Conventional area is also the basic planning space of kindergarten now. This space creation is divided into: building area, art design area, performance area, reading area, puzzle area, language area, sand water area, sports area and so on, which are subordinate to the conventional area. The design of these kindergartens almost meets the needs of children of different ages, so they will appear in the design of many kindergartens.

Of course, these areas are different in materials and activities on the basis of classes of different ages, and they should be safe according to the needs of young children.

2. Subject area

The design of kindergarten theme area is more about education theme and activity theme. Through different decorative materials to complete the environment of later education, so as to guide children to achieve the theme goals in autonomous activities in this area. Relatively speaking, there are more activity learning elements and fewer game elements in the theme area. The regional materials are delivered according to the theme objectives, and the regional activity objectives are also consistent with the theme objectives.

3. Characteristic areas

The characteristic regional design of kindergartens is mainly to distinguish them from peers' kindergartens, and these characteristic designs are more the embodiment of regions, kindergarten culture and so on, mainly to enhance the competitiveness of kindergartens in the industry, attract the attention of children and parents by being different, and then leave a deep impression on them, thus enhancing the brand's popularity in the local area.

Extended data:

The significance of kindergarten functional zoning;

First, the development of regional activities provides a good psychological environment for children's communication.

The setting of regional activities is free and open, and children can choose the corresponding corner to carry out activities according to their own preferences. The rich environment provides opportunities for children to explore, seek knowledge, communicate and cooperate, so that their desires can be satisfied. In this corner of the doll house, children can choose their roles through discussion and their own wishes.

Experience happiness and satisfaction in the process of playing the role and express your feelings. Children can communicate freely, without any constraints and burdens, and can also adjust their own needs. They can be a mother to put the doll to sleep, take the doll to play with toys, and accompany the doll to the show when they are happy.

Second, regional activities provide opportunities for children to negotiate and cooperate.

Now most families are only children, and they are "self-centered" at home. Therefore, it is very important to educate children in consultation and cooperation. In the collective education of kindergartens, although teachers pay more attention to the cultivation of children, they are not targeted, and the particularity of regional activities just makes up for the lack of collective education.

For example, in the barber shop game, all three children want to be hairdressers, but there can only be two hairdressers. What should we do? Children should discuss it by themselves or change roles. Or take turns to resolve conflicts. In this process, children learn to wait, learn to cooperate and learn to coordinate with each other.