Kindergarten is an important place for children to live, study and develop. The elements contained in a good kindergarten environment should be childlike and interesting, that is, they conform to children's cognitive characteristics and laws, conform to children's aesthetic standards, and are conducive to promoting children's development. First of all, the spatial layout, color matching and materials of the environment should conform to children's aesthetics. In addition, children's life comes from children's creation and reflects children's world. Whether sorting out life and learning experiences, observing things around us, or painting, handcraft, picture books and other works, we must first choose those works full of childlike interest and innocence.
(2) Education
Including the cognitive guidance of the material environment and the subtle influence of the spiritual environment. Kindergarten environment is a place for education. It is necessary to organically integrate educational purposes and requirements, make the physical environment full of cognitive elements, let the spiritual environment promote the formation of children's good personality, and let the tangible and intangible resources of kindergartens become important educational resources. For example, in terms of material environment, the space, content and materials of educational environment should change with the development and progress of children. This change is not jumping, swaying and disorderly, but is adjusted in time according to children's learning and growth needs and the progress of educational themes; In terms of spiritual environment, teachers' caring attitude, famous teachers' words and deeds, effective interaction between teachers and students, good interpersonal atmosphere and garden-based culture should all have a positive impact on children. In a word, on the basis of observing and understanding children, teachers should constantly adjust the material and spiritual environment of kindergartens in a purposeful and planned way, so that the environment can give full play to the role of educating people.
(3) Interaction
The process of kindergarten environment becoming an educational resource is also a process of teacher-student interaction. Interaction means that teachers, children, environment, materials and other factors complement each other, interact and combine with each other. Neither the teacher is in charge, nor the children are disorderly. Teachers' participation in the environment is sometimes explicit, direct and vocal, and sometimes invisible, indirect and silent, but no matter what form, teachers' rational thinking must be infiltrated to reflect their professional level. Children's participation in the environment is mainly reflected in their ability to pay attention to the changes in the environment in time, their willingness to operate, fiddle with and use various resources in the environment, and their ability to complete tasks as required. For example, choose groups, identify partners, collect information, record your own opinions, observe the order of collective activities and the rules of independent activities, and show your experiences and discoveries in your own way.
(4) Openness
Kindergarten education is not only the development and utilization of resources in the park, but also the principle of openness, making full use of available resources such as education inside and outside the park, and enriching the learning content and life content in the park by carrying out colorful, solid and effective social practice activities, family education activities and home cooperation activities in the park.
(5) Motivation
It mainly points out that the kindergarten environment has the characteristics of respect and care, tolerance and acceptance, support and encouragement. Spiritual environment is also called psychological environment, and its core content is mainly reflected in interpersonal respect, trust and encouragement. The spiritual environment of kindergartens should allow teachers and children to integrate into teaching activities in an orderly manner with a relaxed and safe attitude, stimulate their positive emotions, enhance their self-confidence, support their development and promote their mental health. Among them, a good and effective relationship between teachers and children is an important part of the spiritual environment of kindergartens. Teachers should treat everyone equally and give their children full respect and care, tolerance and acceptance, support and encouragement.