Kindergarten environment should present local cultural customs, which is a major feature of our environmental creation. From the use of materials and appliances, as well as the decoration presented on the wall, the local customs and local characteristics of the kindergarten can be reflected. For example, the bamboo culture pendant on the second floor of Building A is a collection of common bamboo products in Gaoxian County: steamer, dustpan, dustpan, cattail leaf fan, colored, decorated with Chinese knots, and finally pasted with children's works. The Jiangnan style pendant on the third floor was made of an oil-paper umbrella that danced in kindergarten a few years ago. It is useless in the reference room, but it will be useless after a long time. We took it out as a pendant and hung it in the corridor. Together with some spiral colored strips cut from cardboard by teachers and children, it formed a local landscape. On the first floor, there are wooden rice spoons that are combined into grapes. Pepper, garlic and melon strings have a unique charm of Gaoxian when they see these pendants. These things are collected by teachers, children and their families in combination with the theme activity of "Beautiful and virtuous, I love you". Created a unique local culture. Some teachers come from rural kindergartens, where you have unique local resources. Sorghum stalks, corn cobs, bamboo tubes, bamboo branches and bamboo products are easy to collect. Parents and children are encouraged to bring some to school. Teachers use these materials to decorate the environment, for example, using bamboo branches to shape and paste a happy tree on the wall. Children draw their happiest things and paste them in the shape of leaves. Another example is the combination of bamboo chips and sorghum stalks.
2. Infiltrate education in environmental creation.
As an important educational resource, the environment has a great influence on children, although it is hidden. Draw all kinds of figures and puzzles on indoor and outdoor walls, paste math problems, let children think and do, draw letters and words, and ask children who learn English to teach us to read. Increase children's opportunities to receive information stimulation and use it in children's games, and consolidate what they have learned or gain some exercise through games. For example, the stair wall of Building A creates a systematic safety education map from bottom to top, and children draw safety signs themselves. In case of fire, call "1 19" and walk on the sidewalk when crossing the road, so that children can receive safety education when going up and down the stairs every day, enhance their safety awareness and cultivate their self-protection ability. Draw a map of China on the wall, understand the regional division and distribution of the vast territory of the motherland through various forms of games, and cultivate children's patriotic feelings. Another example is "Jumping Snail". Paint bright colors on the spiral on the snail's back and write numbers to help children do color discrimination training and consolidate their understanding of numbers. Especially for the construction of class environment, it is necessary to draw materials from children's interest points to generate theme wall decorations, and on this basis, complete the construction of every corner environment. For example, children in small classes have just entered kindergarten and are not familiar with kindergarten. Teachers can set up a wall decoration with the theme of baby tree, stick the baby's family photo on the wall, or make the baby's head into an "apple" and let the children stick it on the apple tree when they come to the garden in the morning. This interactive wall decoration not only enhances children's interest in participation, but also plays an educational role to the greatest extent, which is of great help to promote children's observation and hand control ability. Let the environment give full play to the role of education.
3. Environmental creation makes full use of three-dimensional space.
The spatial layout is realized by hanging various educational and decorative objects in the air, and it is also very convenient to change. For example, there are many festivals in a year, and we use spatial layout to cooperate with holiday education, such as hanging lanterns on Mid-Autumn Festival, hanging national flags and colored flags on National Day, and hanging zongzi on Dragon Boat Festival. Lanterns can be used by children at home, and zongzi can be folded by teachers and children with all kinds of advertising paper and wrapping paper, with hanging ears made of colored lines, which is both environmentally friendly and beautiful, and can also arouse the enthusiasm of children to participate in the layout. Hanging ornaments make our environmental creation expand to space, and the campus and activity room become three-dimensional and vivid. No matter what kindergarten we come from, the key is to find ways to make various things into pendants, such as cleaning bottles and planting flowers.
Wall decoration can beautify kindergartens, design personalized home bridges and give full play to the interaction between parents and the environment. Wall decoration can also be combined with theme education to give full play to the interaction between children and the environment. The content of wall decoration is mainly related to recent activities, such as "spring theme activities", in which plants, animals and people with spring characteristics are arranged on the wall. In addition, we have set up an appraisal column to encourage children to design their own signs to praise good children and provide them with opportunities to express themselves and build their self-confidence.
Open painting area, jigsaw puzzle area, natural scenic area, work exhibition area, weather recording area, etc. Indoor and outdoor, fully explore the operable layout, and flexibly change the use or content according to the educational needs. For example, children are required to observe the natural changes throughout the year, and arrange natural objects such as leaves, grass, flowers, small animal models, specimens or pictures on the wall. Through children's observation and hands-on arrangement, they can master the basic characteristics of the four seasons, which is in line with the principle of entertaining. We have opened up a natural corner on the platform outside the classroom, where animals and plants, such as radish, onion, garlic, potatoes, small fish, turtles, loaches, tadpoles, lobsters and so on, are placed. And the duty system was adopted to let the children take turns to take care of and observe, so the children mastered a lot of knowledge about animals and plants. Children in large classes are particularly interested in the growth of animals and plants. They will draw their own observation diaries to record the growth and development of animals and plants. You can also learn to sow under the guidance of teachers, participate in watering, weeding, loosening soil and other labor, and understand the growth process of plants in the process of planting yourself. In the kindergarten where the teachers are located, there are more unique conditions than us. It is feasible to open up natural corners, organize children to decorate classrooms with natural materials by hand, carry out planting and feeding activities to cultivate children's practical ability, and cultivate children's beautiful feelings of loving nature from an early age. For example, teachers can instruct children to paste corn kernels, watermelon seeds, pumpkin seeds, black beans and mung beans into various patterns, collect autumn leaves and process them into specimens, or cut them into various patterns, make chrysanthemums out of orange peel, and shape various vegetables and fruits into interesting animals and cute babies. In this way, our material environment will become more meaningful.
