Since the implementation of "Working Rules for Kindergartens", many kindergartens have made a lot of efforts in setting up the environment, but in the actual investigation, it is found that kindergartens are understanding "what is the important value of the environment?" The deviation of kindergarten environment has caused great waste of environmental resources, human resources and material resources. Children often lose interest in activities that they can't participate in personally, and we rarely consider "does the creation of kindergarten environment really reflect the needs of children?" This limitation restricts the creation of kindergarten environment and hinders the all-round development of children. To sum up, there are two main problems.

(A heavy form, light content

The "Guidelines for Kindergarten Education" points out: "Kindergartens should provide children with a healthy and rich life and a vibrant environment to meet their various development needs, so that they can gain experiences beneficial to their physical and mental development in a happy childhood; The environment is the main educational resource, and children's development should be effectively promoted through the creation and utilization of the environment. " The kindergarten environment needs to be beautiful, but some kindergartens blindly pursue beauty and ignore the educational function of the environment, making the children's activity room beautiful and tidy, but the educational value is not high. Some kindergartens have exquisite murals, attractive activity corners, beautifully shaped outdoor sand pools and game pools to prevent children from touching and playing. Environmental arrangements like this are only for the pursuit of formal beauty, which limits children's activities and does not promote children's development much.

For example, the theme painting with the theme of "Autumn" shows trees and flowers with autumn characteristics, various small animals are preparing winter grain, and a small train is transporting autumn fruits in the distance. Among them, autumn fruits and various small animals can be designed as activities, and children can't take them down for counting and calculating exercises, just because of the formal design.

Some kindergartens make an environmental arrangement at the beginning of the semester, and rarely change it after that. Half a year, a year, even until the paper turns yellow, so it often happens that there is still a "snow scene" indoors in June, which loses its educational value.

For example, there is such a situation in the kindergarten where I practice. The teachers on the wall made the heads and limbs of small animals out of cardboard and put them on with the children's clothes, so vivid cartoon three-dimensional pictures were presented. But after a long time, the clothes were torn and the hairs of small animals were torn off, and the teachers didn't care, leaving the dilapidated wall decorations on display there. This environment is of no value to children's development.

(2) Pay more attention to teachers than children.

Teachers set more content, and children participate in setting less content. Beautiful pictures designed and created by teachers can only be seen by children, but not touched and operated by hands. This teacher-centered environment hinders children's multi-sensory learning, making the environment a static "ornament" and a stage for teachers to display their talents, while children become bystanders. For example, the theme wall of "Squirrels Picking Fruits" and the production of pine bark should encourage children to participate in the setting. For example, children can make dried pine with pencil scraps or shells, which can be set into "interesting puzzles". If all the work is done by teachers, many production skills of children will not be developed.

The environment for children's actual operation is not fully prepared, so children don't care much about the setting of the environment, and it is difficult to form a creative deep influence on children, which hinders the development of children's operation ability and the cultivation of children's hobbies. For example, in the small kindergarten class where I practice, there are few materials that children like and need to carry out scientific experiments, art activities, music, dance and games, and there are even fewer styles for children to choose from. Moreover, children are often restricted by teachers when operating their favorite materials, because teachers are afraid of making trouble for themselves and can't maintain discipline. Children's practical operation ability can't be exercised. Children participate more passively, less actively, less in action and less in thinking, which makes teachers pay and pay.

Kindergarten, from space layout, facilities and materials to wall layout, should be of educational significance to children and exert a subtle influence on them. The environment restricts the development of children's behavior and ability. Without the corresponding environment, there is no corresponding ability. In order to meet these requirements, we must make up for the shortcomings in the creation of kindergarten environment. Among the exploitable kindergarten environmental resources, children's hand-made works are of great development value and play an important role in the creation of kindergarten environment and the development of children.