On the Importance of Kindergarten Environmental Education 1 On the Importance of Kindergarten Environmental Education
Talk about what? Environment? Everyone is familiar with it, because we have been in an environment. The environment is everywhere, big and small, and the kindergarten environment is the environment we are familiar with. Kindergarten is a place where children grow up happily, and everything in kindergarten will affect their physical and mental development. The story of Meng Mu's three movements? Near Zhu Zhechi, near Mexico. Is it black? The spread of words makes us deeply understand the importance of the environment.
It is clearly pointed out in the Rules and Regulations of Kindergarten Work:? Create a good environment suitable for education, provide opportunities and conditions for children's activities and performances, plan green gardens, pay attention to children's environmental layout, and let children live in a clear, pleasant and educational environment. ? In the "Kindergarten Education Outline", it is also clearly required that kindergartens should provide healthy and rich living and activity environments for children, meet their various needs, and make them gain experiences beneficial to their physical and mental development in a happy childhood. ? To sum up, in the process of studying and implementing the new "Outline", we are more and more deeply aware of the role of environment in early childhood education. Creating a good environment for children's activities is an important part of teachers' educational activities and an indispensable educational means.
We often say? Parents are children's first teachers? Today, people have put the creation of kindergarten environment that they have always attached importance to into an important position. The child's third teacher? ! A good kindergarten environment should be three-dimensional, colorful and attractive silent teaching materials.
In recent years, in the process of creating kindergarten environment, the majority of kindergarten teachers in China have found a way out with unique creativity, ingenious ideas and superb skills. Study, practice and improve? The road to success. However, after many visits and studies, I found that there are many problems in the process of establishing some kindergartens:
First, only for beauty, emphasizing the decoration of the environment. Some kindergartens have exquisite and high-grade murals hanging on their walls. These? High above? Lack of childlike interest and innocence, too adult? Boutique? Can't attract children's attention and interest, how can this meaningless wall decoration serve children as the main body of environmental education? Obviously, it is totally unreasonable to match with children who are only about one meter tall, which will make our educational subjects lose an opportunity to receive education in vain. No matter how beautiful the wall decoration is, it can only be a decoration beyond the children's vision.
Second, the form is single, ignoring children's participation. Kindergarten environment layout should create a beautiful and happy atmosphere, so as to stimulate children's emotions and make children like to associate with people, things and things, while some teachers create an environment that blindly pursues formal beauty, in order not to let children do it? Destroy? Some teachers still insist on watching but not moving, which has become a flashy stop. In this way, there is a serious lack of content and opportunities for children to participate in activities.
Third, it remains unchanged and ignores the educational nature of environmental creation. In order to save time and effort, some teachers only do environmental layout once a semester or even a year, regardless of whether their own layout is educational or not. Eclipsed? Did it work? Permanent renovation? Also regard this as a good way to save materials. In fact, due to the lack of variability, it can't deliver fresh educational information to children in time. Over time, children will lose interest in it. Turn a blind eye? .
Then, how can we play the educational role of environmental creation activities, strive to create an environmental atmosphere suitable for theme activities, and let environmental creation become the third teacher of children? Our garden attaches great importance to environmental creation, and regularly or irregularly organizes all teachers to actively carry out environmental creation competitions. Through continuous exploration and study, I also found some creative experience:
1 Integrate children and their works into the environment to make the environment scientific and artistic.
Every child's work is the crystallization of their wisdom. To this end, I will design different styles of pages in advance according to the types of my friends' works in each activity. When the children's works are finished, I will guide the children to paste the marked works in the appropriate position. When all the works are posted, a unique layout will be formed. Such as: middle-class children's works? Sunflowers? I first made the trunk of a big tree with cardboard, then made two or three beautiful butterflies with colored cardboard, and then instructed each child's flowers to stick around the trunk at will, and a layout that condensed the wisdom of all children was completed. Did the child see his work turn into a tree? Sun flower tree? Excited, they constantly appreciate and discuss with each other, and unconsciously integrate individuals into the collective, which not only shows themselves, but also sees the success of others.
When parents pick up their children, the children will excitedly tell their parents that this is my work, whose work it is, and whose parents are extremely proud of their little progress. The layout environment thus created has inadvertently become a bridge between home and home. It should be noted that teachers should focus on children's works, supplemented by teachers' creativity, and should make the finishing point.
Rich environment can talk with children aged 3-6. Children are not only stimulated by the environment and accumulate direct experience, but also interact with the environment to enrich and change the environment. Children's works are all over the wall and classroom, making them feel? This is our classroom? Warm and kind!
Let the environment change with the seasons.
