The world-famous Reggio Emilia preschool education researcher once proposed that the environment should be regarded as a "container that can support society, exploration and learning." From this concept, it is not difficult to see that it has transformed the environment into The creation and arrangement of courses have risen to an equal status as daily teaching activities, and have become an important factor in curriculum design and implementation. At the same time, environmental layout also promotes the social development of young children, allowing them to develop in interaction with the environment. It can be seen that as an important educational resource, the kindergarten environment plays a very important role in kindergarten educational activities. 1. Proposition of the problem Modern educational theory believes that heredity, environment and education are the basic factors that determine human physical and mental development. Among them, genetic factors are the conditions for the possibility of human physical and mental development, and educational factors are the driving force for human physical and mental development. Environmental factors promote human physical and mental development. In the educational activities of kindergartens, the environment, as a kind of "hidden curriculum", has attracted more and more attention in developing children's personality. Environmental creation has gradually become a hot spot in kindergarten work. The just-issued "Guideline for Kindergarten Education" also clearly states: "The environment is an important educational resource, and the development of young children should be effectively promoted through the creation and utilization of the environment." So, what exactly is a kindergarten environment? Mr. Chen Heqin, the pioneer of early childhood education in my country, once proposed that the kindergarten environment is "all the materials that children come into contact with that can stimulate them." Preschool education researchers from Reggio Emilia, a small town in northern Italy, 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." Precisely because the environment is what children live in and come into contact with every day, children's physical and mental development, social development and personality development are all affected by it. Reggio Emilia educators believe: "Space has educational 'connotation', that is, it contains educational information and stimulates interactive experiences and constructive things." The success of education depends on whether each element in the environment has The components of education, whether it is beneficial to children’s knowledge construction in the process of “doing”, etc. Therefore, the environment is by no means a decoration, nor is it just a pile of hardware equipment. Instead, it is interdependent, inclusive, and influencing each other with education. The two are an inseparable unity. Therefore, the kindergarten environment plays an important role in the daily educational activities of the kindergarten. As a kindergarten that is closely related to the growth of children, all conditions that affect the physical and mental development of children are the educational environment of the kindergarten. These conditions mainly include two types: materialized form and conceptual form, that is, the physical environment and spiritual environment of the kindergarten. In terms of the creation of the kindergarten's own environment, we should continue to pursue an educational orientation that combines the physical environment and the spiritual environment, that is, "the design of the environment tends to develop in conjunction with all things related to education." 2. The role of environmental creation in kindergarten education Positioning (1) and environment are elements of curriculum design and implementation. The essence of my country's preschool education curriculum is: "All educational activities that learners gain from beneficial experience and healthy physical and mental development by interacting with the educational situation under the conscious guidance of the educator." It is not difficult to see that it emphasizes the three elements of education: learners, educational environment and educational results. (2) The environment is one of the best "records". If the kindergarten environment is vibrant, the children's lives will also be vibrant. Because “the environment is of value to young children’s behavior and development not only because it is a factor that affects children’s development, but also because through their own activities in the environment, children acquire ways and abilities to cope with environmental changes, and have a positive impact on the environment. It has also had an impact and even a transformational effect.” Young children develop in interaction with their environment. (3) The environment is the "third teacher" First of all, the environment should have the function of education. Secondly, environment is relevant. It can combine various factors that cause children's mutual experience to construct new knowledge. Thirdly, the environment is also flexible. It should constantly change according to the needs of young children, which is what we mentioned earlier to allow children to "dialogue" with the environment. (4) Environment is a key factor in the social development of young children. Child psychology shows that preschool children are in the egocentric stage, which is the beginning of socialization. They urgently need to learn to understand others, know themselves, and grasp their own role in the group while interacting with peers. position and get rid of self-centeredness. 3. Principles of environmental creation (1) Principle of cultural refraction The school environment should present the local cultural customs. From the use of materials and appliances to the decoration on the walls, the customs and local customs of the area where the kindergarten is located can be reflected. feature. For example, kindergarten teachers in the first class used the unique charm of our hometown, Jiashan, to carry out the theme education activity "Beautiful Jiashan, I love you". Everything in the kindergarten with Jiashan cultural characteristics originated from the collection of children and their families. Bazhen cake, Zhuangyuan cake, smoked edamame, Fenhu crab, Dayun fresh cut flowers, Xitang rice wine... these The materials that young children and parents bring from home create a unique culture. (2) Age and Development Principles For children of different ages, the specific requirements for environmental creation are different, and they should try to meet the age characteristics and development needs of the children. For example, a relatively large number of unstructured toys are placed in small class classrooms; there is also space to act as a doll's house. In the classes of older children, place more equipment for exploration and experimentation.

