The Guiding Outline of Kindergarten Education (Trial) clearly points out that the environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment. Many studies also show that creating a good educational environment can stimulate children's initiative and creativity, so that children can feel the joy of learning and experience the joy of learning in active participation. In a sense, the environment is not only a background, a support, but also an activity process. Therefore, kindergarten education attaches great importance to the creation and utilization of the environment. However, in our educational practice, teachers still have many problems and puzzles in creating environment. For example, many teachers are very casual when creating the environment and putting materials into use, only for the sake of the environment and materials, lacking safety and health inspection. In the big environment, whether the arrangement of space is reasonable and whether the layout of the venue is conducive to children's activities has not been fully considered. For another example, teachers often ignore the educational value of the environment in a broad sense and focus on the explicit educational function. In small details, they can't fully tap and make use of the comprehensive influence of the environment on children, which weakens the possible educational value contained in the environment to a certain extent, and makes children lose a hidden education teacher invisibly. Also, when creating an environment, some teachers are worried about the collection of materials and the display of content. They have no educational goals in mind, don't know what kind of materials to put for their children, don't know what kind of educational environment to create, don't know how to put it in and how to create it. First, small classes create a safe and beautiful educational environment. Children's survival ability is at the bottom of life, and they can't protect themselves during this period, especially the small class children who have just stepped into the collective life of kindergartens. Therefore, I think that no matter what kind of environmental layout, children's safety should be put in the most important position. At work, it is found that some teachers often place small toy cabinets or tables and chairs at the corner of corridors or balconies to divide the space in order to make the environment feel three-dimensional, but they often ignore the characteristics that children like to climb, causing certain security risks. In addition, when making teaching tools, teachers make good use of the old ones and often collect the old ones for processing and transformation, which is very good. But are these materials safe and hygienic to use? Such as vials, buttons, packaging boxes, etc. Have these been taken into account when creating an environment for educational activities? It should be carefully considered. Before use, it is necessary to check and eliminate safety and hygiene factors or try not to use materials and tools with potential safety hazards to protect children's physical safety to the maximum extent, which is also the primary prerequisite for ensuring children's activities. Secondly, the role of environmental layout is to improve the overall effect of the environment, beautify the environment and achieve the role of aesthetic education. As an integral part of preschool education, environmental education cannot be divorced from this basic principle. On the other hand, only with aesthetic objects can we stimulate children's inner feelings, give them beautiful enjoyment and attract them to really invest in the environment. Therefore, I think it is necessary to give full play to the beautification function of environmental layout, create an aesthetic education activity area for children that conforms to their age characteristics, and stimulate their desire and interest in learning. Take our kindergarten as an example. When you enter the kindergarten, you can feel the unique beauty of our garden. Many children and parents who have just come to our kindergarten will be deeply attracted by her. The children soon forgot to cry and played in a happy environment. Because no matter in the big environment or in the small details, we all pay attention to creating a fairy tale world full of fantasy, generosity, warmth and overall beauty for our children. The walls and toys are all colored, and the hanging beams or checkpoints of each class are dotted with small hanging curtains of animals. The curtains in the class are tied into bows with ribbons and carefully crafted. All our teachers bring children not only external input, but also hope and believe that our children can feel the harmonious and beautiful family we have created and get the feeling of home and the influence of beauty in a subtle way. Second, rational layout, play the infinite educational value of limited space. Due to the relative limitation of class activity space, whether the arrangement and utilization of activity space is reasonable is directly related to the communication and activities between children, and indirectly affects children's learning mood and the possibility of deep exploration and learning. So it is extremely important to do a good job in this space expansion. I operate a lot of materials by area in my class, which requires a lot of space, so I arrange it on the right side of the activity room, separate the regional space with three toy cabinets, and put a table in the middle of each area, which can reduce the space occupation of the table and make room for children to operate and get in and out more conveniently. At the same time, homework materials are placed around the table, so that children can freely choose their favorite materials around the table in the form of assembly line. Our class also changed the usual desktop operation mode of the cognitive area, moving the cognitive area that needs quiet operation to the place in front of the activity room against the wall, laying a soft blanket and enclosing a small low wall. Operating materials that occupy a large space, such as feeding small animals with big mouths (graphic classification) and matching numbers or taking things according to numbers, are all posted on the wall, which can be easily completed by sitting on the mat, which can not only operate quietly but also facilitate communication. Save the space for placing the table, make full use of the function of the wall, and broaden the limited space. 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. In addition, I think we should make rational use of every space, such as using small rooms and corridors to move some games in the game area to a more reasonable space, so that even if these noisy games don't affect others, we can open up more corner activities, and activities are everywhere. Third, the placement of materials and toys is very important. District corner activity is a district corner created for children to learn, play and move freely by making full use of space in a purposeful and planned way. Carrying out regional activities is the need of implementing individualized education and subjective education in early childhood education, and it is also the need of children's own development. I think the placement of materials and toys is very important. It should be classified on open, low and uncrowded shelves, or classified in transparent containers such as baskets or plates, so that children can see at a glance, thus potentially inviting and attracting children to use them, and enabling children to find the materials and toys they need by themselves, or mark their storage positions with pictures or names of materials and toys on the shelves or containers, so that children can play easily. Ensure that activities are carried out spontaneously and reduce children's dependence on adults. Children in small classes have deep memories of specific objects or pictures. Before school starts, we will mark everything that children need, including cups, chairs, schoolbags, shoe cabinets and so on. When making signs, we usually use pictures of animals and fruits that