third, the principle of environmental creation.
The principle of creating kindergarten environment refers to the basic requirements that teachers should follow when creating kindergarten environment. These requirements are put forward according to the principles, tasks and characteristics of early childhood education.
(A) in line with the principles of educational objectives. The goal of kindergarten education is to make children gain experience beneficial to their physical and mental development and promote their all-round development. Therefore, when creating an environment, the goal should be clear and consistent with the teaching content and teaching plan. The goal of kindergarten education is to promote people's all-round development, so we should not pay attention to this in five fields of health, language, society, science and art, and all fields of children's development and educational goal design should have corresponding environmental layout. In addition, according to the difference between semester plan and monthly plan and weekly plan, we should design a suitable environment, form a systematic and serialized environmental layout, and promote the completion of educational goals.
(2) The principle of being suitable for children's development. There are age differences in children's physical and mental development at different ages. Environment creation must adapt to the characteristics of children of different ages, and achieve educational goals through different levels of environment and different materials. Even children of the same age have great differences in feelings, interests and abilities. Teachers should pay attention to these differences and adapt to them. Curiosity and inquiry are children's nature. If the environment layout is always the same, it will not only give children a sense of freshness, but also reduce their initiative and enthusiasm over time. Therefore, creating a fresh and energetic environment is one of the arts of early childhood education.
(3) The principle of joint participation of teachers and children. The educational nature of kindergarten environment is not only included in the environment, but also included in the process of environment creation. Mr. Chen Heqin pointed out: "Through the environment arranged by children's thoughts and hands, they can learn more about things in the environment and care more." Children should be fully involved in the creation of environment, especially indoor environment, and their opinions should be sought. Let children participate in design, provide materials and works, participate in layout, and then use the environment to let children take the initiative. Although children's participation in environmental creation is more time-consuming and laborious than teachers' independent completion, its educational effect can improve children's interest and creativity, enhance their sense of responsibility and accomplishment, and also help to educate children to cherish the fruits of labor.
(four) the principle of coordination between the internal and external environment of the park. We should not only pay attention to the creation of the environment in the park, but also pay attention to the influence of the environment outside the park. We should give full play to the educational functions of kindergartens, families and society, and create a harmonious environment outside the park while doing a good job in the park. Actively cooperate with parents through various forms, and train parents on scientific parenting knowledge to make them cooperate with kindergarten education and special posts (such as traffic police and journalists). ) Parents with special skills can also go to kindergarten to give lectures to their children. Organize social practice activities on the premise of ensuring safety, and take children to visit, study and receive education in natural, healthy and beneficial places.
(5) Economy and practical principles. Kindergarten environment construction should consider its own characteristics and conditions, do not advocate extravagance and waste, and make more use of waste materials to decorate the environment and make teaching AIDS. This is not only suitable for rural economic conditions, but also of great significance to urban parks.
(6) Highlight the principle of characteristics. The creation of kindergarten environment should combine different characteristics, choose different contents, different angles and different methods to avoid uniformity and diversity. We can fully tap local curriculum resources, give full play to teachers' personal intelligence, and highlight local and teachers' characteristics. Especially the local characteristics, we should educate children in the ideological and moral education of loving the motherland, hometown and labor.
(seven) the principle of safety and health. Kindergarten buildings must be safe first. In the process of new construction and reconstruction of rural kindergartens, the safety of kindergartens must be considered first, and there should be no dangerous houses, including walls and toilets. The ground should be flat, and there should be no potholes and bumps. Flowers and plants should be beautiful, non-toxic and non-dangerous, such as oleander and cactus, which are not suitable for planting in kindergartens. Indoor and dormitory should be equipped with ultraviolet light or disinfected with disinfectant at any time. Electrical appliances and wires should be arranged reasonably, and the electric plug should not be too close to the child's bed. The stability of ceiling fans should be checked before use. Secondly, toy safety, indoor and outdoor toys can not be dangerous. A considerable part of outdoor large toys are made of iron, and the corners should be smooth. Teachers must take good care of children when they are playing. Attention should also be paid to the purchase of indoor toys, such as sharp, small and accidental, which are dangerous. Some "three noes" plastic toys also have safety problems. In addition, toys should be cleaned frequently and kept clean.
(8) The principle of equality and harmony. This mainly refers to the creation of kindergarten spiritual environment. The center of creating spiritual environment is to establish harmonious, harmonious, equal and healthy interpersonal relationships. When talking about the principles of kindergarten education, the Outline puts forward: "We should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, pay equal attention to protection and education, and pay attention to individual differences." What I'm talking about here are two aspects, one is paying equal attention and the other is paying attention. In fact, many psychological problems of children are formed from early childhood, such as loneliness, inferiority, aggressive behavior and so on. Teachers' attitudes and educational methods, as well as a United and harmonious relationship with classmates, are conducive to the formation of a safe and warm psychological environment and a healthy personality for children. Respecting children's personality and rights means treating children as people with thoughts and personalities, not children. Children are relatively fragile physically and psychologically, and need our full respect. Our eyes and actions may have a great influence on children's psychology, so we should always remind ourselves not to criticize children easily or excessively. Respecting children's physical and mental development laws and learning characteristics means educating children in a way that children can accept, teaching them what they can understand and accept, and not engaging in primary school things. Pay attention to individual differences, that is to say, teach students in accordance with their aptitude, especially those children who are different, such as ethnic minorities, single-parent families, mentally retarded children, migrant workers, psychological barriers and so on.