(3) Principles of time and space Kindergartens should provide young children with a quiet, unhurried pace of activities, an environment of safety, self-esteem and problem-solving. As Malagucci said, "We must respect mature time, development space, The time it takes to use tools and understand them, and how children develop comprehensively, slowly, richly, or brightly... these times are a measure of cultural intelligence and biological intelligence ( 4) The principle of respecting users. The creation of an environment should reveal a respectful attitude towards the interests, needs and abilities of users - children, teachers and parents. As educators, we should constantly ask ourselves when creating an environment: What kind of environment do children need? Is this environment conducive to children's exploration activities? In what environment can our teachers listen to children, help children, and record children more effectively? What requirements do parents have for the environment? ( 5) Evaluation and update principles: The environment of kindergarten is not fixed, but needs to be evaluated and modified regularly. The environment layout should be continuously updated according to different seasonal characteristics and the progress of the kindergarten curriculum, so that the environment can play its maximum role. Specific creation (1) Creation of physical environment Ecologist Buck pointed out on the basis of a large number of empirical studies that people always adapt to the environment by adjusting their own behavior, and the environment provides clues to people's behavior, but we should also put forward, People can not only adapt to the environment, but also change the environment and create an environment that is conducive to their own development, and a good environment will have a positive impact on people. This creates an ever-improving relationship between people and the environment. The construction of the physical environment is not only significant. Because it is a condition that affects the development of children, and it is also because of the interactive effect produced by children’s active participation in the process of environmental construction. 1. Ways and methods for children to participate in the construction of the physical environment: ·Children who participate in the design are the masters of the environment. They should be allowed to design and create the physical environment of the kindergarten according to their own wishes and ideas. Such an environment is also more educational for young children. For example, the teaching activity "My Home" originated from a child in the top class talking to his peers. Talking about his newly built villa, the children looking at the photos he brought and visiting his home on weekends will arouse the interest of other children. If the teacher can capture this information in time from the conversation with the children, It is a very good educational activity about "your own home". Another example is that the children in the senior class were inspired by the teacher to create a theme environment of "Green Home". After the children's heated discussion, they decided to use drawing and cutting. The formation is completed through division of labor and cooperation. The content of the theme is also determined by the children themselves. When it comes to how to protect our environment, everyone gets excited and starts to discuss what garbage is and how to dispose of it to protect our home. ·····Later, some children suggested that all children in the kindergarten know how to protect our home, so the following two brochures were produced. When the entire theme was created, the children were excited. Great, not only were they deeply attracted by this unique artistic beauty and experienced the joy of cooperation, but more importantly, they learned more about how to protect our home and became more passionate about our environment. Another example is that children in the middle class showed rich imagination when they participated in designing the environment of the natural corner. They said that the white radish is like a pig, the thin and curved eggplant is like a small snake, the red apple is like a baby's face, and the lines on the carrot are like the wrinkles on the old man's face... According to the children's imagination, the teacher These vegetables and fruits are artistically processed. The cute vegetables, small animals and fruit babies made the children feel friendly and quickly became friends with them. Providing materials and works and participating in the arrangement. Having children provide materials and works is an important way for them to participate in the construction of the physical environment. It is also a very important and effective educational process. In each of our classrooms, there is a "treasure box", which collects various bottles, boxes, cans, small calendars, old wrapping paper, plastic foam boards, straws and other waste materials brought by children from home. There are also crabs Shells, eggshells, watermelon seed shells, pistachio shells and other natural materials. Under the inspiration and guidance of the teacher, the children used toothpaste boxes to make high-rise buildings and cars, decorated cans into various small animals, turned egg shells into many cute little dolls, and used fruit shells to collage beautiful patterns. . The children are really happy to decorate our classroom with these works. They are even more interested in collecting and searching for various wastes. In this process of active participation and participation, the children's imagination, creativity and Hands-on skills have been developed. In the process of children's participation in the arrangement, they should give full play to their main role. For example, the themes of "Beautiful Flowers" and "I Love Nature" created by the children in the upper class, and the themes such as "Kite" and "Dinosaur" created by the children in the middle class were all created by the teacher through discussions with the children and based on the children's ideas and opinions. Then work with them to skillfully combine everyone's works into a whole. This form of combining children's works to arrange the environment also enables every child to feel the joy of success and experience the fun of cooperation. Through hands-on and brain use, children gain new knowledge and experience and develop their abilities by participating in the educational process of environmental layout. Children also have a special love and intimacy for their own arranged environment, which will stimulate children to interact more fully with the environment.