4. Pay attention to children's experience in the process of creating environment.
As you can see, every class in our kindergarten has theme walls, some in outdoor corridors and some in indoor walls. Every theme wall is inseparable from the participation of children. In the creation of environment, teachers did not arrange to replace the restriction of children's subjectivity. The purpose of environment creation is to trigger and support the positive role of children and the surrounding environment, and to give play to children's thinking and creative ability. Therefore, our kindergarten pays attention to providing excellent opportunities for children to gain new knowledge and experience and exercise their hands-on ability, so that children can feel intimate and satisfied with the environment arranged by themselves and their brains. Teachers don't focus on "how do I want to decorate and how do I want to create", but on "how can I motivate, guide and support children to participate? How do children participate? What conditions can I offer? " Let's go This kind of participation is a process in which teachers purposefully and systematically follow the age characteristics of children and organize children to participate in the design, collection and preparation of materials, arrangement, operation and management. For example, on the eve of the Olympic Games, a staged knowledge garden "How much do you know about the Olympic Games" was set up, requiring children to collect relevant information in different forms (pictures, newspaper clippings, hand-made, etc.). Organize the garden with the help of parents and teachers. For example, themes such as "We love our motherland" and "natural language" created by children in large classes, and "interesting insects" created by children in middle classes and small classes are all skillfully combined with children by teachers according to their ideas and opinions. This form of combining children's works to decorate the environment also makes every child feel the joy of success and cooperation. Through hands-on, brains and personal participation in the educational process of environmental layout, children have gained new knowledge and experience, and their abilities have also been cultivated. Moreover, children also have a special affection and intimacy for their environment, which will stimulate children to interact with the environment more fully.
In addition, children's paintings are full of childlike interest and show their thoughts. Beautify our environment with these children's works, and we will get unexpected results. Seeing their works displayed, children have increased their interest and confidence in creation, because this is the highest respect and encouragement for them. Although children's development level and performance are different, environmental construction should strive to make every child succeed on his own basis, enjoy the joy of success, and establish self-confidence and enthusiasm. The works of each of our children are on the work column in the classroom, on the wall in the stairwell and even on the ceiling. When guests come to our classroom, children will compete to introduce their works to him. They are very proud of every painting and every handmade work. The work column is where they show themselves and show their usefulness. In educational activities, your children can also draw beautiful pictures and make various handmade works. Therefore, it is necessary to create a column of works and try to shape, combine and arrange these works of children.
5. The content of environmental creation is comprehensive and systematic.
Kindergarten environment is not only colorful, but also holistic and systematic. Only in this way can we bring aesthetic feeling and improve children's aesthetic ability. In some kindergartens, it is often seen that "a big tree" occupies a large area of the wall, but it has no educational function, or the class corridors on the same floor are arranged in different styles, which is obviously just for teachers to complete their tasks. Such a single creative method affects children's rich imagination and reduces the opportunities for children to operate and actively interact with the surrounding environment. To this end, our garden adheres to the combination of generality and individuality, cooperation and division of labor, takes the creation of "beautiful and harmonious campus culture" as the keynote, strives to create a warm, comfortable, beautiful and educational environment, concentrates the wisdom of all teachers, formulates the overall plan for creating the environment, and then decomposes it into groups, floors and classes, and arranges the environment suitable for educational content according to the characteristics of children's wide concern and strong curiosity. The art wall next to the playground is dominated by abstract patterns, which can stimulate children's imagination. Overlapping circles are imagined by children as planets, flying saucers, aliens, dancing dolls, dancing bubbles and shining sun in the universe. This ingenious triangle is imagined by children as a butterfly among flowers and a kite in the sky. The second and third floors of Building B are also decorated with colored yarn, but the colors and shapes are different. For example, bows are used in the stairwells on all floors of Building A, but the collocation is really clever, some are hung in blocks, some are designed as arcs, and some are decorated with flower baskets. Whether you are in kindergarten or kindergarten class, you must first have a general plan when creating the environment.
Generally speaking, the creation of environment should conform to and serve the educational goals. The main environment such as corridors and outdoor main walls should consider promoting the harmonious development of children's body and mind in an all-round way and developing children's aesthetic feeling. It can also be an interactive section between kindergartens and parents, such as the window of family education and the display of children's activities. The creation of the environment of each activity room can be considered to echo the theme of the activity and be reflected in the corresponding activity areas, such as art design area, science and technology area and work area. For example, the theme of birds, environmental layout can be closely around birds, such as pictures, models, toys and so on. These are the scope of environmental creation. Another example is the theme activity egg. Eggshell paintings and hand-made eggshells can be placed in the art area, vinegar eggs can be placed in the science and technology area, and stories about eggs can be placed in the language area. There should be an overall positioning for the creation of the environment, how to do indoor and outdoor walls, platforms and pendants, and what ideas and needs children have for the environment. You should have a clear idea, collect relevant pictures and materials after the design, and let teachers and children decorate together, so as to make our environment harmonious, enhance the image of our kindergarten and avoid the waste of manpower and material resources.