Abstract: Since Montessori, an Italian educator, put forward the problem of "environment" in kindergartens at the beginning of last century, environment, as a "hidden curriculum", has attracted more and more attention and attention in developing children's intelligence and promoting their personality development. The Guiding Outline of Kindergarten Education clearly points out: "The environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment." ② Piaget, a psychologist, also emphasized: "Under the influence of the surrounding environment, children get psychological development through the interaction between subject and object." Reggio Education advocates using the environment to educate children. In addition to two teachers in each class, the environment is the' third teacher' in the class. This paper divides the creation of environment into two categories: psychological environment creation and physical environment creation.

Paper Keywords: kindergarten environment to create a psychological environment, material environment, class management

First, the classification study of kindergarten environment creation

Mr. Chen Heqin, a pioneer of preschool education in China, once pointed out that the kindergarten environment is "everything that children can touch and inspire". The environment is the place where children live and contact every day; The creation of environment can promote children's physical and mental development and social development. ③ The Guiding Outline of Kindergarten Education (Trial) points out: "The environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment." The environment mentioned in the syllabus is a generalized environment, which refers to the sum of all the conditions on which kindergarten education depends. It includes both human elements and material elements; It includes not only the small environment in kindergarten, but also the family, society and nature outside kindergarten related to kindergarten education. Therefore, the creation of kindergarten environment should not be limited to the creation of environment and conditions, but also includes the creation of spiritual level; It should not only be limited to the improvement of internal conditions in kindergartens, but also include home contact and benign interaction with communities. The Regulations on Kindergarten Work (Trial) points out that kindergartens "should create a good environment suitable for education and provide opportunities and conditions for children to exercise and express their abilities". Zhang Ningyun believes that the "good environment" referred to here should include two meanings, namely, a good material environment and a good interpersonal and social environment. Ru Yinjia believes that "kindergarten environment refers to the sum of all the material and spiritual conditions that children in kindergartens must have for their physical and mental development. It includes two parts: the material environment and the human environment. " ⑥ Li Yuxia also thinks that kindergarten environment refers to all external conditions that affect children's development, including the physical environment and spiritual environment of kindergartens. Hou Yingni believes that kindergarten is the second "environment" that children enter during their growth. Compared with children's environment in family of origin, kindergarten environment includes physical environment and psychological environment. However, some people think that children's comfortable environment can be logically divided into natural material environment and social and cultural environment. According to the geographical and spatial characteristics of kindergartens, the educational environment of kindergartens can be divided into internal and external educational environments. The Guiding Outline of Kindergarten Education points out: "Kindergartens should provide healthy and rich living and activity environment for children, meet their various development needs, and make them achieve harmonious development beneficial to physical and mental development in a happy childhood." This also shows that the kindergarten environment is divided into material and psychological. Therefore, the creation of kindergarten environment is divided into psychological environment creation and physical environment creation.

Second, study the creation of psychological environment and material environment.

(A) the psychological environment

Psychological environment refers to various environmental factors that the objective environment is perceived by people and have a practical impact on people's psychology. As a kind of "environment that actually affects people's psychological events", psychological environment has great psychological effects. ⑩

Maslow, an American psychologist, divides human needs into five levels: physiological needs, security needs, social needs, self-esteem needs and self-realization needs. According to Maslow's hierarchy of needs theory, the creation of kindergarten psychological environment can start from the following aspects:

1. Respect and meet the physiological needs of young children.

2. Respect and meet the safety needs of young children.

3. Respect and meet children's social needs.

4. Respect the child's personality and meet the needs of children's self-esteem.

5. The emergence of self-realization needs ⑾.

Freud's psychoanalytic theory points out that human behavior is determined by consciousness, and the subconscious will also have a certain impact on human behavior. It can be seen that it is very important for teachers to provide and create a good psychological environment for children in kindergartens. Experts believe that the psychological environment factors of kindergartens are generally composed of three aspects: teachers' attitude and evaluation of children; The relationship between teachers and children, children and children; Teachers provide opportunities for children to choose activities according to their interests and needs. It is believed that teachers should work hard in the following aspects to create a good psychological environment for children:

1. Teachers should be caring and have an amiable attitude towards children.

2. Teachers should positively evaluate and insist on positive education induced by incentives.

3. Establish a sincere and equal relationship between teachers and students and a harmonious and friendly partnership.

4. Create an independent and free activity environment. In kindergarten, let children take the initiative to carry out interesting activities is to let them

An important condition for giving full play to the role of all aspects. ⑿

Yang Zhen believes that creating an environment conducive to children's mental health development should focus on the following aspects:

1. Create a hard environment that can meet the needs of children's psychological development

2. Pay attention to creating a soft environment that can strengthen the interaction between children and the environment.

