Kindergarten education environment includes outdoor education environment and indoor education environment. Outdoor education environment includes the whole educational atmosphere and large facilities. Indoor environment, including indoor wall layout, class routine requirements, daily activity schedule and behavior arrangement between teachers and children, children's peers, teachers, children and parents, teachers and parents, etc. In particular, I realize that "people" are also an important part of the environment and that people play an important role in the environment. The close relationship between human, environment and children's development. It is one of the important ways for children to get development that teachers and children participate in the activities of creating environment together. It is clear that the suitable educational environment should be all-round, changeable, children's own and ecological. Kindergarten education environment should reflect and highlight educational goals everywhere, and should conform to the development of children. This requires teachers to broaden their knowledge and understanding of the connotation of "participation"

The creation of kindergarten environment requires that the creation of kindergarten environment should be carried out from the aspects of theme atmosphere, educational value, suitability, children's subjectivity, dialogue and interaction, material transfer, aesthetic arrangement, economy and practicality, and characteristic innovation.

1, environmental creation should highlight the theme and be targeted. The creation of environment should be consistent with the educational goal, and create an environment related to the semester theme or unit theme. Starting from children's interests and needs, the setting of the environment and the delivery of materials should be targeted, fully reflecting the educational value of the environment.

2. Environment creation should be appropriate. The creation of the environment must conform to the characteristics of children's age, knowledge, experience and cognitive level, suit the characteristics of kindergartens and classes, and be full of childlike interest, so that every ornament in the environment is full of the unique cultural connotation of early childhood education and constantly meet the needs of every child.

3. The creation of environment should reflect subjectivity. The design, layout and utilization of the environment should proceed from children's reality, be vivid, intuitive and real, and let children participate in it, reflecting a high degree of openness. Let children become the masters of the environment, reflect the dialogue between teachers and students, and let the environment become a platform for children to express their wishes, vent their emotions, experience success and show themselves.

4. The creation of the environment should be rich and inspiring. Environmental creation should make full use of space, combining plane and three-dimensional layout. We should make full use of the activity area, provide children with rich materials that can arouse their desire to explore, and use the information and materials in the environment to induce children to actively explore and think.

5. The creation of environment should be dynamic. It should change with the change of children's interests and abilities, with the change of curriculum content, with the change of seasons and festivals, so that the environment will always be fresh and attractive to children, so that children can often get new knowledge, new experiences and new developments from the environment.