In different seasons and seasons, the surrounding environment will change constantly. By changing different environments, children can feel the change and change of seasons. For example, when spring comes, let children observe and feel spring through outdoor activities, and then do activities. Children will paint and cut and paste related works according to what they see, hear and think. ? Black tadpoles, swallows with scissors, tender grass, yellow winter jasmine, and the gurgling river after the ice and snow melt? Everyone's works blend together to form a beautiful picture of spring. Similarly, pink lotus blooms in summer, green trees and red flowers, fruitful autumn, yellow leaves fluttering, snowy winter and vast land, which is the focus of environmental layout. These excellent works with obvious seasonal characteristics make children clear at a glance and remember them deeply because of their personal production experience.
3 Let the regional environment come alive.
In regional activities, provide children with rich semi-finished and finished materials, and put in rich materials related to the theme. Choose the content that children can see, touch and be interested in, and put it in areas, natural corners and other environments to satisfy children's curiosity and desire to explore things around them. For example, the Science Zone has collected many interesting induction toys, car toys and wind-up toys. Children's concept of science is abstract. When they sow science with their own hands, the teachers need not say much, and the children will gain a lot. A large number of scientific and technological books are placed in the library area, and books, pictures and information photos of celebrities and great men are placed. Illustrated with pictures and texts, it deeply infects young children. Put some yogurt bottles, sanitary chopsticks, jelly boxes, cans, small toys and other daily necessities in the role area to enrich the understanding of social experience, actual communication and experience the fun of life. Play world famous songs, beautiful children's songs, VCD, etc. In the field of music, this is very interesting. Put all kinds of paper, crayons, oil pastels, pencils, scissors, glue, advertising colors, etc. In the operating area of hands and brain. Children voluntarily choose the area to carry out activities and complete the content consistent with the theme. Teachers seize the opportunity to guide children who are inspired by curiosity to study together and enjoy the joy of discovery, instead of letting them explore blindly, let alone giving them wrong ideas. In cooperation and communication with peers, children raise awareness, accumulate experience, and learn while doing, so as to achieve the purpose of playing with middle school and applying what they have learned.
When the regional environment is living, an autonomous and relaxed cognitive environment is formed around children. Their thoughts progress in communication and their actions develop rapidly in cooperation, which is very conducive to cultivating children's scientific spirit and humanistic spirit.
4 let the environment move alternately.
The so-called alternating dynamic and static environment is to combine layout with real life. What if the picture of spring has been arranged on the layout and combined with the theme knowledge to guide the children to learn to plant? Little peas sprouted? The teacher leads the children to observe and record the growth of peas every day. Peas sprout and grow leaves. When peas grow up, let children take the initiative to observe whether tadpoles will grow hind legs or front legs first, whether their tails will grow front legs and so on. This kind of environment is dynamic and static, and children fully perceive that everything begins in spring, which is the season of everything's recovery. Montessori once said: The environment plays a very important role in education, because children absorb everything from the environment and integrate it into their own lives. ? In the process of interaction with the environment and material, children gradually develop the ability to understand the surrounding world, master the method of solving problems through inquiry, learn how to think, express and actively construct experiences, experience the fun and hardship of inquiry process, and cultivate correct outlook on life, values and outlook on life.
English Cai Yun, a national special kindergarten teacher, wrote in the book "Children are the sky, I am the cloud". An inspiring and supportive environment will attract young children, stimulate their ideas, imagination and creativity, and make them the masters of the environment. Kindergarten environment is an important factor of children's explicit education and implicit expression, and it is an indispensable element of kindergarten education. ? The environment is accompanied by the growth of children, and it also shows their little progress. Although the environment is small, it shows wisdom, nourishes the soul, and the explorer grows. Children experience happiness in front of their own works, show off their achievements and enjoy their own happy world.
In short, children's world should be beautiful. In kindergarten, every landscape and every corner that their eyes touch should be beautiful. A kind of beauty that has been carefully decorated without showing traces, originated from nature and transcended nature, makes their eyes understand and love beauty after countless pure colors, makes their hands dexterous in the process of making beauty and creating beauty, and makes their hearts pure and beautiful after countless appreciation. It is necessary to organize all aspects of educational content reasonably and comprehensively, and infiltrate into children's daily activities, and give full play to the interaction of environmental education means. Let the limited activity environment become a ladder for children's infinite growth.
refer to
1 successful education, 2008(08)
2 early education, 20 10(0 1)
3. Interpretation of the Guiding Outline of Kindergarten Education (Trial). Jiangsu Education Press, 2002.438+02
The Importance of Kindergarten Environmental Education Paper 2 The Importance of Kindergarten Safety Education
Abstract: In the process of kindergarten safety education, the educational content should be taught in accordance with the aptitude of different age groups. At the same time, the way of safety education must make effective use of community resources and parents' resources to ensure the safety of children. This paper mainly analyzes the importance of child safety education.
Keywords: the importance of kindergarten safety education
Introduction:
Safety is an important part of human survival, and children are the hope of our motherland. Therefore, kindergarten safety education is very important. At present, China also attaches great importance to safety education in kindergartens, and requires every child to do a good job in safety with the concept of people-oriented and safety first to ensure the safety of young children.
