Safety is the basic principle for kindergartens to create an educational environment. Therefore, when setting up the environment, as a teacher, we must take into account the child's physical and mental aspects: First, psychological safety means that the child can deeply feel the teacher's care and love for him, so that the child can be respected by everyone in kindergarten and feel as warm as at home; The second is the safety of the body. In addition to the light, color, temperature, humidity, ventilation and other conditions in the activity room, we should also pay special attention to whether the items are properly placed and whether the items in the activity are easy to cause harm to children, such as whether the cookware made of cans is too sharp. Whether the arranged space is depressed and will interfere with each other. In addition, children should be educated not to get close to dangerous goods, such as power sockets and wires.

Second, the principle of participation

The environment created by teachers is for children. In learning activities, children are the main body of activities. If children are unwilling or have no chance to participate in the environment set by the teacher, even a well-designed environment will not work. For example, the natural corner, the teacher put the plants in a very high position (the adult's line of sight), and the children could not see or touch them at all. How can they pay attention to these plants? Not to mention careful observation or a chance to take care of it. Therefore, in any children's learning environment, children must act as participants in activities, not bystanders. The natural angle, observation angle, meteorological records and the design and management of the art gallery in the activity room should be left to the children themselves to exercise and improve them in the activities. Therefore, the environment created by teachers should aim at the age characteristics of children and stimulate their curiosity and thirst for knowledge. Only in this way can children actively participate in activities.

Third, the heuristic principle

The content of kindergarten environment creation should stimulate children's curiosity, arouse their thirst for knowledge and inspire children to think and explore. For example, set up an art corner in the activity room and prepare some materials and tools to carry out art and manual activities, such as paper, brushes, paste, waste articles, cartons, rags, plastic foam blocks, buttons, wool and so on. Let the children create freely in the art corner. Another example is: a picture is composed of materials with different textures, so that children can touch it with their hands. Through tactile perception of rough, delicate, hard, soft and thick feelings, children's association with past life experiences is triggered, and children's thinking is promoted.

Fourth, the principle of variability

The environment created by kindergartens should be multifunctional, and teachers can play different roles in different places and times according to the needs of activities. As an activity area, it can be a place for language activities and cognitive activities. The materials in the calculation area need to occupy a large area, and the site can be temporarily expanded; When the weather is fine, you can arrange activities such as playing and sketching outdoors; In addition, a multifunctional area can be specially set up for children to engage in music activities, group discussions, meals and other study and life activities. Setting up this highly variable environment can allow children to participate in a wider range of learning activities.