First, create a good physical environment. The creation of kindergarten physical environment should consider the spatial layout and the provision of materials, and provide enough game materials for children. Toy materials are the material basis of games and tools for children to play games, so that children can choose games according to their own wishes and play games in their own way. In the interaction with materials and partners, * * * will share the happiness brought by games, learn from each other's experiences and promote the development of children's initiative, independence and creativity. Children learn in games by using toys and materials. Different toys and materials have different functions and characteristics, but they should be based on children's operation and be operable. For example, in the doll house, the teacher prepared more realistic toys and materials for the children in advance, such as "flat meat", "hairpin" and "hamburger", which were carefully wrapped with foam and plasticine, and asked the children not to open or break when playing. So there shouldn't be too many restrictions. Teachers should provide children with materials to make their favorite foods and give them an opportunity to operate and explore. For example, in the art district, let them cut all kinds of fish, chickens, ducks and so on. Use colored paper, and let the children take the finished products to each class to "sell" and let them rub plasticine into strips of "noodles" ... we will find it. Secondly, we should provide different and changing game materials for children according to their interests and needs, so as to build a changeable and novel game environment, attract children and stimulate their interest in games. For example, our park has opened an interest room, a handicraft workshop, a science laboratory and a game room. The whole park has arranged outdoor activities for each class purposefully and in a planned way, boldly letting children create, and making all kinds of artworks by cutting and pasting, painting, printing and dyeing, tie dyeing, etc. This happened once. For a long time, the job of the handicraft workshop was to make scarves and hats printed with leaves, and the children who were "handcrafted" answered "lanterns", "lanterns" and "colorful flags" one after another. Their enthusiasm was mobilized. Teachers also put all kinds of waste coke bottles, cloth, wool, buttons, cardboard and other materials into the handicraft room according to the needs of the game. Later, when playing games, children went to the handicraft room a lot more often, which satisfied their interest needs. Second, create a warm and harmonious psychological environment The psychological environment of kindergartens mainly refers to the interpersonal relationship and general psychological atmosphere of kindergartens, and it is also reflected in the ways of interaction and communication between teachers and children, children and children, and teachers and teachers. Although it is invisible, it directly affects children's emotions, communicative behavior and personality development. Kindergartens should create a warm and harmonious psychological environment, mainly including creating a good interpersonal environment and forming a good general daily responsibility and code of conduct, namely. Only by providing children with a spiritual environment that can make them feel safe, warm, equal and free, and encouraging them to explore and create, can children live and study lively, actively and confidently, and get the best development. Because children have special trust and respect for adults, especially teachers, and their emotional susceptibility, the creation of kindergarten spiritual environment depends on teachers first. Therefore, in order to create a good spiritual environment, teachers should handle the relationship in three aspects. (1) Respect children and establish an equal and harmonious relationship between teachers and students. Respect and understand children, feel and listen to their needs attentively, and establish an equal and harmonious relationship between teachers and students. Teachers should have a love, "all for children" and "all for children", and understand and respect children's requirements. In children's games, teachers are both instructors and participants. Participating in children's games makes them feel that the teacher is their close partner, and it is natural and warm to be with the teacher without oppression. In a performance game, the teacher asked several children to cooperate to build a park you have seen. The teacher did not interfere with them, but cooperated with other children to build other things. At the end of the activity, we were surprised to find that without the help of teachers, several children cooperated to build a theme park and gave it a nice name. Large cranes have all kinds of equipment. Here, children's imagination and creativity have been fully developed and reflected. Another structured game activity, the teacher told these children who built the park over and over again: "Be sure to build it up and be as beautiful as last time!" The children began to work. This time, the teachers paid special attention to their work. Every time I see a child stop there, or it doesn't meet the teacher's wishes, the teacher urges, interferes, and even lets the child start over. The activity is over and the park hasn't been built yet. Two completely different facts, we can easily see that children should be allowed to think and develop their imagination when playing games. Too much intervention will limit them, and too high expectations will put pressure on children and make their imagination and creativity abnormal. Therefore, teachers should be clear about their role in the game. Teachers are not leaders or authorities in the process of children's play, but partners and supporters of children. Her main task is to encourage and guide children to conceive and help them create, but she should not dominate children or interfere with their decisions, let alone teach them how to do it or do it instead of them. Teachers should establish a correct view of children, respect children's interests and hobbies, not ignore children's needs because of their young age, nor impose teachers' will on children, but establish a democratic, equal, relaxed and happy teacher-student relationship with children. Only in this relaxed and equal environment can children express themselves naturally and truly. (2) Paying attention to children's games Children's games will inevitably encounter difficulties in one way or another: some children have different levels, or the game materials prepared by teachers for children are not suitable for children, so teachers must adjust the game materials for children in time; Another situation is that children's game rules or operation methods are not clear, which makes children's games unable to go deep, which requires teachers to pay attention to explain clearly and give guidance in time. In order to find the problems existing in children's games, teachers are required to be good at observing children's activities and make timely adjustments in view of the existing problems. For example, according to the difference of children's level, make flexible game plans, provide corresponding kinds of game materials, give more guidance to children with weak ability, let them gain successful experience and enhance their self-confidence; For those with strong ability, we can choose corresponding teaching materials according to children's development level, so that children's game ability can be fully exercised and the educational role of games can be fully exerted. (3) Establish a mutually beneficial and friendly partnership. The partnership between children is an important social factor affecting their psychological development. Children care about each other, help each other, be polite, be friendly and humble, coordinate roles and exchange toys in the game, which increases the possibility of further development of the game and improves the initiative and enthusiasm of children's games. Therefore, teachers should strengthen emotional education and collective education for children, and establish a cooperative, friendly and harmonious partnership, so that children can achieve all-round development in the collective in a relaxed and happy environment.