1. Content
Because children's age is different, each child's intellectual development is also different, and the content of education is also different. Therefore, the content of safety education must teach children of different ages in accordance with their aptitude.
Kindergarten children 1. 1,
Children's life before the age of three needs the care of adults, and this stage is also in the stage of sports wisdom. Give children safety education, shout for help when in danger, don't accept gifts from strangers, and don't put some buttons and coins in your mouth.
1.2 is suitable for small class children.
Children at this stage are self-centered and their recognition ability has improved a lot. Teachers can let children remember some telephone numbers according to the demonstration, such as parents' telephone numbers and alarm calls, and hold the hands of adults in the process of going out, so that children's safety awareness can be gradually consolidated.
1.3 for middle-class children
At this stage, children's intuitive thinking gradually develops, and the purpose and direction of behavior are improved a lot. Children can also do activities alone. At this time, the teacher needs to guide the children to know some safety signs, master the handling of some injuries, and let the children establish a sense of prevention.
Large class children 1.4
At this stage, children's thinking is obviously abstract. They can not only understand things, but also carry out some complicated analysis and reasoning. At this time they are also willing to learn some safety knowledge. At this time, teachers should not only give children emergency knowledge, but also teach them to avoid dangerous places, so that their safety awareness can be raised to a higher level.
2. Effective ways of safety education
2. 1 Environmental facilities are the premise of safety education.
According to the statistics of the United States and Japan, the injuries of young children are mainly fractures, contusions and abrasions, and the places where safety accidents occur are mainly the locations of outdoor activities and game facilities. Therefore, we must take corresponding measures to the places where these accidents often occur, and at the same time, we must ensure that there are enough venues and sports facilities for children to use. Teachers should educate children to use equipment to minimize the danger of children's sports venues and games.
2.2 Teachers are the implementers of children's safety education.
In the process of children's safety education, teachers are directly responsible for safety, and teachers are also the main implementers of safety education. However, not going to outdoor activities is not to protect the safety of children. Teachers should allow children to try different game facilities, so as to cultivate their adventurous spirit. At the same time, teachers should not easily stop some games invented by children themselves, but actively participate in children's activities and become their playmates. In the process of playing, they should use some experiences and methods to educate their children and remind them when there is danger.
2.3 Parents and communities are supporters of early childhood safety education.
The main purpose of safety work and safety education in kindergartens is to ensure the safety of young children, so the participation of parents is also essential in this process. At the same time, parents should also pay attention to the fact that children will inevitably stumble in daily activities. Don't make a fuss about a minor injury, and kindergartens should always keep in touch with their parents. In addition, the community where the kindergarten is located should also provide some free safety education resources for children's safety education, such as letting children visit some police stations and fire stations to increase their safety knowledge.
3. The importance of early childhood safety education
In kindergarten, the fundamental purpose is safety. Only on the basis of security can we talk about education and multi-mode. Only when kindergartens are safe can children grow up happily. Therefore, children must pay attention to children's safety education, because kindergarten children are younger and have poor self-protection ability, which is very prone to accidental injuries. How to reduce children's accidental injuries and improve their quality of life has become a concern of every family and kindergarten. Therefore, it is very important for children to learn to protect themselves better, because no matter how much they care and love, they are not as good as children to learn to protect themselves. Therefore, it is very important to cultivate children's self-protection ability.
In kindergarten, the most important task is to protect children's health and how to help children master safety knowledge. First, all teachers should have high safety awareness and rich safety knowledge, and teachers should always pay attention to children's safety. The second is to make full use of some special events and publicity lectures. Teachers should patiently explain to children what to do when they encounter problems in the process of health education, such as what to do when their noses appear, what to do when they fall, and so on. At the same time, we should constantly guide children to change what to do, so that children can truly understand the methods of self-protection and raise their awareness of self-protection. Thirdly, according to the cooperation of the family, we can educate reasonably, and at the same time introduce some knowledge of safety and self-help to parents, improve parents' ability to cultivate their children's self-protection, and finally improve their safety awareness.
Summary:
In short, we must master children's safety knowledge through more channels and improve their self-protection ability, which is also related to whether children can grow up healthily and has a direct relationship with the happiness of every family. Therefore, teachers must improve their sense of responsibility and give children more safety knowledge in order to avoid the danger of children and let them grow up healthily.
References:
[1] Guo Qinmei. Analysis on the current situation and countermeasures of kindergarten safety education ―― Taking kindergartens in Quangang District as an example [J]. Child development research. 20 13,12 (24):102-105.
[2] Liu Xin, Li,. Investigation on kindergarten safety status and safety education in some areas of China [J]. Preschool education research. 2005,12 (24):123-125.
[3] Guo Jingjing. On kindergarten safety education [J]. Journal of Huaiyin Teachers College (Natural Science Edition) .20112 (24):114-1.
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