children are familiar with and know. Each child has a special picture to facilitate him to know his own affairs. I also use this method for toy cabinets and toy baskets. For example, I put a big apple on the toy cupboard in the homework area, and at the same time put a corresponding small apple on each small toy basket in the homework area, telling the children that the home of the apple toy basket is in the apple toy cupboard. Here, children can not only easily and correctly put the toy basket back into the toy cabinet after the operation, but also unconsciously let the children get some education and learn to find the corresponding one. Fourth, the creation of the environment should be based on children's age characteristics, so that children are interested. At work, teachers often say that children don't like playing corner activities. Then, at this time, the teacher must first reflect on himself, whether the materials put in meet the child's physiological and psychological characteristics, whether they have been adjusted and replaced in time, and why the child doesn't like it. Through timely adjustment, in the environment, according to the age characteristics of children, we should arrange a more childlike and warm environment, so that children can feel that this is their own world, pay attention to openness and concealment, and believe that children will be involved. The key lies in whether the teacher has tapped his own intelligence to make the district corner activities flourish! Small class children have strong imitation ability, so our teachers should consider their training objectives and interest needs at this stage, so that the teaching materials can fully meet the needs of children's development and serve the educational goals. We should arouse children to ask questions and discuss through observation and inquiry, and understand their needs and interests through this process. New children like doll houses best, not only because all kinds of furry toys are suitable for the age characteristics of small class children, but also because doll houses can satisfy children's attachment to family life to a certain extent, which will be reflected in activities. For example, in a doll's house game, Zhou Xiannuo, a child of my class, rummaged through things in the cupboard for a long time, as if looking for something. After observing for a long time, I asked her voluntarily and learned that she was looking for a mirror. Instead of looking for a mirror for her immediately, I asked this question: what should I do without a mirror? She dragged me out. I asked her where she was going. She said: I want to go to the supermarket to buy a mirror. Later, in the post-game summary, she proposed to open a small supermarket next to the doll's house to facilitate shopping. In the conversation with her parents, I learned that the child is imitating a habitual process before her mother goes to work, and this process comes from her life. After this incident, we often communicate with parents to understand children's performance and preferences in the family, guide children's needs and interests into the creation of kindergarten environment, and increase and change the angle of activities at any time with the changes of children's needs and interests in the game, so that children can have better communication opportunities in activities and stimulate their subjectivity and creativity. 5. Creating an educational environment in small classes should serve the educational goal, which 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. Therefore, the placement of corner materials and the selection of content are very important, which are related to children's interest and concern, especially small class children. Teachers must materialize the educational objectives in the environment, strive to create a rich, diverse, dynamic, intuitive, effective and active learning environment for small-class children, and decompose the educational objectives into various environmental creations as much as possible, so that small-class children can interact with the educational environment, and multiple different environments repeatedly point to an educational goal, so that small-class children can develop actively and happily in the interaction with the environment. For example, when our class enters the stage of theme education activities, the goal of education activities must be to encourage children to communicate and share with their peers. Considering that children should try their best to provide and make use of rich toy-related materials that they can observe and perceive, according to the goal of theme activities, teachers have arranged toy mobilization exhibition areas in the construction of indoor environment, encouraged children to bring toys to kindergartens, and set up toy shops and other areas for children to learn to classify toys initially. In the art area, various pictures are provided to encourage children to color toys. These educational environments have repeatedly pointed to the same goal: encouraging children to communicate and share with their peers. In addition, the creation of the environment should serve the educational goal, which is also reflected in the outdoor wall decoration. When entering this theme, the wall decoration also echoed, and pictures reflecting toys appeared. There are kindergarten large-scale toy equipment, plush toys, deformation toys and so on. In addition, there are some illustrations of toys collected by parents, and children's paintings and handmade toy works are also hung on the decorations on the wall, and so on. This theme activity lasted for three weeks, but the environment created around the educational goals has always attracted young children deeply. Many children not only know the common toys in their own homes, but also know some toys that are rarely seen in their own lives. They know how to play with toys, and they also know how to play with toys correctly and cherish them. At the same time, unconsciously, it promotes children's ability to communicate with environmental materials actively and willingly, and also improves their ability to communicate and share with each other. 6. Rational development and utilization of parents' resources Teachers fully mobilize parents, work together with children, collect waste materials, semi-finished materials and composite materials, and make rich and attractive activity materials needed in some activities, so that parents of children can know which waste materials are of use value, know that one thing can be used for multiple purposes, and actively help kindergartens accumulate materials; At the same time, it can also cultivate children's good quality of caring for the collective and being diligent and frugal. Strengthened the close ties of home. Facts have proved that the materials put into corner activities should be involved, designed and completed with children, so that children's enthusiasm will be higher and more enthusiastic. And always remind children to collect all kinds of so-called garbage in the eyes of others. Don't underestimate that these rubbish are often the most useful, but they are all treasures in our eyes. Several times, we have found the substitutes we need in these old products. Of course, substitutes should be properly beautified before they are put into use, otherwise they will not attract children's attention. These are just my immature views on the creation of small class environment. I think, since environmental creation serves education, it is not achieved overnight, nor is it static, but depends on teachers' long-term persistence and constant innovation. Of course, after the environment is created, it is more important for teachers to inspire and guide children in time and support them to interact effectively with the environment, instead of making the environment just useless and meaningless. In a word, I hope our efforts can create more artistic, happy, harmonious and beautiful educational environment for children, promote their healthy, happy and personalized development, and lay a good quality foundation for every child's success in life.