3. Strengthen the creation of psychological intervention and treatment environment [13].

Wang Huamin also mentioned in "A Key for Kindergarten Teachers" that in the creation of psychological environment:

1. Teachers should carefully observe children's emotional reactions, communicate with parents more, and solve them in a targeted manner. Generally speaking, children who are willing to do this will have mood swings and even cry and are unwilling to come to the park.

2. Teachers should always pay attention to their manners, set an example for children and create a relaxed and harmonious atmosphere.

3. Pay attention to create a psychological atmosphere of safety, warmth, acceptance and care, and communicate with children individually as much as possible.

4. When children are in a bad mood or make mistakes, they should be tolerant, accept and make them feel safe.

5. Communicate with parents more, respect and understand parents to establish equal and mutual-help friends.

6. If you want to reflect on your behavior, check whether you have created a relaxed, harmonious, democratic and inspiring psychological environment for your child.

It can be seen that the creation of psychological environment should not only meet children's basic needs, but also deal with the relationship between teachers and children, teachers and teachers, teachers and parents, children and children, parents and children. Finally, we should pay attention to the intervention and treatment of psychological problems and create a good atmosphere.

(2) Physical environment

Physical environment refers to the elements or conditions of "things" in the environmental factors of preschool classes, which mainly includes the activity space, materials and time of preschool classes.

It is suggested that the following points should be paid attention to when creating a good material environment to promote children's physical and mental development and healthy development:

1. Environmental facilities should meet the educational objectives. Creating an environment must adapt to children's age characteristics, physical and mental development level, ability and learning style.

2. Safety and hygiene is an eternal topic in kindergartens. When setting up the physical environment, we should eliminate or reduce the unsafe factors as much as possible.

It is children's nature to like beautiful and novel environment. In the creation of kindergarten environment, we should try our best to provide a beautiful and friendly environment that is related to children's emotions and consistent with their interests. ⒃

Some people also put forward requirements for the creation of the physical environment:

The creation of the physical environment of children's classes should be an open physical environment, the activity places should be arranged according to the needs and wishes of children and can be changed at any time, the suitable activity materials are open and loved by children, and the play time is freely controlled by children.

The material environment of preschool class should be an orderly material environment. Preschool teachers should create a regular and organized activity place and order to support children to make corresponding and appropriate responses to different physical environments in time in independent activities and ensure the effectiveness of class activities.

The physical environment of children's class should be a materialized environment. All kinds of activity areas and requirements should be marked with corresponding objects and signs. By using the suggestibility of children's psychology, the physical environment will have a positive effect on children's psychology, reminding children to master the rules of activities and complete the tasks of activities in different activities.

The material environment of preschool classes should be an aesthetic material environment. With the help of colors and music in the physical environment, we can make the environment full of beauty, keep the harmony of vision and hearing, and help children feel beauty, discover beauty, express beauty and create beauty.

Therefore, in the creation of material environment, we should not only have basic kindergarten teaching and activity facilities, but also pay attention to the consistency between environmental facilities and educational goals, which is in line with the age stage and subjectivity of children.