·Use the environment for active activities. Children's understanding of things is formed through their own perceptions and activities. Therefore, the construction of the physical environment creates conditions for children to gain knowledge, experience and improve their abilities through active activities. At the same time, children's activity performance, It also provides a basis for the reconstruction of the physical environment. In the environment of rich and colorful corner activities created by our classes, children's active activities are most fully reflected. Children can freely choose from various materials prepared by teachers to acquire knowledge and experience through spontaneous learning or games. Children with different ability levels can choose and adjust learning content that suits them through their own activities, and according to their own The willingness to explore, try, and do things within the scope of one's abilities enables the fullest use of one's abilities. The teacher adjusts the activity environment in a timely manner according to the children's activities, so that the environment can truly and effectively promote the development of the children. The entire process of children's participation in the physical environment reflects the interaction between teachers and students, and the interaction between people and the environment. Such environmental construction is an educational function with higher levels and deeper connotations. Not only is it more vivid, rich, and full of childishness in physical form, but it is also sublimated into a more advanced spiritual form, which forms a good psychological environment for young children. Allowing children to participate in the construction of the physical environment can make the material environment more in line with children's age characteristics and physical and mental development patterns, stimulate their interest and attention in the environment, and satisfy their psychological needs, thus making the environment and children, teachers and children, and children Interaction with children creates a harmonious living space for children, thereby exerting a subtle influence on children's knowledge, emotions, will and behavior, and promoting the healthy development of children. 2. The role that children’s participation in the layout of the physical environment plays in their development ·Intelligence inspiration Environmental construction should focus on enriching children’s knowledge, increasing their abilities, and stimulating children’s curiosity and thirst for knowledge. For example, each class in our kindergarten created a theme column on the wall based on the educational goals and the age characteristics and cognitive development level of the children. The content is rich; there are themes about celebrating various festivals, themes about loving the motherland and hometown, and some reflecting the characteristics of the four seasons. Themes, there are also story themes that children love... The rich thematic content deeply attracts young children. Not only do they receive education subtly, but through their participation in the arrangement and watching and talking, they also achieve cognitive development and improvement in language and hands-on abilities to a great extent. . Children learn and explore in interaction with the environment and materials, thus stimulating their interest in learning and desire for knowledge. For example, in the wall decoration of "Kiss the Little Animals" in the primary class, the pictures and drawings selected are chickens, rabbits, etc. that are common among children. When children participate in arranging this wall decoration, they will be able to roughly understand the general appearance characteristics of these small animals. ·Emotional contagion First of all, the beautification of the environment can cultivate children's taste and ability to feel beauty, appreciate beauty, and express beauty. We strive to create an environment based on respecting children's aesthetic interests and meeting their aesthetic needs. For the environmental layout of each educational theme, in addition to using its rich theme content to educate young children, we also strive to create an atmosphere with beautiful shapes, beautiful colors, artistic beauty and childlike beauty to infect young children. In the classroom, the combined sticker paintings jointly produced by teachers and students allowed the children to experience the joy of expressing beauty and creating beauty, as well as the joy of cooperation and the joy of success. Secondly, the construction of the physical environment can enhance children's understanding of the environment and cultivate their interest in loving nature, beautifying the environment, and protecting the environment. Therefore, we should strive to create a physical environment that constantly interacts with children, so that children can truly become the active agents in environmental design. For example, when creating the theme environment of "Beautiful Spring", you can first let the children look for the characteristics of spring themselves: Spring is here, flowers bloom, leaves sprout,... In the process of collecting "spring", children in small classes can Children can fully feel what spring is through the use of various senses. When they return to the classroom with petals, photos, pictures and other materials, the teacher guides the children to use these materials to decorate the "beautiful spring" environment. During the decoration process, the teacher lets the children discuss the ideas and layout on their own. , instead of arranging for children. During the whole process of children's hands-on participation in environmental layout, they not only acquired new knowledge through observation, conception, and hands-on work, but their hands-on ability and creativity were also well developed. I think, similarly, when summer, autumn, and winter come, we can also let children collect, communicate, and arrange the environment. With the advent of different seasons, the walls of the classroom continue to "speak" in the hands of children, and children in The meaning and characteristics of the four seasons are also deeply felt in the layout. During the New Year, the kindergarten is full of festive atmosphere. Red Chinese knots, lanterns of various shapes, fireworks set off high, Chinese folk paper-cutting on the glass windows... Everywhere in the kindergarten reflects the children's spirit. Our best wishes for the upcoming Spring Festival, our traditional festival. In the sunny area of ??the classroom, a natural corner and an animal corner are specially set up, and many animals and plants suitable for indoor growth are placed, such as radishes, onions, garlic, potatoes, taro, small fish, turtles, loaches, tadpoles, lobsters, etc., and Adopting a daily student system, children take turns taking care of and observing, and the children have mastered a lot of knowledge about animals and plants. Children in the upper class are particularly interested in the growth of animals and plants. They will draw their own observation diaries to record the growth and development of animals and plants. process.

