It is clearly pointed out in the Guide to Learning and Development for Children Aged 3-6 that children's language ability is developed in the process of communication and application. It is necessary to create a free and relaxed language communication environment for children, encourage and support children to communicate with adults and peers, and let children want to speak, dare to speak, like to speak and get positive responses. Provide rich and suitable reading materials for children, often read books and tell stories with children, enrich children's language expression ability, cultivate reading interest and good reading habits, and further expand children's learning experience. The education of children aged 3-6 is the foundation of lifelong education. Some experts have said: "One day's life in kindergarten is education". Indeed, in children's daily life, teachers not only play the role of caregivers, but more importantly, they play the role of educators, educating children to develop in an all-round way physically, intellectually, morally and aesthetically, so that children can develop healthily and harmoniously. The language education activities in kindergartens run through children's daily lives, which are purposeful, planned and random. Teachers guide children to actively participate in the integrated education process and life, gain rich language experience, promote the all-round development of children's language ability, and let children grow up healthily and happily. So how to infiltrate language education into our daily life? First of all, teachers should pay attention to create a free and relaxed language communication environment for children, support, encourage and attract children to talk with teachers and peers, and integrate language education into daily life (coming to the park, eating, sleeping, going to the toilet, washing, drinking water, walking, doing exercises, outdoor games, etc.). ), so as to improve children's language ability in the process of helping them build their daily lives. If some children can't tell the difference between eating (chi) and being wet (shi), the teacher should take advantage of the opportunity to give the children random individual pronunciation training. Ask at dinner: "What are you eating?" ; When washing your hands, ask, "What if you put the towel in the water?" When communicating with children alone, teachers can give targeted guidance according to the specific situation of children. For example, after sports activities, or before noon, children are more excited, and teachers can arrange them to talk freely, which can not only adjust their excitement, but also develop their language skills. Teachers should encourage children's peers to talk freely, and during the inspection, cameras should guide children to expand the conversation. For example, the activity corner of kindergarten is the best place for every child to participate in practical activities. Here, they are full of interest, and teachers should encourage them to see, listen and speak more. For example, children can try to describe their appearance and movements when observing small goldfish raised in natural corners. In addition, in the basic environment of children's language learning in daily life, the words and expressions that children come into contact with appear at the same time with specific things and actions, and act on children's hearing and vision at the same time, which is more convenient to establish the connection between sound and meaning and easy to understand and master. Frequent use and repeated appearance of language in daily life can deepen children's impression and make them use correctly. For example, when children gargle every day, let them read children's songs while gargling: "Take a flower cup in hand, drink clear water, and grunt and spit water." Because children are in a specific environment, they naturally accept these words and are willing to chat while washing, which has a good effect. When children draw and play games, they often talk to themselves, such as "Draw a sun first, then a flower, then two butterflies …", "No, this is wrong, so erase it … Yes, it's beautiful …" In fact, this is a child's "talking to himself", so it's best not to disturb. Adults think with the help of silent internal language most of the time, but when faced with complex and difficult tasks, they often talk to themselves like children. Children like to talk to themselves, but also through feedback, to achieve the purpose of self-practice language. Before going to bed, children are more susceptible to environmental influences. This artistic edification situation, which consists of literary language and beautiful music, can deeply attract them and arouse their happy and quiet emotions, thus giving full play to their unintentional attention and memory functions. Psychological experiments have proved that sleep after meditation is beneficial to memory. Teachers and parents can reasonably arrange the content and time for children to listen to before going to bed according to the actual situation. Adhering to this practice is not only conducive to the development of children's language, but also conducive to the development of children's memory ability. In short, language education activities in kindergartens should not be carried out in isolation. It is an art that should permeate every field and every link of daily life. In fact, language is always accompanied by children's activities and life. Preschool educators should, under the guidance of the Guide, try to adopt various educational means in their daily lives, pay full attention to the improvement of children's psychological level, make language education penetrate into their daily lives, and make feasible language education plans according to the laws of children's language learning and the actual needs of their psychological development. Constantly improve the original evaluation system of children's language education. While organizing special colorful language education activities, we also pay attention to the infiltration and routine of language education, so as to make it cooperate with special language education content and complement each other, thus implementing children's language development. To lay a solid foundation for better training useful talents to adapt to the pace of 2 1 century.