Iii. Issues concerning environmental creation at the present stage

Neglect education

Mr. Chen Heqin, a pioneer of preschool education in China, once pointed out that the kindergarten environment is "everything that children can touch and inspire". From Reggio in northern Italy? Preschool education researchers in Emilia put forward requirements for the creation and layout of the environment. They believe that the environment is a "container that can support society, exploration and learning". Reggio's educators believe that "space has educational connotation, that is, it contains educational information, stimulates interactive experience and constructive things." However, today's kindergarten environment creation only pays attention to the one-way function of environment creation, pursues the external form too much, and ignores the role of environment in education. Yin Yijiong also believes that kindergarten environmental creation lacks the concept of sustainable development and lacks understanding of the significance and role of environmental creation. The purpose of environmental creation is not clear, emphasizing form and ignoring the applicability and education of the environment. The value of the environment cannot be reflected in the design and layout of the environment. Children are not allowed to touch and use it at ordinary times, and it is only open to children under special circumstances. Li Li pointed out that teachers have not paid enough attention to the establishment of environmental order in kindergarten classes. Teachers emphasize the orderly presentation of the environment and ignore the cultivation of external order and internal order in children's learning process. This also ignores children's learning, that is, the educational nature of environmental creation. Xi Wen Jun also pointed out that the creation of kindergarten environment pays too much attention to the aesthetic effect and ignores the practicality of the environment.

(2) Ignoring children's subjectivity, participation and interaction.

Yin Yijiong believes that children's subjectivity and participation consciousness have not really been brought into play in environmental creation. Teachers mainly consider "how do I want to decorate" from their own subjective wishes, and rarely think about how to decorate 2 1 from the perspective of children. Some kindergartens are designed and arranged by teachers, and children are rarely involved in the design and arrangement, especially in small classes and middle classes. Teachers only let children act as spectators of their own arranged environment, rather than "masters" of environmental arrangements. Xi Wen Jun also said in the article that it seems that the environmental arrangement is the teacher's business, not the children's. 23

(3) The form and content are single and lack of characteristics.

Yin Yijiong believes that the environment is created once and for all and lacks change. The environment does not match the child's age change and psychological development, and cannot meet the child's needs. It has been suggested that the age characteristics of the activity objects (children) created in the kindergarten environment are not obvious, and some details of the class environment show different degrees of similarity.

(D) The psychological environment is not harmonious with the material environment.

Some people think that the spiritual environment and the material environment are harmonious in environmental creation, which is mainly manifested in emphasizing the creation of the material environment while ignoring the creation of the spiritual environment. Some people think that the concept of environment is misunderstood in the creation of environment, and the environment is simply understood as "physical environment" while the "human environment" is ignored.

In addition, Li Li also put forward aesthetic misunderstanding: pursuing color stimulation and exquisite decorative effect; Misunderstanding of words: although the words presented in the class environment have personal significance to children, they have no sharing significance to children. Yuan Ailing also put forward the problem of softening the environment and making full use of three-dimensional space.

Fourthly, the principle of kindergarten environment creation is studied.

Zhang Ningyun believes that the principles of environmental creation are: intuition, interest, knowledge, artistry, ideology and transformation. Liu Hongyan believes that the creation of environment should follow the principles of children's interest, children's inspiration, children's warmth and children's participation. Someone has put forward a more specific principle for the current problems: 1. The goal of environmental creation is to promote the healthy development of children. To achieve the goal of creating an effective environment, teachers need to establish a correct view of children, knowledge, learning and education. Advocate the advanced educational concept of "people-oriented" and children's sustainable development. 2. Participation. Teachers should carry out activities with the educational concept of "interaction", create opportunities and conditions for children to participate in the creation of the environment, and let children become the real masters of the environment. 3. Diversity. Creating a rich and diverse environment is conducive to the realization of educational goals. 4. suitability. The creation of environment must respect children's physiological and psychological characteristics, their cognitive and emotional development level, and the different speed of each child's psychological development. 5. Safety. Safety is a necessary condition for the healthy development of children. In addition to increasing stair handrails and reducing right-angle turns, we should also consider materials that affect children's psychological safety, including color and layout.

To sum up, the construction of kindergarten environment is still in the development stage in China, and there are still many problems. However, the effectiveness of environment creation is obvious to all, and the creation of psychological environment has a subtle influence on children's physical and mental development. The openness, orderliness, materialization and aesthetic feeling created by the physical environment give children a good space to explore freely, which is the material basis for implementing the "life education" advocated by Michael Chen, a famous preschool educator, in line with what Mr. Michael Chen said: "Children's world history is discovered by children themselves, the knowledge he asked for is real knowledge, and the world he discovered is the real world." According to the characteristics of environmental construction, there are still many places to pay attention to in the future, not only mentioned above, but also further exploration and improvement.

References (omitted)

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