Under the guidance of teachers, they also learned to sow seeds and participated in watering, weeding, soil loosening and other labors. During the process of planting with their own hands, they learned about the growth process of plants. The activities of planting and raising not only cultivate children's hands-on ability, but also cultivate their love for nature since childhood. The use of natural materials to organize children to make handicrafts to decorate our classrooms allows children to further feel the richness of nature, such as using corn kernels, watermelon seeds, and pistachio shells to paste into the images of various small animals, and collecting autumn flowers. Fallen leaves are processed into specimens, or cut into various patterns, orange peels are used to make chrysanthemums, and various vegetables and fruits are shaped into an interesting animal or a cute baby. As a result, our physical environment becomes more meaningful, thus cultivating children's emotions of caring about and protecting the environment. In addition, the construction of the physical environment can also cultivate children's emotions of caring for others, loving their peers, and loving the collective. For example, the birthday column we arranged created a warm and friendly atmosphere in the classroom. In the birthday column, children post their own photos or self-portraits in the corresponding months of their birthdays. Children usually pay attention to the birthday column and tell each other who has a birthday this month. At the end of each month, we will celebrate a happy and meaningful collective birthday for the birthday boy of that month. The children took turns congratulating the birthday stars, expressing their wishes, and giving small gifts they made. Everyone ate cakes, sang Happy Birthday, and shared this happy time together. ·Incentivizing behavior The construction of the physical environment should create an atmosphere that encourages children to work hard. Children's paintings are full of childlike innocence and express their thoughts. We use these children's works to beautify our environment and have received unexpected results. Seeing their works on display increases the children's interest and confidence in creation, because this is the highest respect and encouragement for them. Although children have different development levels and performances, environmental construction should strive to allow each child to succeed on their own original basis, enjoy the joy of success, and establish continuous upward self-confidence and enthusiasm. On the work column in the classroom, there are works by each of our children. If anyone comes to our classroom as a guest, the children will rush to introduce their works to him. They are very interested in every painting and handmade work of theirs. They are all very proud. The work column is a place for them to show themselves and express themselves. (2) Creation of spiritual environment Everyone lives in an extremely broad living space. Various elements of the surrounding reality play their own special role in forming people's psychological qualities. Various things in the objective environment exist objectively regardless of human will, but only when they are felt and experienced by humans can they have an impact on human psychology and behavior. These environmental factors that have an actual impact on people's psychology are reflected into the psychological world and form an environmental image in people's minds. We call it "psychological environment", which refers to the impact on people's psychology. The social living environment that actually affects people, including all people, things, and things that have an impact on people. As a group care and education institution, the psychological environment of kindergartens includes all the spaces where children live, study and play, especially the atmosphere of children's learning, activities and life, the interpersonal relationships and atmosphere of the kindergarten, etc., which have a positive impact on children's physical and mental development. Play a subtle influence. 1. Establish an interactive environment between teachers and students ·Love, respect and understand children. Each child is an independent individual. Teachers' love for children is a direct manifestation of preschool teachers' love for education. It is the soul of education and the basis for teachers to educate children. This kind of love is principled, just, rational and measured. It should be guided by teaching regulations, not mixed with personal likes and dislikes, not accommodating to children, and not favoring one over another. Suhomlinsky has a famous saying: "The whole secret of educational skills lies in how to care for children." As a teacher, he should love all children with a broad mind, not just a few children. This is a very important thing. important educational ideas. There is a Russian proverb: Everyone loves beautiful children, but love for ugly children is true love. The "beautiful" and "ugly" children mentioned here are not only beautiful and ugly in appearance, but also good and bad in moral ability. In kindergartens, there are indeed some "ugly" children who are naughty, disobedient, break discipline, and have poor grades. Teachers need extra care and help for these children. However, in the eyes of some teachers, they only like a few children, while children with average performance can only "sow widely and reap little", and those children who cannot enter the teacher's field of vision are even more "rotten wood that cannot be carved." This is a very terrible prejudice. This prejudice shows that such teachers have not yet established a correct view of children. Teachers who hold this kind of prejudice not only affect their working mood, but also artificially create "lucky ones" and "unlucky ones", forming a gap, differentiation and opposition between the minority and the majority. The consequence is that the best environment for young children's development is lost. Therefore, preschool teachers must have an in-depth understanding of each child and treat each child without any prejudice. Teachers should be good at experiencing what children are doing, patiently and meticulously observe and understand children's inner world, and treat every child with sincerity, love and care, and treat them equally.

