1. Reading area

The reading area is mainly picture books, which is one of the areas that every kindergarten must focus on. A good kindergarten should have both a special library and a reading area in the class activity room. The library is mainly used for class and individual borrowing or special reading activities. The establishment of class reading area is to give children the opportunity to choose reading at any time between various activities. The park library and the class reading area should form a certain interactive mechanism.

There are many organizational forms of early reading in kindergartens, and teachers can organize reading activities collectively. Such activities have immediate goals and requirements, but just using picture books as teaching materials to teach those knowledge points that we think must be known to children is not the original intention of our early reading activities. For children, reading picture books, like watching cartoons, is a kind of entertainment, so they have a strong interest in it. This is our nature of listening to stories. As for the educational nature contained in the works, it exerts a subtle influence on children in the process of happy reading. As long as children like a book, the educational value contained in the book can be realized in children's spontaneous repeated reading. The significance of the reading area is to keep children's interest in picture books, so that children can develop reading habits and improve their reading ability in spontaneous reading.

There are special requirements for the construction of reading area environment, and the most important thing is to do two things: First, there should be a quiet reading environment. Therefore, there must be a relatively closed space, away from noise-prone areas (such as song and dance performances) and close to relatively quiet areas (such as artistic activities). In this way, children can easily concentrate, understand the contents of books through imagination, prolong the duration of reading and form good reading habits. The second is to choose the right books. This is the most critical factor to arouse children's interest in reading and realize educational value. Because reading the same number of books, if the quality of books is different, it will have different effects on children's development. Age suitability and content suitability should be considered. When choosing picture books for children aged 3-6, we should pay special attention to two kinds of books, one is literature and the other is popular science. According to the age of children, from picture books with simple and fun plots to story books with strong plots, and then to story books that express scientific knowledge through plots, we should choose some simple popular science books for children.

In particular, when creating a reading area environment, don't apply generalized reading to the class reading area, and put a lot of listening and sports training materials here, which will easily interfere with quiet reading and is not conducive to the development of children's good reading habits. For example, language teaching materials, such as Chinese character cards, collocated idioms and pictures, story tapes, DVDs, hand dolls, image decorations, etc. , should be placed in the puzzle area and performance area respectively. Because through a lot of reading, cultivating children's reading interest, reading habits and reading ability is the main function of reading area.

2. Exhibition area

All kinds of things that children want to know can be displayed to children in the layout environment. Let children see nature and society. The more children watch, the stronger their curiosity, the more questions they have, and the stronger their desire for knowledge. Kindergartens should provide children with things that are needed in the curriculum but difficult for children to experience. Pictures and objects can be arranged into small exhibition areas in a centralized or decentralized way for children to understand and share.

The content of the exhibition area is rich and varied. From the existing exhibition area of kindergarten, there are natural knowledge, such as plants and animals. Social history, such as the city's past, Four Treasures of the Study and traditional labor tools; Those with artistic appreciation, such as the world famous paintings and folk arts and crafts; There are multiple cultures, such as national landmark buildings and national flags; With national characteristics, such as costumes and appliances of all ethnic groups; There are also folk customs, such as symbols of different festivals and folk toys. The exhibition can be pictures, collected objects, specimens of animals and plants, self-made simulators and so on. In the space arrangement of the exhibition, some knowledge that needs to be popularized is displayed in public areas so that all children can understand it; Some are needed for age-specific theme activities and can be set in the class activity room. Some content can be displayed as decoration for a long time, such as the world famous paintings; There are also random changes as the content of phased education, such as various means of transportation.

There is also a very important display, which is to show the children's own works. There are two main kinds of children's works, one is children's collection, and the other is children's production. The purpose of showing children's works is to let children share their learning. Children's "collection" is similar to that of adults. We know that "collection" is an elegant behavior and a reflection of history and artistry. This kind of collection consciousness actually exists in children. Children often collect and treasure things that they think are treasures, such as stained glass, candy paper or cartoon cards, beautiful leaves and shells. This kind of interest in collection is the bud of future advanced collections (such as stamp collecting), which should be affirmed and supported, and a platform for them to display should be prepared. As for children's production (including art works), as a daily display in kindergartens, it has always been concerned. It must be noted that each child's work must be displayed in the class exhibition area. Only when children's works are displayed in the public exhibition area of the kindergarten, can the shown works be displayed because of insufficient space.

If the kindergarten can plan and build the exhibition area into an important activity area, children will benefit from it.