·Create a good learning atmosphere and mobilize children's enthusiasm for learning. The teaching process is a bilateral activity between teachers and children learning. To mobilize children to participate in learning, teachers must truly establish a good learning atmosphere, that is, under the leadership of teachers, fully mobilize Children's learning enthusiasm should be given full play to their main role, so that children can truly become the masters of learning, allowing them to use their hands, brains, mouths, and multiple senses to participate in activities. American psychologist Bruner believes: "The best motivation for learning is that students have an intrinsic interest in the material they are learning." A good learning atmosphere can arouse children's attention and interest in learning, giving children a pleasant and successful experience. , and maintain a positive learning attitude; on the contrary, it will make children feel tired, bored and indifferent, and over time, they will become tired of learning. To truly mobilize children's enthusiasm for learning, there must be a relaxed and comfortable environment, a democratic and harmonious atmosphere. This requires teachers not to scold or blame children. Because, although children are young, they also have strong self-esteem. They do not like the teacher's "naked", straightforward, and public education method. They want the teacher to have a harmonious relationship with them, recognize and encourage them. In this way, in various environments and forms of teaching, children are not nervous, fearful, confrontational and depressed, but can accept learning easily, happily and emotionally. Therefore, a relaxed and harmonious educational atmosphere is a prerequisite for children to learn knowledge and develop intelligence. 2. Establish a peer-interactive environment. Teachers participate in establishing a good group of children. Groups are the basis of our social life. Each of us lives in a group, and children are no exception. Therefore, establishing a good group of children is the key to kindergartens. An important part of the psychological environment, it can promote the individual psychological development of young children. As specific social members, children must first belong to the class collective in kindergarten in a group sense. For this reason, teachers must not only grasp the rules of children's physical and mental development, but also study group problems of children and strive to make the group aware of them. Have a positive impact on the psychology and behavior of each member. Therefore, when teachers first establish a class group, they should adhere to the educational attitude of positive education and collective education, so that the individual talents of children can be fully expressed in the group, and gradually make children develop a sense of self-confidence and autonomy. Teachers should guide, encourage and help children to participate in various activities, and affirm and praise their enthusiasm and good performance at any time, which will stimulate their initiative; if the requirements for children's activities and activity results are too strict, and there will be too many accusations , unfair evaluation, or even sarcastic, sarcastic tone or unreasonable punishment, which will inevitably dampen the hearts of young children, make them feel inferior, lose confidence, doubt their ability to cope with the surrounding environment, and become shy about their actions or themselves. sense, thereby affecting the physical and mental health development of young children. ·Establish good interpersonal communication and interpersonal relationships. Both teachers and children tend to like teachers' communication. Through communication activities, they can satisfy their respective psychological wishes and spiritual needs. Through emotional and friendly communication methods, eliminating the indifference and tension in interpersonal communication between teachers and children and avoiding the negative consequences caused by the "lonely world" will undoubtedly be beneficial to the mental health of teachers and children. Teachers should master and understand the various methods and activity patterns in the process of children's interactions with others, so as to effectively train children's social activity abilities according to their differences. At the same time, teachers should be role models for children's interpersonal communication, because in an environment lacking interpersonal interaction, children cannot obtain the reciprocity and intentionality required for interpersonal communication, cannot obtain a sense of meaning, and cannot understand relationships. Therefore, teachers should use collective strength to correct bad tendencies in children's interactions and cultivate children's good communication qualities.